Glossary
Accredited Course
An accredited course meets the standards outlined in the Standards for State and Territory Registering / Course Accrediting Bodies and the Guidelines for Course Developers. Accreditation is approved by a state or territory course accrediting body. An accredited course must be delivered by a registered training organisation for recognition under the Australian Qualifications Framework. Courses can only be accredited for national recognition where no national Training Package qualification exists.
Access and Equity
A policy or set of strategies to make something available to all members of the community, to increase participation and to improve outcomes, particularly focusing on those groups that have been traditionally under-represented, especially women, Indigenous Australians, people with a disability, people from a non-English speaking background and people from rural and remote areas (Knight and Nestor, 2000).
Action Research
Action research is a family of research methodologies which pursue action (or change) and research (or understanding) at the same time. In most of its forms it does this by:
- using a cyclic or spiral process which alternates between action and critical reflection
- in the later cycles, continuously refining methods, data and interpretation in the light of the understanding developed in the earlier cycles.
In most of its forms it is also participative and qualitative.
(Action Research Resources, 2002)
Adult Learning
The inclusion of content that is largely determined by the participants and that is relevant and applicable to their own beliefs and experience. Problem and outcome focused learning where the participants can draw on their own knowledge and experience and control their own learning is also important (McDonald et al, 2000).
Alcohol and Other Drugs
Drugs incorporated in work in the alcohol and other drugs field are generally those which produce a psychoactive effect, that is, drugs that alter mood, thoughts and cognition. This includes licit drugs (alcohol, tobacco, prescription medications and over-the-counter medications), as well as illicit drugs (such as heroin, amphetamines, cocaine etc). Licit substances or drugs that produce a psychoactive effect when used in ways other than intended, such as inhalants, are also included in this work.
Bias
There are a number of types of biases which may arise in the context of research or randomised controlled trials:
- selection bias: systematic differences in comparison groups
- performance bias: systematic differences in delivery of care between experimental and control groups
- attrition bias: differences in withdrawals from the trial
- detection bias: systematic differences in outcome assessment
(Gowing, 2001).
Bottom Up
Focuses on an issue from the viewpoint of workers in the field rather than management.
(see also Top Down)
Capacity Building
Capacity building involves:
- resources to change the delivery system, and building the capacity of that system to maintain programs and to deliver new ones
- a shift in focus from individuals (exclusively) to organisations and systems
- thinking in terms of an investment
- capacity building can be thought of as enhancing the capacity of the system to prolong and multiply health effects
- workers devoting resources to changing the system, building the capacity of that system to maintain health promotion programs and to develop new ones
- capacity building is held to be instrumental in multiplying health gains.
Capacity building aims to:
- distil the theoretical and practical knowledge developed and applied by a research team
- transmit this information in a manner responsive to the needs and interests of policy makers, managers and workers.
Dimensions of Capacity Building include:
- health infrastructure or service development
- program maintenance and sustainability
- increasing competence and capabilities.
(Roche, 2001)
Cochrane Collaboration
The Cochrane Collaboration has developed in response to the need for systematic, up-to-date reviews of all relevant randomised controlled trials of health care. Funds were provided to establish a Cochrane Centre to collaborate with others in the UK and elsewhere to facilitate systematic reviews of randomised controlled trials across all areas of health care (Cochrane website, 2002).
Cochrane Reviews
Cochrane reviews, the principal output of the Cochrane Collaboration, are systematic reviews of the published scientific literature. They are published electronically in successive issues of The Cochrane Database of Systematic Reviews. Preparation and maintenance of Cochrane reviews is the responsibility of international collaborative review groups. At the beginning of 2001, the existing review groups covered all of the important areas of health care. The members of these groups are researchers, health care professionals, consumers, and others who share an interest in generating reliable, up-to-date evidence relevant to the prevention, treatment and rehabilitation of particular health problems or groups of problems (Cochrane Website, 2002).
Cost Effectiveness
The least costly method of securing an identified objective, such as a health goal (Ridoutt et al, 2002).
Cost effectiveness is determined by how effective the program is and how much it costs. In short, cost effectiveness is achieved when there is a balance between effectiveness and cost, when the effectiveness outweighs the cost (Durbridge et al, 2002).
