Addiction and Change: How Aaddictions Develop and Addicted People Recover

Contents: 1. Models of addiction and change 2. The process of human intentional behavior change 3. The well maintained addiction : an ending and a beginning 4. Exploring precontemplation, contemplation, and preparation stages of becoming addicted 5. Repeated and regular use : moving from preparation to action on the road to addiction 6. Precontemplation for recovery : cultivating seeds for change 7. The decision to change : moving from the contemplation to the preparation stage of recovery 8. Preparing for action : creating a plan 9. Taking action to change an addiction 10. The long haul : well-maintained recovery 11. Prevention : interfering with the process of becoming addicted 12. Designing interventions for recovery 13. Research on addiction and change. "The stages-of-change model has become widely known as a framework for conceptualizing recovery. Less well known are the processes that drive movement through the stages or how the stages apply to becoming addicted. From Carlo DiClemente, codeveloper of the Transtheoretical Model, this book offers a panoramic view of the entire continuum of addictive behavior change. Illuminated is the common path that individuals travel as they establish and reinforce new patterns of behavior, whether they are developing an addiction or struggling to free themselves from one, and regardless of the specific addictive behavior. Presenting cutting-edge research with significant clinical implications, the book addresses crucial questions of why, when, and how to intervene to bolster recovery in those already addicted and reach out effectively to people at risk. It is essential reading for clinicians, prevention specialists, and policymakers." [from Book Jacket]This resource was contributed by The National Documentation Centre on Drug Use.

Child and Adolescent Mental Health Service (CAMHS). Tier 4 Service Review - East Midlands

The project objectives were to: - Review the current situation for the population of the East Midlands, across the Tier 4 services and for young people in Out of Area Placements. - Examine current commissioning arrangements across the region and across the agencies of health, social care and education. - Consider the development of a shared framework within which future Tier 4 services could be planned and delivered. - Identify care pathways across the continuum of CAMHS services and highlight any gaps within CAMHS Tier 4 provision.

Delivering Equality Of Opportunity In Schools - An Action Plan for Educational Inclusion

This action plan focuses on addressing the educational needs of children and young people from disadvantaged communities, from pre-school through second-level education (3 to18 years). Its frame of reference is based on the definition of “educational disadvantage” in the Education Act (1998) as: “...the impediments to education arising from social or economic disadvantage which prevent students from deriving appropriate benefit from education in schools.” The action plan is, therefore, one element of a continuum of interventions to address disadvantage, which include second-chance education and training and access measures for adults to support increased participation by under-represented groups in further and higher education. A further element of this continuum is the ongoing development of provision for pupils with special educational needs in light of the enactment of the Education for Persons with Special Needs Act (2004) and the establishment of the National Council for Special Education.

Delivering Equality Of Opportunity In Schools - An Action Plan for Educational Inclusion - Summary

This action plan focuses on addressing the educational needs of children and young people from disadvantaged communities, from pre-school through second-level education (3 to18 years). Its frame of reference is based on the definition of “educational disadvantage” in the Education Act (1998) as: “...the impediments to education arising from social or economic disadvantage which prevent students from deriving appropriate benefit from education in schools.” The action plan is, therefore, one element of a continuum of interventions to address disadvantage, which include second-chance education and training and access measures for adults to support increased participation by under-represented groups in further and higher education. A further element of this continuum is the ongoing development of provision for pupils with special educational needs in light of the enactment of the Education for Persons with Special Needs Act (2004) and the establishment of the National Council for Special Education.

Supporting Equity in Higher Education

The rationale for this review centres solely on the need to broaden access to third-level education in order to improve equity and social justice. It is founded on the Government’s social and economic policy objective of reducing and eliminating educational disadvantage, and increasing participation at third level by lower socio-economic groups. The Agreed Programme for Government of June 2002 commits the Government to building a caring and inclusive society and to achieving real and sustained social progress. Similar commitments are reflected in the National Development Plan, the National Anti-Poverty Strategy, the National Children’s Strategy and successive national partnership agreements, including Sustaining Progress. Tackling educational disadvantage is a core principle of social justice. The issues of educational disadvantage and social inclusion, therefore, are key priorities for the Government and, since taking up office, the Minister for Education and Science has emphasised his commitment to improving participation and achievement at every level of education. The need for interventions throughout the education system is well recognised. It is well established that addressing educational disadvantage requires intervention in the context of a continuum of provision from early childhood through to adulthood. Successive governments, of all political persuasions, have recognised this fact and have introduced a range of initiatives at pre-primary, primary and post-primary levels aimed at increasing pupil retention and achievement. These initiatives are currently being reviewed in order to ensure that individuals are enabled to obtain the appropriate supports they require to maximise the benefit they derive from the education system.