Didactic and experiential education in substance abuse programs.

Abstract

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.