Improving addictions treatment outcomes by empowering self and others

Abstract

The present research tested the effectiveness of adding an interpersonal, interactive, experiential training programme to addictions treatment that enhances motivation, cognitive-behavioural coping skills, social support, and group cohesiveness. The research was conducted in a co-educational, long-term residential treatment facility for addictive disorders (alcohol and other substances, sexual addiction, eating disorders, compulsive shopping, and gambling) and concomitant psychiatric diagnoses. The added training is co-created by participants. They choose challenging situations important in their lives that are played out as 'movies' in which they play and experience all the parts. Motivation for change, skills to implement positive changes, self-efficacy, empathy, positive support, and group cohesiveness are rooted in their own experiences and the feedback they receive from others, as they behave in empowering and disempowering ways. The training resulted in significant increases in empowering communication, self-esteem and quality of group life in the treatment group and in the family. Many of these results have large effect sizes and are consistent with the findings from prior studies. The results obtained in this study suggest that Say It Straight training can be an effective addition to the treatment of addictions in residential treatment. Future research is needed to determine the long-term effects of this training on relapse.

An Exploration of Cohesion and Recovery Outcomes in Addiction Treatment Groups

“…This includes increased coping skills, avoidance of alcohol and drugs, increased confidence, empathy, self-control, self-efficacy, control over one's judgment, and involvement in rewarding activities (Csiernick & Troller, 2002;Kayman, Gordon, Rosenblum, & Magura, 2005;Moos, 2008;Wood, Englander-Golden, Golden, & Pillai, 2010). Underlying processes or mediators of recovery include self-efficacy, coping skills, social support/networks, expectations and positive cognitions, and prosocial behavior (Kelly, Magill, & Stout, 2009).…”

Emerging from the darkness and stepping into the light: Implementing an understanding of the experience of nurse addiction into nursing education

“…The literature had numerous other studies related to peer mentoring in addiction recovery [25][26][27] . However, after several different efforts to find other research, no evidence of using peer mentors for a preventative teaching standpoint could be found.…”

“…The Center for Disease Control (CDC) has provided guidelines to prevent tobacco use and addiction in school children, and frequently tests the effectiveness of the education that is taking place [22][23][24] . Clients in addiction recovery treatment centers even learn how to empower themselves against using drugs and alcohol, and how to find resources to help them if they should find themselves at risk [25] . If school children and adolescents, recovering addicts, and college students in many general education settings learn about addiction and how it relates to themselves personally, it makes sense for nursing students to learn about it relative to their own risks and not just relative to the patients they will be taking care of.…”

Pharmacotherapy and group cognitive behavioral therapy enhance follow-up treatment duration in gambling disorder patients

“…On the other hand, participation in group CBT for 16 h over the course of 8 weeks, including family therapy during the last session, requires the family support that is necessary for successful treatment. Participation in group CBT is also considered to provide psychological support from significant others [ 32 ]. We cautiously assumed that if individual PT was performed as intensively as group CBT, then the outcomes of the treatment would be different.…”