Time: Thursday, 29/Aug/2024: 13:45 - 15:15 Session Chair: Henriette Duch |
Location: Room 110 in ΧΩΔ 01 (Common Teaching Facilities [CTF01]) [Floor 1] Cap: 91 |
Paper
Pedagogy in Vocational Education with General and Vocational Perspectives – Democracy as an Example
VIA University College, Denmark
Presenting Author:Teaching in and with democracy (Stray & Sætra, 2017) can be seen as an example of the balance between theory and practice since it is addressed in some general subjects; it is an educational obligation to educate democratic citizens, and stakeholders expect the future labour force to be able to take part in vocational decisions and discussions (Nylund, Ledman, Rosvall & Rönnlund, 2020). However, there is limited knowledge about how this can be done in VET, but the IEA, International Civic and Citizenship Education Study shows the need to focus on pupils at VET (Bruun & Lieberkind, 2023).
Challenges to teaching democracy can be found in the structure of VET as an alternating education (Akkerman & Bakker, 2012), the division into general subjects and vocational subjects, and in the multiple perspectives in the Danish Vocational Education and Training Act (Ministry of Children and education, 2023). Danish VET is a youth education aiming for pupils' “interest in and ability to actively participate in a democratic society”; it must give a “foundation for future working life” and “meet the labour markets needs for vocational and general qualifications”. This research addresses teachers´ pedagogical choices in such balances between general and vocational perspectives teaching democracy based on the quotation from the law.
Internationally, some countries have a policy and interpretation of the pedagogical approach to democracy and research tradition (Stray & Sætra, 2017). However, in Denmark, research and discussions about democracy are found in public schools and the gymnasium, but they are still new at VET, and few policy documents are found (Duch & Skov, 2023). Furthermore, the colleges and the training have different approaches to and understanding of democracy (Duch, 2023). The paper aims to contribute to democracy in VET by addressing the pedagogy. The research question is how teachers' pedagogy of democracy is based on the formulations in the law.
The theoretical framework is Bernstein's notion of recontextualisation. The pedagogic device has “internal rules which regulate the pedagogic communication which the device makes possible” (Bernstein, 2000, p. 27). Recontextualisation takes place at different levels since “there are an official recontextualising field (ORF) created and dominated by the state and its selected agents and ministries, and a pedagogical extualising field (PRF). The latter consists of pedagogues in schools and colleges, and departments of education” (Bernstein, 2000, p. 33). The PRF can have more or less autonomy. Since there are only weak formulations from the ORF about democracy, the regulations are indirect and related to the structure of VET and the subjects. Hence, it is assumed that the teachers pedagogise democracy based on their understanding of framing and classifications. “Classification refers to what, framing is concerned with how meanings are to be put together, the forms by which they are to be made public, and the nature of the social relationships that go with it” (Bernstein, 2000 p 12). In the analysis Illeris´ (2006) model for learning and working patterns are used to observe and operationalise the framing. Solhaug’s (2021) characteristics of different understandings of democracy are used to operationalise the classification. Furthermore, the division of the general and the vocational aspects of democracy are part of this classification.
The findings contribute to didactic discussions at VET (Gessler & Herrera, 2015), democracy from the perspective of other agendas at VET (Nylund, Ledman, Rosvall & Rönnlund, 2020), and teacher training.
Methodology, Methods, Research Instruments or Sources Used
The research in this presentation is the last part of a project about democracy at VET. The educational context is a social and healthcare college. The project is initiated with dialogues with managers at a college, followed by interviews with 12 pupils (Kvale & Brinkmann, 2009). Pupils´ experiences and future expectations in participating in democracy are the focus. Based on results and perspectives from the pupils, the managers at three colleges and three representatives from the training are interviewed. The focus is on democracy-related activities and understanding the educational task mentioned in the law.
