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EXAME DE PROFICINCIA PROFLIN - 04/08/2012

BIOMDICAS

LNGUA INGLESA

Candidato(a):___________________________________________________________

RG:___________________________________________________________________

Assinatura:_____________________________________________________________

INSTRUES

NO PERMITIDA A IDENTIFICAO NAS FOLHAS DE RESPOSTAS.

OS EXAMES TERO A DURAO MNIMA DE 1 HORA (o candidato no poder concluir ouse ausentar da sala de exames antes desse tempo) E MXIMA DE 3 HORAS,IMPRORROGVEIS (no h tempo adicional para transcrio de respostas escritas em

rascunho).

AS RESPOSTAS DEVEM SER REDIGIDAS SOMENTE EM PORTUGUS.

AS QUESTES DEVEM SER RESPONDIDAS TINTA (azul ou preta).

OS RASCUNHOS (em folhas carimbadas pela coordenao) DEVERO SER ENTREGUES AOEXAMINADOR JUNTAMENTE COM AS QUESTES DA PROVA E A FOLHA DE RESPOSTAS.

PERMITIDO O USO DE DICIONRIOS IMPRESSOS, mas no permitido o emprstimo dedicionrios ou o uso de dicionrios ou tradutores eletrnicos.

PROIBIDO O USO DE EQUIPAMENTOS ELETRNICOS (telefones celulares, calculadoras,i-pod, etc.) durante a realizao dos exames.

AS RESPOSTAS DEVEM ESTAR SEMPRE DE ACORDO COM O TEXTO ANEXO E NODEVEMCONTER TRADUES DIRETAS, INTERPRETAES SUBJETIVAS OU COMENTRIOS DOCANDIDATO, NEM APRESENTAR EXEMPLOS BUSCADOS FORA DO TEXTO.

Boa prova!

UNIVERSIDADE FEDERAL DE UBERLNDIA

INSTITUTO DE LETRAS E LINGSTICA

Av. Joo Naves de vila, 2121 Campus Sta. Mnica, Bl. U - Sala 1U206

CEP: 38408-100 Telefax: (34) 3239-4162


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EXAME DE PROFICINCIA PROFLIN - 04/08/2012

LNGUA INGLESA

BIOMDICAS

TEXTO: EVALUATION OF THE EFFECTIVENESS OF CHEMICAL

DEPENDENCY COUNSELING COURSE BASED ON PATRICK AND PARTNERS

Questo 1:

No que consiste o programa descrito no artigo?

Questo 2:

Descreva o mtodo utilizado para a realizao da pesquisa relatada no artigo.

Questo 3:

O que possvel dizer sobre os resultados da pesquisa a partir das tabelas 3 e 4?

Questo 4:

De acordo com o texto, possvel afirmar o que se escreve abaixo? Justifique sua

resposta.

Chemical dependency counseling courses was effective only from the

point of view of professors and lecturers.

Questo 5:

Descreva resumidamente as sugestes apresentadas no artigo para melhorar a qualidade

dos cursos sobre dependncia qumica.

UNIVERSIDADE FEDERAL DE UBERLNDIA

INSTITUTO DE LETRAS E LINGSTICA

Av. Joo Naves de vila, 2121 Campus Sta. Mnica, Bl. U - Sala 1U206

CEP: 38408-100 Telefax: (34) 3239-4162


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Original Article

1- MSc, Department of Educational Administration, School of Education and

Psychology, Shahid Beheshti University,

Tehran, Iran.2- MSc, Department of Adult Education, School of Education and

Psychology, Shahid Beheshti University, Tehran, Iran.

3- Chemical Dependency Counseling Expert, Rebirth Society, Tehran, Iran.

Correspondence to: Yousef Keshavarz, Email: [email protected]

20 Addict & Health, Winter & Spring 2012; Vol 4, No 1-2.

Evaluation of the Effectiveness of Chemical Dependency Counseling

Course Based on Patrick and Partners

YousefKeshavarz1,SinaGhaedi2,MansureRahimiKashani3

Abstract

Background: The twelve step program is one of the programs that are administered for overcomingabuse of drugs. In this study, the effectiveness of chemical dependency counseling course wasinvestigated using a hybrid model.

Methods: In a survey with sample size of 243, participants were selected using stratified randomsampling method. A questionnaire was used for collecting data and one sample t-test employed fordata analysis.

Findings:Chemical dependency counseling courses was effective from the point of view of graduates,chiefs of rehabilitation centers, rescuers and their families and ultimately managers of rebirth society,

but it was not effective from the point of view of professors and lecturers. The last group evaluated theeffectiveness of chemical dependency counseling courses only in performance level.

