Relevant bibliographies by topics / 12 Step fellowships

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic '12 Step fellowships'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "12 Step fellowships"

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Laudet, Alexandre B., Stephen Magura, Howard S. Vogel, and Edward L. Knight. "Participation in 12-Step-Based Fellowships Among Dually-Diagnosed Persons." Alcoholism Treatment Quarterly 21, no. 2 (July 10, 2003): 19–39. http://dx.doi.org/10.1300/j020v21n02_02.

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Magura, Stephen. "The Relationship Between Substance User Treatment and 12-Step Fellowships: Current Knowledge and Research Questions." Substance Use & Misuse 42, no. 2-3 (January 2007): 343–60. http://dx.doi.org/10.1080/10826080601142071.

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Rodriguez-Morales, Lymarie. "In Your Own Skin: The Experience of Early Recovery from Alcohol-Use Disorder in 12-Step Fellowships." Alcoholism Treatment Quarterly 35, no. 4 (August 14, 2017): 372–94. http://dx.doi.org/10.1080/07347324.2017.1355204.

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Matusow, Harlan, Honoria Guarino, Andrew Rosenblum, Howard Vogel, Thomas Uttaro, Sadiqua Khabir, Martin Rini, Thomas Moore, and Stephen Magura. "Consumers’ Experiences in Dual Focus Mutual Aid for Co-occurring Substance Use and Mental Health Disorders." Substance Abuse: Research and Treatment 7 (January 2013): SART.S11006. http://dx.doi.org/10.4137/sart.s11006.

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Mutual aid fellowships have been shown to improve outcomes for those with co-occurring substance use and mental illness disorders. Processes associated with usefulness include helper therapy (the assumption of a helping role to foster commitment) and reciprocal learning (the sharing of problems and solutions among members). The present qualitative investigation used focus groups comprised a subset of participants in Double Trouble in Recovery (DTR), a 12-step mutual aid group for those with co-occurring disorders, to gather their subjective perceptions of the groups. Participants emphasized that in linking them to others with similar problems, the DTR groups played a vital emotional role in their lives and provided a needed venue for information sharing that might have been otherwise unavailable.
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Laudet, Alexandre B., Keith Morgen, and William L. White. "The Role of Social Supports, Spirituality, Religiousness, Life Meaning and Affiliation with 12-Step Fellowships in Quality of Life Satisfaction Among Individuals in Recovery from Alcohol and Drug Problems." Alcoholism Treatment Quarterly 24, no. 1-2 (January 2006): 33–73. http://dx.doi.org/10.1300/j020v24n01_04.

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KELEMEN, GABOR, and MARTA B. ERDOS. "THE CODE OF GRACE: A CULTURAL APPROACH TO 12-STEP FELLOWSHIP PROGRAMS IN HUNGARY." International Journal of Self Help and Self Care 2, no. 3 (March 1, 2005): 187–203. http://dx.doi.org/10.2190/uqwd-57eu-48rk-6ae5.

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Hite, Rebecca, and Jeff Milbourne. "A Proposed Conceptual Framework for K–12 STEM Master Teacher (STEMMaTe) Development." Education Sciences 8, no. 4 (December 14, 2018): 218. http://dx.doi.org/10.3390/educsci8040218.

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Recent reports from federal agencies and legislation call for explicit avenues to incorporate K–12 STEM master teacher voice into the policy space. National initiatives, federal legislation, and teacher recognition programs have sought to identify K–12 STEM master teachers and harness their potential. These efforts warrant a conceptual framework to quantify attributes of K–12 STEM master teachers, to foster pathways for the development of current and future leaders. Using a sample of 10 individuals from two extant programs of K–12 STEM master teachers (Albert Einstein Distinguished Educator Fellowship and Presidential Awards for Excellence in Mathematics and Science Teaching), data from their career trajectories (sourced from Curriculum Vitae) were sequenced to construct and confirm the STEM Master Teacher (STEMMaTe) conceptual framework. This framework may be used to guide programmatic development to increase national capacity for K–12 STEM master teachers. Recommendations are discussed for the creation of pathways to develop STEM master teachers and increase their participation in the broader education system.
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Gold, Mark S. "Neurobiology of addiction and recovery: The brain, the drive for the drug, and the 12-step fellowship." Journal of Substance Abuse Treatment 11, no. 2 (March 1994): 93–97. http://dx.doi.org/10.1016/0740-5472(94)90022-1.

