Kaskutas L A, Marsh D, Kohn A
Alcohol Research Group, Berkeley, CA 94709-2176, USA.
J Subst Abuse Treat. 1998 Jan-Feb;15(1):43-53. doi: 10.1016/s0740-5472(97)00248-1.
Medical model and social model programs both include client education as part of their service mandate, although the two models may define and accomplish the task of education differently. The role of education in substance abuse recovery has not been clear in either the treatment or recovery models. This paper therefore begins with a debate of the value of "educating" substance abuse clients, using several possible definitions of education and drawing upon a variety of theories from health education and community psychology. We divide these types of education into two broad definitional categories: knowledge acquisition and life skills development. Using data collected during a process evaluation at one medical and two social model programs, we provide examples of how knowledge acquisition and life skills development are accomplished at these sites. Analysis of the observational data pointed to two approaches to education, one didactic, the other experiential. All three sites used a didactic approach to knowledge about addiction. Only the social model sites used an experiential approach to convey knowledge and skills about recovery, and the development of life skills.
医学模式和社会模式项目都将客户教育作为其服务任务的一部分，尽管这两种模式对教育任务的定义和完成方式可能有所不同。在治疗或康复模式中，教育在药物滥用康复中的作用都尚不明确。因此，本文首先讨论“教育”药物滥用客户的价值，使用几种可能的教育定义，并借鉴健康教育和社区心理学的各种理论。我们将这些教育类型分为两个广泛的定义类别：知识获取和生活技能发展。利用在一个医学模式项目和两个社会模式项目的过程评估中收集的数据，我们提供了这些场所如何完成知识获取和生活技能发展的示例。对观察数据的分析指出了两种教育方法，一种是说教式的，另一种是体验式的。所有三个场所都采用说教式方法传授关于成瘾的知识。只有社会模式场所采用体验式方法来传授关于康复的知识和技能以及生活技能的培养。