Conclusion: It seems that the chemical dependency counseling courses had appropriate effectivenessand led to change in attitudes, increase awareness, knowledge and experience combination andultimately increased the efficiency of counseling.

Keywords:Effectiveness, Chemical dependency counseling course, Patrick and Partners pattern.

Add i c t & H ea l t h 20 12 ; 4 (1-2 ) : 20 -27Received:11.7.2011, Accepted:17.10.2011


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Effectiveness of Chemical Dependency Counseling Course Keshavarz et al.

Addict & Health, Winter & Spring 2012; Vol 4, No 1-2. 21

IntroductionToday in definition of addiction more emphasisis on the social and psychological aspects. Forexample, in definition of addiction it is said thataddiction is a mental, social and economic

illness that arises from use of the unnatural andillegal substances such as alcohol, opium,hashish, etc. and leads to physiologicaldependence of the person (addicted) to thesematerials and have adverse effects on physical,psychological and social performance ofperson.1

Following the emphasis on social aspects ofaddiction, the role of peer groups is consideredto be important. Peer group is an initial andinformal group of people who share a similarstatus, or have interaction within the socialgroup and its member have similar interests,links and background and link together with a

joint assumption.2 One of the programs basedon the importance and role of peer groups istwelve step program that links betweenanonymous addicts and their sponsors in orderto overcome the abuse of drugs.3In the processof support, the addict who continuouslyparticipates in some addiction programs andhas good progress, helps other addicts toachieve their maintenance and improvement.4

Empowerment of members of the peergroup guides individuals and peercommunities to a position for personal, socialand relationship change.5 Considering theimportance of peer group role and also itssocial, mental and cultural dimensions andparallel to macro policy in the areas ofprevention, treatment and demand reductionand using the potential of peer group in Iran,Charitable Society of Rebirth held chemicaldependency counseling course in Tehran andsome other cities using the basics of twelve stepprogram and scientific principles. In otherwords, the Charitable Society of Rebirth in aninnovative and executive course, educatedmore than 400 addiction rehabilitationcounselor and family counselor withcooperation of Pierce College and University ofSocial Welfare and Rehabilitation Sciences ofIran, parallel to realization of national strategiesto reduce demand and help to make change indrug control.

Chemical dependency counseling course is aone year course (two semesters) for two groupsof improving persons and their families and

also experts in the field of behavioral sciencesand related fields of addiction. This course hasbeen recorded in Technical and VocationalTraining Organization of Iran as twoemployment and training standards namedaddiction rehabilitation counselor and

addict family counselor. In these courses,students learn the scientific basis for treatmentand consultation. After the completion of thecourse, they can work as an adjuvant inresidential centers, clinics and other relatedfacilities. Curriculum of this course forimproved group contains 45 theoretical andpractical units and for family group contains 41curriculum units. The content of this course are:individual counseling, time dependency,addictive disorders, intervention forwithdrawal, group therapy skills, addiction andfamily, understanding medications, adjuvant

principles, addiction alternative methods etc.The main objectives of adjuvant training

include:1. Entrepreneurship and employment

creation in areas of treatment and addictionharm reduction, particularly for sociallydisadvantaged and improved drug.

2. Training addiction counselors andusing the capacity of peer groups.

3. Helping the people who do not havescientific evidence, but can help addictscommunity as a counselor.

4. Introducing twelve-step philosophy

to scientific community and helpingphysicians and psychiatrists to introduceand utilize philosophical principals of thetwelve-step.

Addiction adjuvant:By passing the educationalcourse, this person can do some tasks likeindividual counseling in drug addictiontreatment and prevention, helping addicts tosupport and care systems, awareness about riskbehaviors and the prevention of viral diseasessuch as hepatitis, advising people addicted tochemicals and drugs, counseling to those who

are quitting addiction in the short-termresidential centers and other drug treatmentcenters and drop in centers (DIC).6

Counselor of addicts family: By passing theeducational course, this person can do sometasks like being counseling, guidance andcounseling to family members taking or


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recovery in addiction counseling centers andprovide individual counseling to addictsfamilies in preventing and treating drug, howto deal with an addicted family member,knowledge of medications and counseling tofamily members.7

Educational effectiveness: the origin of theword effectiveness in the Latin root is"effectvus" which means creative, productiveand used effectively.8Peter Drucker states thateffectiveness relates to getting the right thingsdone.9 It can be said that the effectiveness, theability to produce the desired result, is whensomething is considered effective meaning thatthe intended or expected has been realized.10When talking about the effectiveness ofinstructional effectiveness in education it is the"knowledge of compliance with the

expectations of scholars, desires, goals, doingsomething right, the skills, knowledge andattitudes acquired in training".11

Developing short-term residential centersand educating and training counselor inaddition to the center activities and alsoobligation of Welfare Organization for havingdrug adjuvant to take Licensure, and payingattention to the role and importance of socialfactors and peer groups, evaluating theeffectiveness of chemical dependencycounseling course are necessary to correctweaknesses and reinforce strengths.