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Parker, Kimberly A., Lauren Roberson, Bobi Ivanov, Richard Carter, and Natalie Riney. "Participating in 12-Step Programs in Recovery Homes: The Positive Experience of Structure, Fellowship, and Community of Support." International Journal of Interdisciplinary Social and Community Studies 16, no. 1 (2021): 139–47. http://dx.doi.org/10.18848/2324-7576/cgp/v16i01/139-147.

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Ferentzy, Peter, Wayne Skinner, and Paul Antze. "Gamblers Anonymous and the 12 Steps: How an informal society has altered a recovery process in accordance with the special needs of problem gamblers." Journal of Gambling Issues, no. 23 (June 1, 2009): 42. http://dx.doi.org/10.4309/jgi.2009.23.3.

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This paper discusses how Gamblers Anonymous (GA) members approach the 12 Steps of recovery, originally advanced by Alcoholics Anonymous (AA) as a spiritual solution to alcoholism. GA's approach finds unique expression in its fourth step, which in AA involves a written "moral inventory." In GA, members are expected to make a financial inventory alongside the moral one. Pecuniary matters are important to gamblers given the debt loads many of them carry. Debt, which is technically a Step 4 and Step 9 (making amends) issue, in practice is typically addressed early in the program, with preceding steps addressed later. The spiritual process central to 12 Step programs will normally not proceed in the expected manner when gamblers are substituted for substance abusers. For one, the process is not as linear for gamblers. GA members often work on the ninth step well before addressing those coming before it. The process assumes a pragmatic, and even haphazard, flavor. GA has altered a time-honored process of recovery - by means of grassroots wisdom and practice - to apply to the realities of problem gambling. While the paper's primary focus is GA's unique approach to the 12 Steps, this is addressed in the context of the changing nature of GA as a whole. Shifting spousal and gender roles along with a greater appreciation of the 12 Steps themselves are all endemic to a GA fellowship that seems to be in transition. While these changes have had some effect, many aspects of GA's approach to the 12 Steps remain intact: the focus on debt entails solutions seemingly unique to the special needs of problem gamblers.
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Dissertations / Theses on the topic "12 Step fellowships"

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Fraser, Elizabeth, and n/a. "Addiction and subjectivity : concepts of personhood and illness in 12 step fellowships." University of Canberra. Education, 1997. http://erl.canberra.edu.au./public/adt-AUC20060710.143358.

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This thesis is an investigation into ways of seeing 12 Step fellowships. The latter provide a popular but controversial means of recovery from various addictive behaviours. The conceptual basis of 12 Step fellowships is the idea that addictions are an illness or disease, and this idea has become the focus of the negative critiques of 12 Step fellowships. Concepts of illness and disease are closely related to concepts of personhood. What 12 Step discourses construct as 'illness' can also be understood as a condition characterised by failure of human capacities for agency, choice, and responsibility. How we understand 12 Step discourses of addiction, illness, and recovery will depend greatly upon the concepts of personhood, illness, and knowledge that inform our view. In order to investigate the concepts that make diverging views of 12 Step fellowships possible, this study develops post-Enlightenment concepts of personhood, illness and knowledge. I use these concepts as a lens with which to examine the negative critiques, and to provide a more positive reading of 12 Step fellowships and illness concepts. In doing so, this thesis aims to show, first, that a positive view that can articulate the value of 12 Step fellowships to 12 Step members is possible, and second, that 12 Step fellowship discourses are philosophically interesting and challenge modern western notions of the self and its capacities. The thesis has six chapters. Chapter One presents an overview of the study, and introduces the basic concepts and practices of 12 Step fellowships. Chapter Two presents an epistemology called perspectivism which provides my research methodology as well as a means of analysing the epistemological assumptions at work in the negative critiques of 12 Step discourses. In order to understand how the capacities of the self may fail, and how such failures might be remedied, Chapter Three presents a post-Enlightenment theorisation of personhood as constituted, embodied, and socially embedded subjectivity. This theorisation enables us to examine how embodied selves may be constituted with diminished capacities for agency, responsibility, and choice, and permits the construction of an account of addiction that explains why addictive disorders are a significant social problem in contemporary western societies. Finally, this theorisation enables us to investigate the concepts of personhood that inform the negative critiques. Chapter Four investigates how concepts of illness inform the negative critiques, and shows that it is possible to understand terms such as 'illness' and 'disease' in a non-medical sense. Arguably, such understandings are better able to illuminate the connection between the notion of illness and recovery practices in 12 Step discourses of addiction. Chapter Five uses the conceptual framework provided by Chapters Two, Three, and Four to present a positive view of 12 Step fellowships and discourses. The three key features of this view are, first, that 12 Step fellowship discourses describe addictions as an illness of the self; second, they provide a phenomenology of the sick self; and third, 12 Step recovery discourses and practices are consistent with the notion that the constituted self is limited, and can be reconstituted or changed through practice of the 12 Step recovery program. Together, these three key features show us that 12 Step fellowships provide a valuable social resource for people with limited capacities for self-regulation to help themselves and each other. Chapter Six considers the implications of this more positive view of 12 Step fellowships in terms of the primary and secondary aims of this thesis.
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Irving, James Graeme. "How does AA's 12 Steps and membership of the Fellowship of Alcoholics Anonymous work for addressing drinking problems?" Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/how-does-aas-12-steps-and-membership-of-the-fellowship-of-alcoholics-anonymous-work-for-addressing-drinking-problems(0daaa05c-5030-4102-b8f5-ac1eb48c318a).html.

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Alcoholics Anonymous (AA) is the world’s largest and most recognisable recovery ‘program’, and central to its philosophy is the 12 Step Program. AA is a global organisation of 2.2 million members worldwide (AAWS, 2001), with a reported 3,600 weekly meetings in the United Kingdom (AAWS, 2011). AA has made many claims in their literature about the program’s effectiveness (AAWS, 2001: 84). Alcoholism is associated with a number of very serious health and social problems, including involvement in crime (Finney 2004; Fitzpatrick, 2010; Alcohol Reduction Strategy 2003). As fiscal pressure mounts, groups such as AA will be of interest to policy makers. Through an analysis of interviews with twenty long-term abstinent members of Alcoholics Anonymous, the thesis seeks to explain the effects of participation in AA’s therapeutic practices. Evidence from the literature on AA, revealed three concepts key to understanding participation in AA: Motivation to Engage (MtE), Structured Social Engagement (SSE), and Personal Agency (PA). A hypothetical model of AA-mediated behavioural change, constituted by these elements, was constructed and the findings supported this putative model. Further analysis revealed the coping strategies members of AA employed that ensured engagement with AA during stressful life events that threatened abstinence. The model was adapted to incorporate the temporal effects of long-term engagement with AA. Elements of Maruna’s (2001: 73) Condemnation Script resonated in the narratives of AA members. Contra Maruna’s analysis, AA members accepted ‘condemnation script’, but these were not negative, limiting beliefs. AA’s therapeutic practices structure, a coherent sense of self, one that supports cessation from negative patterns of drinking. The data exposed the sustained usage of AA’s discourse in the narrative accounts given. This finding extends Borkman’s (1976) Experiential Knowledge thesis, a language of ‘truth’ based on personal experience. The ‘linguistic echoes’ embedded in each narrative, suggests that a person uses AA’s discourse to ‘scaffold’ their recovery. This thesis provides an explanation of AA’s therapeutic practices of how adherence to AA’s principles, cognitively restructures the individual towards mastering self-control. AA’s philosophy and the following empirical evidence asserts abstinence as pre-requisite for recovery from alcohol dependence.
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Books on the topic "12 Step fellowships"

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Blum, Kenneth. Molecular neurobiology of addiction recovery: The 12 steps program and fellowship. New York: Springer, 2013.

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Blum, Kenneth, John Femino, and Scott Teitelbaum. Molecular Neurobiology of Addiction Recovery: The 12 Steps Program and Fellowship. Springer, 2013.

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Book chapters on the topic "12 Step fellowships"

1

"The Role of Social Supports, Spirituality, Religiousness, Life Meaning and Affiliation with 12-Step Fellowships in Quality of Life Satisfaction Among Individuals in Recovery from Alcohol and Drug Problems." In Spirituality and Religiousness and Alcohol/Other Drug Problems, 47–88. Routledge, 2006. http://dx.doi.org/10.4324/9780203821572-7.

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2

Daley, Dennis C., and Antoine Douaihy. "Mutual Support Programs and Recovery Clubs." In Managing Your Substance Use Disorder, edited by Dennis C. Daley and Antoine Douaihy, 105–12. Oxford University Press, 2019. http://dx.doi.org/10.1093/med-psych/9780190926670.003.0014.

