Curriculum Development and Discursive Practices: Building a Training Culture around Dual Diagnosis.

Autor/in	Goldsmith, Steve
Titel	Curriculum Development and Discursive Practices: Building a Training Culture around Dual Diagnosis.
Quelle	(2001), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Allied Health Occupations Education; Clinical Diagnosis; Comparative Analysis; Counselor Training; Curriculum Development; Curriculum Evaluation; Educational Needs; Educational Research; Foreign Countries; Intervention; Job Training; Literature Reviews; Mental Disorders; Mental Health Workers; Models; Multiple Disabilities; Postsecondary Education; Pretests Posttests; Quasiexperimental Design; Staff Development; Substance Abuse; Training Methods; Australia + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Educational need; Bildungsbedarf; Bildungsforschung; Pädagogische Forschung; Ausland; Berufsqualifizierender Bildungsgang; Mental illness; Geisteskrankheit; Psychiater; Analogiemodell; Multiple disability; Mehrfachbehinderung; Post-secondary education; Tertiäre Bildung; Personnel development; Personalentwicklung; Drug use; Drug consomption; Drogenkonsum; Didaktik; Trainingsmaßnahme; Australien
Abstract	Dual diagnosis of comorbid substance abuse and mental disorder is currently presenting great difficulties across Australia's health and community service sectors. Historically, mental health professionals have received relatively little formal education or training in substance abuse issues. A new curriculum on dual diagnosis was developed and tested. First, the literature was reviewed to identify barriers to curriculum change and strategies for engaging clinical staff at mental health and drug treatment services. Next, the curriculum development processes at a mental health service and neighboring drug treatment service were studied to learn how staff knowledge about dual diagnosis could be improved. A training development group and comparison group were formed to evaluate the training curriculum development process. The training development group met monthly and attended presentations of the evolving curriculum in an interactive format. Preintervention and postintervention questionnaires were distributed to both groups. Of the 187 questionnaires distributed for the first sample, 87 (47%) were returned. A comparison of training development group members' mean scores before and after the intervention revealed significant improvements in scores on the mental illness section of the questionnaire and the overall score and small but significant improvements in the substance and dual diagnosis sections. (Contains 39 references.) (MN)
Anmerkungen	For full text: http://www.avetra.org.au/PAPERS%202001/goldsmith.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC