Introduction: Alcohol dependence is the most prevalent addiction disorder that develops gradually as an interplay of individual and social factors. It impacts the quality of life of affected individuals. The purpose of this study was to examine the quality of life of alcohol-dependent people at different stages of treatment compared to individuals without alcohol dependence.Methods: A mixed-methods study was conducted. First, a cross-sectional study (n = 502) was conducted using a validated Quality of Life Enjoyment and Satisfaction Questionnaire (Q-LES-Q). Focus groups for subjective quality of life assessment were also conducted. Data were analysed using descriptive and inference methods (Mann Whitney U Test) with the SPSS, version 20 programme.Results: Non-dependent participants are significantly more satisfied with each of the quality of life component than alcohol-dependent participants. Differences were demonstrated in a sense of well-being and leisure-time activities. Differences between alcohol-dependent and non-dependent participants were seen in the domains of physical health, work satisfaction and social relationships.Discussion and conclusion: Alcohol-dependent participants reported a lower quality of life than non-alcohol dependent participants as alcohol dependents confront numerous problems associated with their dependence. There is a need for further research in the field of alcohol dependence in relation to the quality of life.
This paper presents the main developments in education and care for vulnerable groups of children and youth in Slovenia over the past twenty years. It describes the education system and provides an overview of the development of social pedagogy as a discipline and the practice of working with some groups of vulnerable young people. The trends can be described briefly as moving toward expanding the goals, methods, and models of the entire range of work with users. Further improvements in professionalism are needed to enhance the quality of practical work.Slovenia is by no means excluded from the processes of political, economic, social, and cultural changes taking place today. On the contrary, this country has witnessed numerous changes over the past twenty years, strongly reflected in the development of all levels of education, from nursery schools to university study programs. In the twenty years since the fall of the Berlin Wall (1989)-a period encompassing the formation of an independent Slovene state (1991) and its accession to the European Union (2004)-the fields of education and care for young people have undergone dynamic development.Dr. Alenka Kobolt is a professor in the . Her focus is diagnostics in social pedagogy, theory and practice of social skills, and mentoring as a support for disadvantaged groups.
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