Therefore, we aimed to know that the processof chemical dependency counseling course, fromthe point of view of beneficiaries (professors andlecturers, managers and supervisors ofrehabilitation centers, recovered drug users andtheir families, and ultimately senior managers offorum and graduates) was effective or not.

MethodsSince each stage of training contains needsassessment, goal setting, planning,implementation and evaluation and also hassome beneficiaries, in this research all these

steps were evaluated from the view of chemicaldependency counseling course beneficiaries.

There are several models in the evaluation oftraining courses, but there is no version of theevaluation set. According to most models ofevaluation, having specific goals, process,outcome and immediate results are essential forthe evaluation.12 Therefore, in order to assess theeffectiveness of chemical dependency counseling

course, a combination of providing satisfactionfor beneficiaries groups model and Patricksmodel of evaluating the effectiveness was used.

According to the provide satisfaction forbeneficiaries group model, for knowing theeffectiveness of a curriculum at first you should

know effectiveness for whom and from whichperspective. In other words, either participantin the course have some expectations ordemands, yet organizations and their managersare looking for specific purpose in education.Similarly, teacher, designer of the program andother interested parties could be considered

and their goals of participation in course orhelping in its implementation could be studied.

Therefore, the main point in the approach ofthe beneficiaries group is that the best methodof assessing effectiveness is nomination ofresults for different partners and necessarily

importance, value and benefits of trainingcourse should be surveyed from theirviewpoint. When we say partner, it means theperson who interest to have successfuleducational efforts and yet will be affected fromcurriculum and expect that the concernedcurriculum have distinct results for him or hisorganization. Such an approach, providesmutual accountability and responsibility andany one of factors alone will be responsible forthe success or failure of the course.13

Most beneficiaries of chemical dependencycounseling course are graduates, teachers,

managers and supervisors of drugrehabilitation centers, people in recovery andtheir families and senior managers of forum.

In Patricks model, there are four levels forevaluating education:

Reaction (first level): This level measuresparticipant feeling about training. Thesesurveys sought the feedback of the participantsabout training, syllabus, assignments,equipment and training content.

Learning (second level):Determines learningskills, techniques and facts that participantshave been learned in course and can be

measured before and after training courses.Behavior (third level): How and the extent

of changes that can be obtained in behavior ofparticipants in training courses. These changescan be measured by assessing the real workenvironment.

Results (forth level): It means that howmuch of goals that are directly linked to theorganization have been obtained. Measurement


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of this level is very difficult and can bemeasured by reviewing evidence such as costreduction and re-work, increase in productsquality, benefit and sale.14

Totally, according to table 1, effectiveness ofthis course was evaluated using survey method

and also combination of two explained models.

Population and sampleThe studied population was beneficiaries ofchemical dependency counseling course thatincluded graduates, professors, teachers ofshort-term residential centers, senior managersof forum and people in recovery and theirfamilies. The population and sample size ofsurvey have been showed in table 2.

The surveyed population in this studyincluded all of the managers of Tehransrehabilitation center, teachers of chemical

dependency counseling course and seniormanagers of forum because of their lowpopulation size. Appropriate number ofgraduates was selected using the Morgan tableof sampling.15 Then, a list of graduates,including the first and fourth of ChemicalDependency Counseling courses and theirphone number were provided and the subjectswere randomly selected equally among courses.In the case of people in recovery and theirfamilies, 68 patients were randomly selecteddue to the unavailability of society.

Data gathering toolsEach of questionnaires used in this researchwas assess from one group of beneficiariesviewpoint and ultimately effectiveness ofchemical dependency counseling course was

examined. Reliability of questionnaires wasevaluated using Cronbachs Alpha. Thesequestionnaires were as follows:

1- Evaluation from graduates viewpoint:Inthis questionnaire, questions 1-5 concerned theselection process, questions 6-11 concerned to

the content of course, questions 12-16 wereabout course plan, questions 17-23 concernedthe implementation and ultimately questions24-27 was about evaluation at the end of theterm. Its reliability was 86%.