Then, a group of teachers were followed in 2023 based on action research (Laursen, 2012). Eight teachers, a manager, and the researcher have four meetings in spring. Reflective dialogues are inspired by professional learning (Hargreaves & O´Connor, 2018), and the teachers develop teaching with democracy from an inductive approach. Field notes are taken during the dialogues. Four teachers are observed while they try the chosen approach to democracy. This is done from a complete observer position based on the relation to pupils but more likely an observer-as-participant based on the relation to the teachers (Gold, 1958). The teachers were interviewed immediately following the observations. Field notes and brief transcriptions are taken.
In the autumn, the group of teachers changed slightly, with one new teacher and three teachers leaving the group due to other obligations at the college. Four meetings were planned using a more deductive approach. The participants made logbooks twice, and at the end of the action research, four teachers and the manager were interviewed. The interviews lasted 30 to 45 minutes and were transcribed.
The analyses are based on the field notes from observations and meetings, the logbooks, and the interviews. In the spring, the analytical approach was inductive and informed the planning of meetings in autumn. However, due to the democratic approach to action research, the plans for the last two meetings changed to a more dialogue-based direction with collegial reflections. The hermeneutic-inspired analysis of the material strives to go across the different kinds of data supported by the questions in the final interviews, stressing the teachers' chosen pedagogical approaches to democracy and the views on the general and vocational aspects at VET.
Conclusions, Expected Outcomes or Findings
The interviews with pupils in the initial phase of the research show the need for teachers to focus on democracy since some pupils seem at risk of exclusion from participating in discussions at college and in their future working lives, as well as representative democracy. The interviews with managers and representatives from the training show a variation in awareness and understanding of democracy; however, some groups of pupils got a special intention. Hence, there is a need to focus on how teachers pedagogise democracy based on the formulations in the law.
The action research shows that the teachers did not know about the obligations to teach with democracy. However, all of them develop and try out new initiatives. The teachers understand democracy differently, but the main approach can be categorised as variations of participatory democracy. There is a tension in the difference between general subjects and vocational subjects. The recontextualisation of democracy in classrooms is mostly explained as important based on VET as a youth education in combination with a vocational perspective. Teachers find a close connection between the two, and the majority argue that starting with experiences with democracy in the college is important to train for participation in democracy in training and working life.
The observations show a variation in framing. Teachers chose different ways of introducing democracy and steering in the classroom, giving pupils different roles and responsibilities. This connects to teachers' approach to learning. Some teachers focus on VET perspectives connecting to older people or children; some focus more generally on the pupils' ability to participate and express opinions. To sum up, all teachers recontextualise the formulations of democracy in the law to teaching. However, since there is no official recontextualisation, teachers' beliefs, positions, and context play a crucial role.
References
Akkerman, S. & Bakker, A. (2012). Crossing Boundaries Between School and Work During Apprenticeships. Vocations and Learning, 5(2), 153–173. https://link.springer.com/article/10.1007/s12186-011-9073-6
Bernstein, B. (2000). Pedagogy, symbolic control and identity. Rowman & Littlefield Publishers.
Bruun, J. & Lieberkind, J. (2023). Viden, engagement og demokratisk dannelse i en krisetid - hovedresultater af ICCS 2022. Aarhus Universitet.
Duch, H. (2023). Demokrati - Potentialer og udfordringer i en social- og sundhedsuddannelse. Utbilding & Demokrati, 32 (1), 27–45. https://doi.org/10.48059/uod.v32i1.2103
Duch, H., & Kidde Skov, T. (2023). Demokrati på erhvervsuddannelser med afsæt i social- og sundheds-uddannelser: [Democracy at vocational education based on social and health care programmes]. Nordic Journal of Vocational Education and Training, 13(1), 1–27. https://doi.org/10.3384/njvet.2242-458X.231311
Gessler, M., & Herrera, L. M. (2015). Vocational didactics: core assumptions and approaches from Denmark, Germany, Norway, Spain and Sweden. International journal for research in vocational education and training, 2(3), 152-160. https://doi.org/10.25656/01:11552
Gold, R. L. (1958). Roles in sociological field observations. Social Forces, 36(3), 217–223.
