DRUG ABUSE EDUCATION FOR PROFESSIONALS

描述：（申请人摘要） 要检验的两部分假设是：1）科学家可以增加知识 关于与毒品有关的新的研究结果， 使用、滥用和依赖。（2）这些信息将在一定程度上 改变观众对科学价值和自然的信念 药物相关行为的病因学，并将改变咨询相关的 行为。我们正在创建的模型是一个教育模型，包括4个 部分：1）确凿的证据来说服科学家，与非科学家交谈 （主要是治疗专业人员）关于新药的相关研究是必要的 （2）有证据表明，科学家的这种教育活动 有效地产生知识转移，信念改变和行为 改变; 3）证明任何有动机的科学家都可以使用的行之有效的方法 教育专业人士和感兴趣的公众关于新的成瘾 研究;和4）有影响力的（护理，专业）公众的存在 观众们对这样的科学信息趋之若鹜。实际上，只有受过训练的 或者自然动机的科学家会使用这个模型。因此，我们的项目 包括培训和激励科学家使用模型的方法， 确定所有成瘾研究学科的科学家（生物学， 行为、临床、表皮和服务研究）， 开展教育活动。我们正在进行的NIAAA项目的数据表明， 长期的信仰和知识的重大变化， 精心设计的车间。讲习班的主要主题是：1）诊断 药物滥用和依赖的标准; 2） 化学依赖和治疗; 3）共同发生的精神病理学; 4）使用 研究中的动物，以及5）如何进行研究以及如何区分 高质量的研究。我们大学现有的教育伙伴关系 (in成瘾科学研究和教育中心的形式）， 产生了显著的、可复制的结果。经过8年的努力和承诺 在成功地接触了20，000多名有影响力的外行人士后，我们现在 希望1）在我们的工作坊中涵盖更多与毒品有关的问题; 2） 利用教育创新，增加受众对知识的保留，3） 来衡量与教育相关的信念和行为的长期变化， 4）为研究生提供沟通技巧课程， 其他科学家进行成瘾研究，和5），以提高我们的 合作伙伴的网站通过升级和相关链接与其他 组织的最重要的是，我们的核心讲师经验丰富， 并完全致力于将我们的模式扩展到其他与药物相关的研究中 话题

DESCRIPTION: (Applicant's Abstract) The 2-part hypothesis to be tested is 1) scientists can increase the knowledge of adult professional audiences about new research findings related to drug use, abuse, and dependence. Furthermore, 2) this information will measurably change the audiences' beliefs about the value of science and about the nature and etiology of drug-related behaviors, and will alter counseling-related behaviors. The model we are creating is an educational model consisting of 4 parts: 1) solid evidence to convince scientists that speaking to non-scientists (mainly treatment professionals) about new drug-related research is necessary and possible; 2) strong evidence that such educational activities by scientists are effective in producing knowledge transfer, belief changes, and behavioral change; 3) demonstration of proven methods that any motivated scientist can use to educate professionals and interested public audiences about new addiction research; and 4) existence of influential (care-giving, professional) public audiences clamoring for such scientific information. Practically, only trained or naturally motivated scientists will use the model. Our project therefore includes methods to train and motivate scientists to use the model and to identify scientists from all addiction research disciplines (biological, behavioral, clinical, epiderniologic, and services research) who wish to perform educational activities. Data from our ongoing NIAAA project demonstrate significant long-term changes in beliefs and knowledge as a result of well-designed workshops. Major themes of the workshops are 1) diagnostic criteria for drug abuse and dependency; 2) the neuroscientific basis for chemical dependency and treatment; 3) co-occurring psychopathology; 4) the use of animals in research, and 5) how research is conducted and how to distinguish high quality research. The existing educational partnership at our university (in the form of the Addiction Science Research and Education Center) has yielded significant, replicable results. After 8 years of effort and commitment and having successfully reached over 20,000 influential lay persons, we now wish 1) to cover more drug-related and addiction issues in our workshops; 2) to exploit educational innovations to increase audience retention of knowledge, 3) to measure long-term changes in beliefs and behavior linked to educational programs, 4) to provide communication skills programs to graduate students and other scientists performing addiction research, and 5) to enhance our partnership's website through upgrades and related links with other organizations. Most important, our core instructors are uniquely experienced, and fully committed to expanding our model into other drug-related research topics.