2- Evaluation from teachers viewpoint: Inthis questionnaire, questions 1 and 2 concernedassessment, questions 3-5 concerned goalsappointment, questions 6-9 concernedplanning, questions 10-12 concernedimplementation and questions 13 and 14concerned evaluation at the end of the term. Itsreliability was 84%.

3- Evaluation from rehabilitation centermanagers viewpoint: This questionnairecontained 13 questions that assessed results ofthe course considering educational content ofthe course. Its reliability was 79%.

4- Evaluation from people in recovery andtheir families viewpoint: This questionnaire

contained 11 questions that were adjustedaccording to goals of the course and itseducational content. Its reliability was 80%.

5- Questionnaires of senior managers ofrebirth forum: This questionnaire had fourtwo-part questions. In the first part, quality,

achievements and evaluation of course wereexamined using Likert scale and in secondpart, managers were asked to give their viewson the same fields descriptively. Its reliabilitywas 87%.

Table 1.Combination of used evaluating the effectiveness models

level of effectiveness measureEducation beneficiaries

resultsbehaviorLearningreaction

Graduates1

Managers of rehabilitation center3

Teachers of Tehrans chemical dependency counseling course3Senior managers of forum4

People in recovery and their families5

Table 2.Population and sample size of research

sample sizeVolume of statisticalgroup

140236 personGraduates1

1313 personManagers of Tehrans rehabilitation center2

1212 personTeachers of chemical dependency counselingcourse

3

1010 personSenior managers of forum4

68-People in recovery and their families5


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ResultsUsing one sample t-test we studiedeffectiveness of chemical dependencycounseling course from viewpoint of graduates,managers of rehabilitation centers, teachers of

chemical dependency counseling course, seniormanagers of forum, people in recovery andtheir families.

Table 3 shows significant differencecomparing averages in processes of selection,content, performance and total scores with 3 asthe test value, but in evaluation process therewas not any significant difference. Therefore,from viewpoint of graduates all levels ofchemical dependency counseling course wereeffective except evaluation.

Table 4 shows that there was no significantdifference between test value (3) and averagesin processes of assessment, goalsdetermination, planning, evaluation and totalscores, but in performance process there was asignificant difference. Accordingly, fromviewpoint of teachers, chemical dependencycounseling course was effective only inperformance level.As calculated t with degree

of

freedom of 11 in0.05 level is smaller than critical value of

t (1.96), so it can be said that with 95% ofconfidence that from viewpoint of managers ofrehabilitation center, chemical dependencycounseling course was effective [Average 50.1 7.19 (mean SD), test value = 3, t = 3.80,difference from average = 11.1, P = 0.013]. From

viewpoint of people in recovery and theirfamilies, chemical dependency counselingcourse was effective (Average 41.5 44.4, testvalue = 3, t = 15.7, difference fromaverage = 8.5, P < 0.001). From viewpoint ofsenior managers of rebirth society, chemicaldependency counseling course was effective.(Average 15.4 2.5, test value = 3, t = 3.02,difference from average = 3.4, P = 0.039).

DiscussionOur findings showed that from viewpoint ofgraduates, all levels of chemical dependencycounseling course (selection, content of thecourse, planning and performance) wereeffective except evaluation. However, teachershad different attitude and consideredassessment, goals determination, and planningand evaluation levels of chemical dependencycounseling course as ineffective. It seems thatfrom teachers viewpoint, better conditions

Table 3. One sample t-test to determine effectiveness of chemical dependency counseling course fromviewpoint of graduates

Level of

measurement

Test Value = 3*

Average Standard

deviation

t Degree of

freedom

Difference

fromaverage

Confidence interval of the

mean

Significant

levelminimum maximum

Selection 17.42 2.72 8.83 139 2.42 1.87 2.96 < 0.001

Course content 23.26 3.05 17.42 139 5.26 4.66 5.86 < 0.001

Course planning 17.09 1.91 10.88 139 2.09 1.709 2.47 < 0.001Performance 23.38 3.62 6.54 139 2.38 1.66 3.10 < 0.001

Evaluation 12 2.51 1.10 139 0.29 -0.30 0.17 N.S.

Total 93.16 9.22 45.48 139 42.16 40.32 44 < 0.001* Average intended for mean population (based on a Likert scale of 5 degrees) in order to compare with thesample mean

Table 4. One sample t-test to determine effectiveness of chemical dependency counseling course fromviewpoint of teachers

Level ofmeasurement

Test Value = 3Average Standard

deviationt Degree of

freedomDifference

from averageConfidence interval of

the meanSignificant

level

minimum maximum

Assessment 6.60 1.57 1.20 11 0.60 -0.52 1.72 N.S.Goals

determination

7.90 2.02 -1.71 11 -1.10 -2.54 0.34 N.S.