Hargreaves; A. & O´Connor, M. T. (2018). Collaborative professionalism: when teaching together means learning for all. Corvin
Illeris, K. (2006). Læring (2.udgave). Roskilde Universitetsforlag.
Kvale, S., & Brinkmann, S. (2009). Interview: Introduktion til et håndværk. Hans Reitzel
Laursen, E. (2012). Aktionsforskningens produktion af viden. I G. Duus, M. Husted, K. Kildedal, E. Laursen & D. Tofteng (red.) Aktionsforskning. En grundbog (s. 97-112). Samfundslitteratur.
Ministry of children and education (2023). Erhvervsuddannelsesloven [law of vocational education and training).
Nylund, M., Ledman, K., Rosvall P.-Å. & Rönnlund, M. (2020). Socialisation and citizenship preparation in vocational education: Pedagogic codes and democratic rights in VET-subjects. British Journal of Sociology of Education, 41(1), 1–17. https://doi.org/10.1080/01425692.2019.1665498
Solhaug, T. (2012). Demokratibegrepet i skolen. I T. Solhaug (red.). Skolen i demokratiet. Demokratiet i skolen (33-46). Universitetsforlaget.
Stray, J. & Sætra, E. (2017). Teaching for democracy: Transformative learning theory mediating policy and practice. Nordisk tidsskrift for pedagogikk og kritikk, 3(1), 1–16. https://doi.org/10.23865/ntpk.v3.555
Paper
Integrated and explicit Training of Genre Writing in Vocational Education and Training.
Institutt for yrkesfaglær, Norway
Presenting Author:Introduction
The study relates to two projects carried out by teachers at vocational education and training in collaboration with OsloMet – Oslo Metropolitan University, Department of Vocational Teacher Education (YLU). Both projects were carried out and completed as examinations in the postgraduate study program Vocational pedagogical development work at own workplace (15 credits), as part of an RCN-funded project LUSY (Teacher training schools and teacher training companies in vocational teacher education), led by colleagues at YLU.
Both projects test writing templates in specific genres to develop students' skills in writing professional relevant texts. The use of writing templates indicates explicit training in genre writing that through various actions, in the form of action research approaches (Hiim, 2010), is adapted to the specific requirements of texts and to students with inadequate writing skills. The research question for this studyt is: How to develop students' competence in genre writing relevant for learning and working life?
Purpose
Both projects have as their overall goal to develop students' general writing skills, and more specifically to develop skills in writing texts that are relevant to students' learning, for their motivation for writing and for students' future professional tasks. Common to both projects is, firstly, to integrate writing in vocational training, and secondly, to give students explicit strategies in writing text. However, the two projects have different approaches and academic foundations.
One project (Project 1) deals with log writing specifically aimed at bilingual pupils as an interdisciplinary collaboration between Norwegian subject and vocational subjects/program in technological and mechanical subjects. The goal of this project is to integrate writing instruction into the program subjects, where Norwegian as second language (SNO) is realized as part of the program subjects and to increase students' motivation for writing and develop students' competence in using precise terminology. The teachers have developed a template consisting of various content elements expressed with different key words or headlines relevant to students working tasks. Furthermore, teachers have implemented sentence starters to guide students on relevant writing. This project was carried out in six classes with a total of about 65 students. The second project (Project 2) deals with documentation in the form of report writing in health work, Health and childhood-program. The teachers have developed a template for the health science report, which consists of five content elements, all of which will ensure focused and objective reporting on patients' health status. This template was developed on basis of teachers' own experiences as former nurses. The project was carried out in three multicultural classes with a sample of 12 students in total who participated in the trial. The goal of this project was to increase students' competence in writing health science reports that working life requires with emphasis on patient safety and quality.
