OBJECTIVE: Human resources are crucial for addiction treatment and prevention services, as well as for science and research. The aim of this historical case study is to explain and demonstrate the role of specialized university academic degree study programmes in addictions in the context of a national institutional infrastructure. This specific group of very highly specialized academic programmes represents the highest level of professional development and is producing a totally new generation of addiction specialists with a very distinctive professional identity. METHODS: The study protocol is based on a case study research design and the case is defined as the historical development of addiction specialized institutions closely related to self-help, prevention, and treatment activities on the historical territory of the Czech Republic. We identified relevant historical sources related to establishing and/or running activities or institutions according to the categories specified in our concept of the national institutional infrastructure. All the materials and sources that were collected were sorted according to a timeline and categories of institutions and we systematically determined the first recorded activity/institution in each particular category. For this simple sorting system we used open and selected coding according to Grounded Theory. RESULTS: The public health model developed by Thomas Babor recognizes six different structural mechanisms to support university-based programmes in addiction studies: specialized journals, research centres, professional societies, specialized libraries and documentation centres, training and education programmes and institutions, and funding agencies. We attempted to redefine the concept of addiction studies within the broader context of the addiction field and added three additional mechanisms of support: public interest groups, self-help groups, and service providers. Using a historical case study in the Czech Republic, we demonstrate the potential for a broader context and interaction between these support mechanisms and academic institutions hosting academic programmes in addiction studies. CONCLUSION: The process of establishing integrated addiction studies programmes at Charles University in the Czech Republic had its origins in, and support from, various national institutions and professional organizations. This allowed the university to develop academic programmes at the bachelor's, master's, and Ph.D. levels. The availability of career opportunities for advanced-level addiction professionals in the Czech Republic was also a critically important factor in developing sustainable academic programmes in addiction studies. Our experience is that the creation of successful and sustainable academic programmes for addiction professionals is difficult to achieve without broad infrastructure support, national advocacy efforts, and legislative change at the national level.
- MeSH
- adiktologie výchova MeSH
- dějiny 21. století MeSH
- hodnocení programu MeSH
- lidé MeSH
- případové studie organizací MeSH
- studium lékařství dějiny organizace a řízení MeSH
- Check Tag
- dějiny 21. století MeSH
- lidé MeSH
- Publikační typ
- časopisecké články MeSH
- historické články MeSH
- Geografické názvy
- Česká republika MeSH
OBJECTIVE: Comprehensive bachelor's, master's, and doctorate-level curricula of Addiction Studies (Addictology) were developed and implemented at Charles University (First Faculty of Medicine) between 2003 and 2012. This Prague model combines three evidence-based approaches to addressing substance use - prevention, treatment, and public health - into a balanced professionalised discipline. Graduates from this programme are licensed by the State Authority as addictology, a regulated profession in the Czech Republic. Professionals with these degrees are recognised as healthcare professionals, can perform directly in the field and can be contracted by health insurance companies. In 2016, it was decided to integrate the Universal Prevention Curriculum (UPC) into these programmes of study. The UPC was developed by a group of prevention researchers from the United States. This article describes the technical steps involved when adapting the UPC into an established university degree programme. We describe the requirements needed for successful implementation and reaccreditation. Finally, we examine both barriers and enhancers of the adoption of UPC as a university programme. METHODS: A qualitative process evaluation study was conducted on the activities carried out in 2017-2018, demarcated by a successful university accreditation of the new curricula combining the original Prague model and the UPC curriculum. Field records, observation methods, official documents, curricular documents, syllabuses, content analysis, and thematic analysis were used for this process. RESULTS: We identified three clusters of issues and challenges during the adaptation and implementation process: technical (developing a new credit scheme, adopting new terminology using local and culture-specific examples, and cancelling, establishing, and/or fusing particular courses, identifying some critical issues for any practical implementation of the UPC); teaching staff-related (team work, involving motivated and qualified staff for moving from a national to an international perspective); and content and contextual (the conflict between different theoretical perspectives such as public health vs. mental health and drug use prevention vs. risk behaviour prevention). CONCLUSION: The adaptation of the UPC had a significant impact on study profiles and competencies. Such an implementation necessarily requires a team of staff members with sufficient capacities to be able to coordinate the process, facilitating each step and supervising it. The current adaptation of the UPC involved specific merging procedures to fit in with existing courses and emphasising an international perspective. This process opened a national discussion about the implementation of the UPC in the system of life-long education programmes and training. Beginning in September 2019, when the first group of students will attend this new model of Addictology studies, we will continue our evaluation of the implementation process and the factors that played a role in either hindering or supporting the implementation. The findings from this evaluation will be used to make adjustments to the curriculum.
- MeSH
- adiktologie výchova MeSH
- hodnocení programu MeSH
- kurikulum * MeSH
- kvalitativní výzkum MeSH
- lidé MeSH
- studium lékařství pregraduální organizace a řízení MeSH
- studium lékařství specializační postgraduální organizace a řízení MeSH
- Check Tag
- lidé MeSH
- Publikační typ
- časopisecké články MeSH
- Geografické názvy
- Česká republika MeSH
- MeSH
- adiktologie * organizace a řízení trendy výchova MeSH
- kongresy jako téma * MeSH
- lidé MeSH
- Check Tag
- lidé MeSH
- Publikační typ
- zprávy MeSH
Profesní vývoj je celoživotní cesta, která vždy někde začíná. Tato kazuistická studie zachycuje prostřednictvím analýzy konfliktu v terapeutické skupině právě začátek této cesty. Práce popisuje a následně analyzuje terapeutické skupinové sezení pomocí konceptů skupinového procesu, psychoterapie a konfliktu v léčbě závislostí. Situace se odehrává na Klinice adiktologie, oddělení léčby žen při Všeobecné fakultní nemocnici. Hlavními aktérkami jsou dvě pacientky a jejich vzájemný konflikt manifestující se v rámci skupinového sezení. Cílem kazuistiky je zobrazit osobní zkušenost a proces začínajícího adiktologa, který využívá teoretický rámec pro porozumění procesu ve skupině a hledání významu této situace pro další cestu léčbou konkrétních pacientek. Smyslem práce je zprostředkování zkušenosti práce s případem, pojmenování potřeb začínajícího adiktologa ve skupinové práci a snad i vybídnutí dalších, nejen začínajících profesionálů v této oblasti zveřejňovat svou práci.
Professional development is a lifelong journey, which always has a specific starting point. Using analysis of a conflict in a therapeutic group, this case study captures the beginning of one such journey. It describes and analyses therapeutic group sessions by means of the concepts of group process, psychotherapy, and conflict in addiction treatment. The setting is the women's treatment ward of the Department of Addictology at the General University Hospital. The study features two patients and the conflict between them as manifested in group sessions. The objective of this report is to describe the personal experience and process of a beginner addictologist who uses a theoretical framework to gain an understanding of the group process and seek the significance of the situation for her further journey by treating specific patients. The purpose of this paper is to mediate casework experience, identify the needs of a beginner addictologist in group work, and, it is to be hoped, encourage other professionals, and not only newly qualified ones, to share the outcomes of their work.
