DIDACTIC AND EXPERIENTIAL EDUCATION IN SUBSTANCE-ABUSE PROGRAMS

Medical model and social model programs both include client education as part of their-ser vice mandate, although the two models may define and accomplish the task of education differently. The role of educatio n in substance abuse recovery has not been clear in either the treatme nt or recovery models. This paper therefore begins with a debate of th e value of ''educating'' substance abuse clients, using several possib le definitions of education and drawing upon a variety of theories fro m health education and community psychology. We divide these types of education into two broad definitional categories: knowledge acquisitio n and life skills development. Using data collected during a process e valuation at one medical and two social model programs, we provide exa mples of how knowledge acquisition and life skills development are acc omplished at these sites. Analysis of the observational data pointed t o two approaches to education, one didactic, the other experimental. A ll three sites used a didactic approach to knowledge about addiction. Only the social model sites used an experiential approach to convey kn owledge and skills about recovery, and the development of life skills. (C) 1998 Elsevier Science Inc.