Objective, conceptual or theoretical framework
The main theoretical perspective of this study will be linked to writing i.e. literacy integrated in all subjects which is a part of curriculum overall in Norwegian primary and secondary education. Furthermore, and more specific, the study investigates how learning to write can increase writing competence of students with shortages in writing skills by explicit genre teaching. Theoretical basis, analysis and results relates to genre pedagogy and functional writing training in a sociocultural perspective (Berge, 2001; Halliday, 1998; Dahlström, & Gannå, 2019). Key theoretical concepts in the study such as genre, vocational didactics (Hiim, 2001) and writing competence (Barton, 2007) will be discussed.
Methodology, Methods, Research Instruments or Sources Used
This is a qualitive study based on two different methodological approaches. One relates to text analysis of the exam report (two in total). The reports are group reports, by respectively two and five vocational teachers. The other source of information is on basis of group interviews of teachers within the two educational programs and their experiences with integrated and explicit genre training (altogehter seven teachers). Analysis of these two sources of information is triangulated by some thematic perspectives: background for integrated and explicit genre writing, experiences with teachers' choices, teaching methods, and teachers' assessments of the impact of integrated and explicit genre writing. Action research as a research approach will be presented and assessed in light of the implementation of the two projects.
Conclusions, Expected Outcomes or Findings
The results are discussed in relation to the theoretical basis related to genre pedagogy (the Sydney School), sociocultural learning theory and functional language learning, with emphasis on the text types descriptive, explanatory and argumentative texts, but also formal and transferable language competence.
This project indicates that explicit genre training in form of templates or schemes aimed at professional life do motivate students to write, students write longer texts, and they learn to use precise terminology. But they do not increase their general language writing competence in form of correct spelling and syntax.This is mainly consistent with teachers' intention to have a pragmatic and functional perspective on writing in light of students´ working life in the future. But in a long term, more writing will probably develop students fomal writing skills too. According to the teachers, the use of writing forms made it easier for teachers to teach text writing and to evaluate students' texts.
References
Barton, D. (2007). Literacy: An Introduction to the Ecology of Written Language (2. utg.). Blackwell Publishing.
Berge, K. L. & Ledin, P. (2001). Perspektiv på genre. Rethorica Scandinavica, 18, 4-16.
Dahlström, M. & Gannå, L. (2019). En didaktisk modell för integrering av yrkes- och sfi-undervisning inom YFI-projektet. Nationellt centrum för svenska som andraspråk, Stockholms Universitet 1-30. https://www.su.se/polopoly_fs/1.647179.1684318025!/menu/standard/file/En%20didaktisk%20modell%20fo%CC%88r%20integrering%20av%20yrkes-%20och%20sfi-undervisning%20inom%20YFI-rojektet%202018.pdf
Eikeland, O. (2012b). Action research and organisational learning—a Norwegian approach to doing action research in complex organisations. Educational Action Research Journal, 20(2), 267–290. DOI: 10.1080/09650792.2012.676303
Freedman, A. (1987). «Learning to Write again: Dicipline-Specific Writing at University» i Charleton Papers in Applied Language Studies IV (1987) (s. 95-115)
Giltrow, J. & Valiguette, M. (2007). Genres and Knowledge: Students Writing in the Diciplines. I A. Freedman & P. Medway (Red.), Learning and Teachin Genre (s. 47.63). Boynton/Cook Publishers
Halliday, M.A.K (1998). «Språkets funksjoner» og «Registervariasjon» i Berge, K.L., Coppock, P. & Maagerø, E. (red) (1998) Å skape mening med språk. Oslo: Landslaget for norskundervisning (LNU) og Cappelen Akademisk Forlag as (s. 80-118)
Harris, K. R. & Graham, S. (2016). Self-Regulated Strategy Development in Writing: Policy Implications of an Evidence-Based Practice. Policy Insights from the Behavioral and Brain Sciencies 3(1), 77-84. https://doi.org/https://doi.org/10.1177/2372732215624216
Hedeboe, B & Polias, J. (2008). Genrebyrån: en språkpedagogisk funktionell grammatikk i kontext. Stockholm: Hallgren & Fallgren.
