Κατεύθυνση Εφαρμοσμένη Παιδαγωγική: Εκπαίδευση Ενηλίκων - Συνεχιζόμενη Εκπαίδευση - Δια βίου Μάθηση
Library of the School of Education

2018-07-16

2018

Gogou Christina

Αλέξης Κόκκος, Καθηγητής ΕΑΠ
Ιωάννης Βρεττός, Καθηγητής ΠΤΔΕ, ΕΚΠΑ
Θωμάς Μπαμπάλης, Καθηγητής ΠΤΔΕ, ΕΚΠΑ

Προγράμματα Πρωτογενούς Πρόληψης και Εκπαίδευση Ενηλίκων: Διερεύνηση στάσεων και αντιλήψεων των στελεχών πρόληψης της τοξικοεξάρτησης σε σχέση με τις αρχές και τις μεθόδους της θεωρίας της εκπαίδευσης ενηλίκων. Το παράδειγμα του Δικτύου Υπηρεσιών Πρόληψης και Έγκαιρης Παρέμβασης ΚΕΘΕΑ

Greek

Primary Prevention Programs and Adult Education: Investigation of attitudes and perceptions among drug prevention practitioners with regard to principles and methodology of the adult education theory.
The example of KETHEA’s Prevention & Early Intervention Network

The main purpose of the study was to investigate the attitudes and perceptions of prevention workers in relation to the principles, methods and limitations of the theory of adult education. Τhe following questions were being addressed: (a) what do the prevention programs of drug addiction and adult education have in common? b) In which ways do they differ? (c) what needs are identified in the area of drug prevention and how can adult education respond to them? and (d) what are the implications for further study? In order to achieve the goals of the present study, quality research, and in particular the research interview, has been applied as the main method of collecting empirical data. The sample of the survey consists of 7 employees in the KETHEA Prevention and Early Intervention Network, which have been involved in the design and implementation of prevention programs addressing adult populations. The theoretical models and principles of prevention programs are presented, together with both hands-on experience and the prevention model proposed by KETHEA, systems theory and adult learning theoretical concepts. Particular emphasis has been given to the application of Transformative Learning Theory (Mezirow, 1991, 1997, 1998, 2000).
The basic study results include the following : (a) Common features of prevention programs and adult education programs emerge regarding methodology, learner characteristics, techniques and key objectives, (b)prevention programs are limited with regard to adult education and need to be associated with the enhancement of the participants' protective factors in relation to drug use; (c) the fact that respondents belong to the same work group influences their responses; (d) Although prevention staff often do not seem to support their practice on adult education principles, nevertheless they use some of the principles and methodology of adult learning theory having gained knowledge in the field of prevention programs; (d) more comprehensive training in transformative learning theory and practice can help to better implement prevention programs; (e) adult education can support prevention practitioners not only on a cognitive but also on an emotional level .

Adult education

Adult education, transformative learning, primary prevention programs, systems theory, educational framework, initial contract, critical reflection, reflective dialogue.

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https://pergamos.lib.uoa.gr/uoa/dl/object/2778656