Critical Appraisal
Critical appraisal considers research in terms of:
- quality (methods used to minimise bias in study design)
- relevance (outcome measures used and applicability of study results to other treatments, settings and patients)
- strength (magnitude, precision and reproducibility of results).
(Gowing, 2001).
Culture Change
Culture change involves a shift in the attitudes and thinking of a group that affects how that group responds to individuals or situations.
(see also organisational culture)
Curriculum
The specifications for a course or subject which describes all the learning experiences a student undergoes, generally including objectives, content, intended learning outcomes, teaching methodology, recommended or prescribed assessment tasks, assessment exemplars etc (Knight and Nestor, 2000).
Deep Learning
Learning that emphasises the pursuit of meaning and understanding. Deep learners are intrinsically motivated to learn and the act of learning is itself rewarding. The major goal is to integrate new learning and ideas with existing understanding. In contrast, surface learners are primarily motivated to meet minimum task requirements and see learning as primarily a matter of reproducing information without any particular interest in its meaning (Knapper, 2001).
Dependence
Particular behavioural, cognitive and physiological effects that may arise through repeated substance use. Psychological characteristics of dependence include a strong desire to take the drug, impaired control over use, persistent use despite harmful consequences, and the prioritisation of drug use over other activities (NCETA, 2002).
Diploma and Advanced Diploma
Diplomas and Advanced Diplomas prepare candidates for self-directed application of skills and knowledge based on fundamental principles and / or complex techniques. These qualifications recognise capacity for initiative and judgment across a broad range of technical and/or management functions
Drug Worker
Any worker whose primary role is to reduce the harm associated with the use of alcohol and other drugs by the provision of clinical support services, information and education, and prevention services aimed at supporting individuals and communities. (Wood, 1997 cited by Ask et al, 1998).
Evaluation
Gathering information to determine the effectiveness of an intervention. Information collected is analysed to determine causality.
Types of evaluation include:
- process evaluation, aimed at assessing strategies and improving and refining the intervention
- impact evaluation, aimed at assessing achievement of stated objectives
- outcome evaluation, aimed at assessing achievement of the overall, longer term aim or goal of the intervention.
Evidence-based Practice
Evidence-based work practices consciously integrate the best available research evidence with both professional experience and consumer choice to apply it to decision making practices in the workplace. It promotes the explicit, conscientious and judicious use of the best, most up-to-date research evidence to guide health care decisions (Sackett et al, 1996 cited by Roche and Cormack, 2000).
Flexible Delivery, Flexible Learning
A range of approaches to providing education and training, giving learners greater choice of when, where and how they learn. Flexible delivery may involve distance education, mixed mode delivery, online education, self-paced learning, self-directed learning etc (Knight and Nestor, 2000).
Generalist Worker
A generalist encompasses a number of professional groups that respond to a range of drug-related health problems or drug-related issues but do not operate in a drug-specific treatment setting. Examples of a generalist worker are a nurse, general practitioner, police officer or teacher. (Ask et al, 1998).
Graduate Certificate and Graduate Diploma
Graduate Certificates and Graduate Diplomas are generally designed for specific vocational purposes, either the broadening of skills and knowledge already gained in an undergraduate program, or vocational skills and knowledge in a new professional area. They typically follow a Bachelor Degree or Advanced Diploma and may also be accessed in part by recognition of prior learning.
Harm Minimisation
Strategies which aim to promote better health, social and economic outcomes for both the community and the individual. Harm minimisation includes preventing anticipated harm and reducing actual harm. Licit and illicit drugs are targeted. A comprehensive approach to drug-related harm, involving demand reduction, supply reduction and harm reduction strategies (NCETA, 2002).
Harm Reduction
This approach seeks to find a pragmatic position based on acknowledging that many in society will continue to use drugs irrespective of the legal frameworks or the moral imperatives to not use. Harm reduction advocates promote such options as clean needles and syringe programs, the provision of prescription heroin as a treatment option and supervised injecting facilities (Evans, 2001).