Hedeboe, B. (2009). Kan en eksplisitt genrepædeagogisk undervisning udvikle elevers læse- og skriveferdigheter? Tidsskriftet viden om læing, 6, 1-6.
Hertzberg, F. (2001). «Tusenbenets vakre dans. Forholdet mellom formkunnskap og sjangerbeherskelse» i Rhetorica Scandinavica. Tidsskrift for norsk retorikforskning18 (2001) (s. 17-26)
Hertzberg, F. (2008). Sjangerskriving i ungdomsskolen: Fortelling er ikke nok. I L. Bjar (Red.), Det er språket som bestemmer! - læring og språkutvikling i grunnskolen (Bd. 171). LNUs skriftserie.
Hertzberg, F. (2011). «Oppskrift for god skriving» i Bedre Skole nr. 2 (2011) Hentet fra: http://www.uv.uio.no/english/research/groups/SISCO/pdf-files-ofpublications/hertzberg-(2011).-oppskrift-for-god-skriving..pdf (nov. 2016)
Hiim, H. & Hippe, E. (2001). Å utdanne profesjonelle yrkesutøvere. Yrkesdidaktikk og yrkeskunnskap [Gyldendal Norsk Forlag Akademisk]. Oslo.
Hiim, H. (2010). Pedagogisk aksjonsforskning [Educational action research]. Gyldendal Akademisk.
Hoel, T. L. (1997). «Innoverretta og utoverretta skriveforskning og skriveteorier» i Evensen, L.S. & Hoel, T. L. (1997) Skriveteorier og skolepraksis. (s.3-44)
Ledin, P. (2001). Genrebegreppet - en forskningsöversikt.
Maagerø, E. (1998). «Hallidays funksjonelle grammatikk» i Berge, K.L., Coppock, P. & Maagerø, E. (red) (1998). Å skape mening med språk. Oslo: Landslaget for norskundervisning (LNU) og Cappelen Akademisk Forlag as (s. 33-66) (Dahlström & Gannå, 2019)
Paper
Bridging Gaps in Illicit Drug Addiction VET programmes: insights from the CARE4SUD Project
CIIE/FPCE Univeristy of Porto, Portugal
Presenting Author:Illicit drug addiction stands as a pressing concern affecting millions across the European Union (EU) and worldwide. The European Drug Report 2023 highlights that approximately 83 million adults in the EU, constituting 28.9% of the adult population, have experimented with illicit drugs at least once in their lifetimes. Drug addiction is a sensible issue that demands a comprehensive approach encompassing prevention, treatment, and professional capacity building. The European Monitoring Centre for Drugs and Drug Addiction (EMCDDA) emphasizes the need to enhance the professionalism of the drug prevention workforce across Europe. This imperative is also underscored in the EU Drugs Action Plan (2021-2025), which aims to mitigate the proliferation of drug use within EU Member States. Nevertheless, numerous challenges persist, including inadequate curricula on addiction medicine and vocational education and training (VET) programmes and a shortage of trained professionals.
While it is widely recognized that VET plays a crucial role in equipping the general workforce with practical skills and knowledge (Brockmann, Clarke & Winch, 2008), its application and effectiveness vary from country to country, and this variability extends to the work developed with individuals with substance use disorder (SUD). Across diverse healthcare systems, there has been a resounding call to enlarge local, non-stigmatizing services to meet better the needs of individuals grappling with substance use disorders (Triliva et al., 2020). This encompasses information dissemination, service organization, staff attitudes, significant others' involvement, and personal disposition (Gilchrist et al., 2014). Several studies have emphasized the imperative of enhancing psychosocial interventions and customizing them to cater to diverse risk groups (Molina et al., 2020; Schäfer et al., 2023), but methodological challenges persist considering the psychosocial treatments for substance misuse (Luty, 2015; Hunt et al., 2019; Sulaman, Hartley & Elvins, 2023). Healthcare workers frequently report feeling ill-equipped to address the complex needs of SUDs, exacerbating the stigma surrounding drug addiction. The World Health Organization (WHO) has identified deficits in global training programmes for SUDs, emphasizing the imperative of building workforce capacity to achieve sustainable development goals related to health and well-being (SDG 3). Moreover, the prevalent stigma associated with drug addiction delays prevention and treatment efforts, hindering access to care for affected individuals. COVID-19 has further exposed vulnerabilities in the EU healthcare system, particularly in addressing the comorbidities of SUDs among patients.