Course planning 12.50 3.30 0.478 11 0.50 1.86 2.86 N.S.Performance 12.10 2.98 3.64 11 5.12 0.49 1.17 0.022

Evaluation 6.8 1.81 1.39 11 0.80 0.49 2.09 N.S.

Total 44.80 8.50 1.04 11 2.80 -3.28 8.88 N.S.


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were expected for performance of chemicaldependency course, taking into account theirscientific levels and expectations. In the nextpart we explain some of their suggestions forimproving the quality and quantity of course.Furthermore, from viewpoint of managers of

rehabilitation center, people in recovery andtheir families and senior managers of rebirthsociety, chemical dependency counselingcourse was effective.

Suggestions:It seems that chemical dependencycounseling course was effective and led tochange in attitudes, combination of knowledgeand experience and ultimately increase theefficiency of counseling. However, according toopinions of students, teachers, senior managersof forum and researchers experiences, somesuggestion have been made to increase

effectiveness and quality of chemicaldependency course.- It is necessary to updated resources that are

taught in this course, in order to meet theskills and new needs of counseling.Therefore, there should be a lesson groupwith the experts and professors specializingin this area.

- Bias in selection should be completelycontrolled and test and proper scientificinterviews should be conducted. All of theserequire a comprehensive system ofevaluation and education. Unit of forum

should have required authority to make itpossible that appropriate persons be able toparticipate in the course.

- Project or theses are very important in thecurriculum because they provide context ofpractical engagement of counseling with oneof the important issues of addiction.Accordingly, it is necessary that frameworkto engage learners and explore a problem isprovided to acquire necessary skills to solveproblems that may be encountered in future.

- In the training course, it is necessary thatenforceable supervision to be accomplished

by the teachers and reports are prepared

regularly to make counseling be able toimplement what they learned.

- The certification was one of the things thatlearners complained of delays in itsdelivery. Provision must be made to providetimely reduction of certificates.

-

Some learners look at this course as anacademic degree, so it is necessary thatbefore starting each course their opinions bemodified and they realize that the goals ofthis course are acquaintance with non-medical protocols training, addingexperience and increasing efficiency.

- As the content of the course is specialized,so more care should be taken place inselection of the learners, because the level ofeducation (diploma is the minimum that isnecessary) facilitates transferring theconcepts by the teachers to learners and

learning becomes smoother and deeper.- It is necessary that learners participate in

this course with enthusiasm and motivationin order to maximum effectiveness obtained.A mechanism for creating and enhancingmotivation among learners should bedesigned.

- In assessment of learners, not onlytheoretical taught but assessment of skillsand ability and also changes in attitudes andbehaviors should be considered.It is necessary that appropriate time for this

training be considered and also teachers must

abide the principles of adult education. If theclass time can be set such that learners couldmore easily participate in it, class performanceand learners eagerness will be increase.

Conflict of Interest: The Authors have noconflict of interest.

AcknowledgmentWe wish to thank all those helped us in doingthis research, especially Rebirth Societymanagers and staff, rehabilitation centers,professors and graduates of chemicaldependency counseling course and finally Mr

Omid Setudeh and Mrs Sedigheh Kavand.

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Mental Health Nursing. New York, NY: Dekker;

2008.

2. Wolf S. Peer Groups: Expanding Our Study of

Small Group Communication. Thousand Oaks,California: Sage Publications; 2008.

3. Substance Abuse and Mental Health Services

Administration Center for Substance Abuse


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Treatment. What are Peer Recovery SupportServices? SAMHSA; 2009.

4. Sanders LM, Sherman BR, Trinh CH. Addictionand Pregnancy: Empowering Recovery through

Peer Counseling. 1sted. Praeger; 1998.

5. Mead S, Hilton D, Curtis L. Peer Support: A

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8. Harper D. The Online Etymology Dictionary[Online]. 2001; Available from:

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Done (Harperbusiness Essentials). Harper

Business; 2006.10.Longman P. "Effective- Definition from

Longman English Dictionary Online." Longman

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04. Available from: URL:http://www.ldoceonline.com/dictionary/effective.

11.Soltani I. Effectiveness of training in industrial

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Krejcie RV. Determining Sample Size forResearch Activities. Educ Psychol Meas 1970;

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