Objective
The purpose of this research was to evaluate the effectiveness of a comprehensive, strengths-based model of case management for clients in drug abuse treatment.
Method
503 volunteers from residential or intensive outpatient treatment were randomly assigned to one of three conditions of Iowa Case Management (ICM) plus treatment as usual (TAU), or to a fourth condition of TAU only. All were assessed at intake and followed at 3, 6, and 12 months.
Results
Clients in all four conditions significantly decreased substance use by 3 months after intake and maintained most gains over time. However, the addition of ICM to TAU did not improve substance use outcomes.
Conclusion
Overall, the addition of case management did not significantly improve drug treatment as hypothesized by both researchers and clinicians. Some results were mixed, possibly due to the heterogeneous sample, wide range of case management activities, or difficulty retaining participants over time.
This study examined co-teaching -two teachers collaboratively leading one course -in undergraduate applied psychology courses. Previous research has established potential benefits of co-teaching on student success; however, none have examined students’ perspectives on co-teaching in applied psychology courses. The present study hypothesized that students would report more benefits than drawbacks to co-teaching. For this purpose, 50 college students aged 18 to 25 completed an online questionnaire after completing one of two co-taught applied psychology courses in the United States. Results revealed that students perceived more benefits to co-teaching than drawbacks, and this difference was statistically significant. Additional findings suggest that students believe co-teaching to be beneficial, and most report a preference for it. Consensual qualitative coding further revealed that ‘diversity of instructor perspectives’ was the most commonly reported benefit, as related to course content, and the most commonly reported drawback, as related to course management. Study limitations and implications for future research and teaching were also considered.
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