To address these challenges, the CARE4SUD project “Vocational training in illicit drug addiction: equipping health care practitioners with addiction treatment competencies and techniques” (2022-1-LT01-KA220-VET-000086077) emerges as an important initiative. Developed by Klaipėdos Ernesto Galvanausko Profesinio Mokymo Centras (Lithuania) in partnership with Inštitut za raziskave in razvoj Utrip (Slovenia), Sosu Ostjylland (Denmark), University do Porto (CIIE/FPCEUP, Portugal), Direcția de Asistență Socială și Medicală Cluj-Napoca (Romania) and Institute of Social Solidarity and Wellbeing: Social Mind (Greece), this project aims to enhance the professionalism of healthcare practitioners in the field of illicit drug addiction, both nationally and across Europe. The target participants of the CARE4SUD project include healthcare practitioners in the primary health sector, addiction professionals, VET educators, and policymakers. By empowering healthcare practitioners with the essential knowledge and skills, CARE4SUD aims to improve the standard of care provided to individuals with illicit drug addiction by creating a VET programme. Drawing upon evidence-based practices and collaborative partnerships (Mulder, 2017), this programme seeks to bridge existing professional training and service delivery gaps, ultimately striving for improved health outcomes and social well-being within affected communities. Through a holistic approach informed by research, the CARE4SUD project aims to promote a more inclusive and competent healthcare workforce capable of effectively addressing the complexities of illicit drug addiction in contemporary society.
Methodology, Methods, Research Instruments or Sources Used
Building on the CARE4SUD project - which aims to provide healthcare practitioners an opportunity to enter the addiction field and enhance the knowledge and skills required for their further professional development - and informed by a qualitative approach (Bryman, 2001; Lewin & Glenton, 2018), our research procedures consist, mainly, of conducting interviews (Burton et al., 2014; Cohen et al., 2000) and focus group discussions (Krueger & Casey, 2009).
In this sense, and to clarify the lack and requirements in healthcare training connected to illicit drug addiction, we conducted interviews with individuals who have a history of or are currently engaged in illicit drug use. A total of 27 individuals were interviewed, comprising seven women and 20 men aged between 24 and 67 years old, from Portugal (n=4), Greece (n=5), Slovenia (n=5), Lithuania (n=5), Romania (n=5) and Denmark (n=3). These interviews aimed to identify the needs and gaps within the practical context and the prospective skills required for addiction health training across the six participating countries.
Furthermore, we conducted focus group discussions comprising ten addictologists and ten healthcare professionals from each partner country, a total of 120 participants. These focus groups included a diverse range of healthcare workers with expertise in the illicit drug addiction field, such as psychiatrists, nurses, general practitioners, psychologists, social workers, and addiction counselors. The overarching aim of these focus groups was to gather insights concerning drug use from several perspectives and identify knowledge gaps in drug prevention and treatment education. We aimed to develop a core set of competencies tailored to address the specific needs of healthcare professionals. The data collected was analyzed through thematic content analysis (Bardin, 2011).
In all the cases, participants were above 18, participated voluntarily, and provided informed consent before involvement.