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Numerous mutual support programs exist to help clients cope with substance use problem. The most common of these programs are Alcoholics Anonymous (AA), Narcotics Anonymous (NA), and other 12-step programs. All mutual support programs involve people with alcohol or drug problems helping each other. Some people maintain lifelong involvement in mutual support programs, and others use them for a limited period of time. Although programs vary in philosophies and approaches, most involve fellowship, recovery meetings, program steps or guidelines, recovery literature, social events, and internet resources. Some areas have recovery clubs or clubhouses for people in recovery. These provide an alcohol- and drug-free environment in which one can attend recovery meetings or other social events. The goals of this chapter are to learn about the different types of mutual support programs available and to determine which type of program may work for the client.
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Berzina-Pitcher, Inese, Akesha Horton, Leigh Graves Wolf, Christopher D. Seals, and Punya Mishra. "Embracing the Inherent Messiness in Urban Education." In Handbook of Research on Educator Preparation and Professional Learning, 60–83. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8583-1.ch005.

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This chapter discusses the philosophies and practices that drive the MSUrbanSTEM Leadership & Teaching Fellowship Program. This multi-year project offered a professional development program to three cohorts of K-12 STEM educators from Chicago Public Schools, one of the largest urban districts in the U.S. This chapter provides a holistic view of the program, focuses on the strategically developed curriculum and the theoretical bases for the chosen pedagogy. In addition, because the sustainability was an integral part of the program, the chapter describes the role of sustainability fellows. Finally, the authors provide some findings about the teachers' growth and development.
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Seals, Christopher, Akesha Horton, Inese Berzina-Pitcher, and Punya Mishra. "A New Understanding of our Confusion." In Handbook of Research on Teacher Education and Professional Development, 582–604. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1067-3.ch032.

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This chapter discusses the philosophies and practices that drive the MSUrbanSTEM Leadership & Teaching Fellowship Program. This multi-year project offers a professional development program to a selected cohort of K-12 STEM educators from Chicago Public Schools, one of the largest urban districts in the U.S. This chapter provides a holistic view of the program, shares the fellow selection process, and focuses on the strategically developed curriculum and the theoretical bases for the chosen pedagogy. This allows the authors to explore the psychological and philosophical principles, based on the idea of accepting confusion, and embracing failure in beliefs about pedagogy and STEM instruction, which are used to expand the skills and abilities of these selected urban school teachers. Finally, we provide some initial findings about the teachers' growth and development both in their efficacy and leadership abilities.
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Robinson, Marin S., Fredricka L. Stoller, Molly Constanza-Robinson, and James K. Jones. "Writing the Outcomes and Impacts Section." In Write Like a Chemist. Oxford University Press, 2008. http://dx.doi.org/10.1093/oso/9780195367423.003.0022.

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All good proposals must come to an end. In this chapter, we examine conventional ways in which authors summarize and conclude their Project Descriptions. We consider project timelines, lists of expected outcomes, and statements of broader impacts. By the end of this chapter, you should be able to ■ Develop a project timeline ■ Generate a list of expected outcomes ■ Suggest broader impacts of your proposed work ■ Reinforce the importance of your proposed work in concluding remarks As you work through the chapter, you will write the closing section of your own Project Description. The Writing on Your Own tasks throughout the chapter guide you step by step as you do the following: 14A Create a project timeline 14B Create a list of expected outcomes 14C Conclude the proposed work 14D Complete the Outcomes and Impacts section Like the previous sections of the Project Description (chapters 12 and 13), there is no one right way to end a proposal. However, proposal guidelines often instruct authors to include a projected timeline, a list of expected outcomes, a summary of objectives, and/or a statement of relevance or broader impacts in their concluding remarks. For example, the ACS Division of Analytical Chemistry Graduate Fellowship announcement (excerpt 11A) asks for a statement that links “the relevance of [the proposed] work to analytical chemistry.” The NSF Grant Proposal Guide (see excerpt 15B) asks for “objectives for the period of the proposed work,” their “expected significance,” and their “relationship to longer-term goals of the PI’s project.” Moreover, the PI must describe “as an integral part of the narrative, the broader impacts of the proposed activities.” Not surprisingly, each of the authors of our 22 CAREER proposals approached this task slightly differently. We examine several of their approaches in this chapter. We begin with an excerpt that you can read and analyze on your own (excerpt 14A), specifically, the conclusion to Harpp’s proposal regarding plume-ridge interaction in the Galápagos. She includes a formal timeline (titled “Project Schedule”) and conclusions for her work.
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