Conclusions, Expected Outcomes or Findings
Data analysis revealed a knowledge gap in illicit drug addiction education and training across the six different countries. Besides the prominent focus of all participants on the importance of promoting health services that are non-stigmatizing, aiming to address better the needs of individuals coping with SUD (Triliva et al., 2020), the data uncovered several needs concerning professional training in this area, namely: (a) the absence of targeted training courses in university studies, with existing ones often outdated; (b) insufficient promotion and adaptation of existing courses to meet the practical needs of people with drug addiction; and (c) the necessity for models of best practice and collaboration among professionals in the field. Proposed areas for inclusion in an illicit drug addiction VET programme include fundamental knowledge of psychopathology, pharmacology, and psychotherapeutic techniques, particularly family therapy in addiction contexts. The curriculum should also cover motivational interviewing, screening tools for addiction assessment, mental health first aid, referrals to primary illicit drug addiction services, enhancement of communication skills, and ethical and legal considerations. To address these challenges and develop a comprehensive VET training program, it is imperative to integrate a thorough examination of the social, psychological, and physiological ramifications of drug addiction, incorporating detailed insights into addiction pharmacology and neurobiology. Collaborative efforts involving key stakeholders—such as healthcare professionals, educators, policymakers, and individuals with lived experiences of addiction—can help to identify potential obstacles and formulate strategies to overcome them, resulting in more impactful and practical training for healthcare professionals working with illicit drug addiction. Including experts with lived experiences in the programme development process is also crucial, as their insights can enrich its effectiveness and offer a deeper understanding of the specifics of addiction and recovery.
References
Brockmann, M., Clarke, L. & Winch, C. (2008). Knowledge, skills, competence: European divergences in vocational education and training (VET)—the English, German and Dutch cases, Oxford Review of Education, 34:5, 547-567, DOI: 10.1080/03054980701782098
Bryman, A. (2001) Social Research Methods, Oxford: Oxford University Press
Gail Gilchrist, Jacek Moskalewicz, Rachel Nutt, John Love, Evi Germeni, Ivana Valkova, Alexander Kantchelov, Tsvetana Stoykova, Michal Bujalski, Tonka Poplas-Susic & Alex Baldacchino (2014). Understanding access to drug and alcohol treatment services in Europe: A multi-country service users’ perspective, Drugs: Education, Prevention and Policy, 21:2, 120-130, DOI: 10.3109/09687637.2013.848841
Hunt GE, Siegfried N, Morley K, Brooke-Sumner C, Cleary M. Psychosocial interventions for people with both severe mental illness and substance misuse. Cochrane Database Syst Rev. 2019 Dec 12;12(12). doi: 10.1002/14651858
Lewin, S., Glenton, C. (2018). Are we entering a new era for qualitative research? Using qualitative evidence to support guidance and guideline development by the World Health Organization. Int J Equity Health 17, 126 (2018). https://doi.org/10.1186/s12939-018-0841-x
Luty, J. (2015). Drug and alcohol addiction: Do psychosocial treatments work? BJPsych Advances, 21(2), 132-143. doi:10.1192/apt.bp.114.013177
Molina A, Saiz J, Gil F, Cuenca ML, Goldsby T. Psychosocial Intervention in European Addictive Behaviour Recovery Programmes: A Qualitative Study. Healthcare (Basel). 2020 Aug 13;8(3):268. doi: 10.3390/healthcare8030268. PMID: 32823779; PMCID: PMC7551656.
Mulder, M. (2017). Competence-based Vocational and Professional Education. Bridging the Worlds of Work and Education. Springer Cham.
Schäfer SK, Kunzler AM, Lindner S, Broll J, Stoll M, Stoffers-Winterling J, Lieb K. Transdiagnostic psychosocial interventions to promote mental health in forcibly displaced persons: a systematic review and meta-analysis. Eur J Psychotraumatol. 2023;14(2):2196762. doi: 10.1080/20008066.2023.2196762.
Sulaman, I., Hartley, S. and Elvins, R. (2023). Therapeutic alliance in the treatment of adolescent substance misuse: a systematic review. Child Adolesc Ment Health. https://doi.org/10.1111/camh.12671
Triliva, S., Ntani, S., Giovazolias, T. et al. (2020) Healthcare professionals’ perspectives on mental health service provision: a pilot focus group study in six European countries. Int J Ment Health Syst, 14. https://doi.org/10.1186/s13033-020-00350-1