Higher Education
In Australia, Higher Education is the sector that offers university-level education that is at a degree-level and above. The Australian, State and Territory government share responsibility for the sector. In the Australian Qualification Framework (AQF), higher education courses are those leading to the award of Associate Degree, Bachelor's Degree, Graduate Certificate, Graduate Diploma, Master's Degree or Doctoral Degree. Some courses leading to the award of a Diploma or Advanced Diploma may also be accredited as higher education. Almost all higher education in Australia is offered by universities. A small but growing number of non-university providers and overseas institutions also offer accredited higher education courses.
Learning Organisations
An organisation that is responsive to the larger context or environment, promotes discussion, team learning and collaboration among employees, empowers employees towards a "collective vision", develops systems to monitor and share learning, and creates ongoing learning opportunities for workers (Knapper, 2001 cites Watkins and Marsick, 1993).
Lifelong Learning
- learning throughout life
- people plan and monitor their own learning
- learners engage in self evaluation and reflection
- assessment focuses on feedback for change and improvement
(Knapper, 2001 cites Knapper and Cropley, 2000).
The process of acquiring knowledge or skills throughout life via education, training, work and general life experiences (Knight and Nestor, 2000).
Lifewide Learning
- learning from life
- learning is active, not passive
- learning occurs in both formal and informal settings
- people learn with and from peers
- learners can locate and evaluate information from a wide range of sources
- learners integrate ideas from different fields
- people use different learning strategies as needed and appropriate
- learning tackles real world problems
- learning stresses process as well as content
(Knapper, 2001 cites Knapper and Cropley, 2000).
Meta Analysis
A study which uses recognised procedures to amalgamate results from several studies of the same or similar interventions to arrive at composite outcome scores. Usually undertaken to enable effectiveness to be assessed with greater confidence than could have been on the basis of each individual study (Drug and Alcohol Findings, 2000).
Organisational Culture
The customs and achievements associated with a specific organisation.
".. the underground stream of norms, values, beliefs, traditions, and rituals that build up over time as people work together, solve problems, and confront challenges." (Garratt, 1990).
"the way we do things around here" (Garratt, 1990).
Prevention
An intervention designed to change the social and/or environmental determinants of drug and alcohol abuse, including discouraging the initiation of drug use and preventing the progress to more frequent or regular use among at-risk populations (United Nations Demand Reduction Glossary of Terms, 2000).
Randomisation
A process by which subjects are allocated at random to different interventions and/or intervention and control groups. Random allocation implies that any member of the population has an equal and independent chance of being selected for intervention or control groups. (Drug and Alcohol Findings, 2000).
Randomised Controlled Trial
A study in which subjects are allocated at random to different interventions and/or intervention and control groups. The intention is to eliminate the possibility that any impacts arose due to differences between the subjects in these groups rather than the intervention. Such studies are rare and may suffer from low external validity (Drug and Alcohol Findings 2000).
Registered Training Organisation (RTO)
A registered training organisation (RTO) is an organisation, registered in accordance with the Australian Quality Training Framework (AQTF) Standards for Registered Training Organisations, to provide specific vocational education and training and/or assessment services. RTOs may include TAFE institutes, private providers, community providers, schools, higher education institutions, industry organisations and enterprises
Scoping Exercise
An exercise which examines the existence of, range and breadth of an activity. For example a scoping exercise to examine the Australian AOD workforce would set out to examine:
- what occupational groups are engaged in working with AOD users
- the range of activities in which they are involved
- the amount of activity in which they are involved.
Screening and Brief Intervention (SBI)
Screening and brief intervention (SBI) involves routine screening of the general practice population to identify those "at risk" of problematic alcohol and drug use and the subsequent delivery of brief structured advice on reducing excessive consumption (Lock et al, 1999).
Systematic Review
A review of a clearly formulated question that uses systematic and explicit methods to identify, select and critically appraise relevant research, and to collect and analyse data from the studies that are included in the review. Statistical methods (meta analysis) may or may not be used to analyse and summarise the results of the included studies (Cochrane website, 2002).
Top Down
Focuses on an issue from the viewpoint of management rather than workers in the field.
(see also Bottom up)
Workplace Learning
The process by which workers acquire skills, knowledge and attributes in a formal or informal manner through the course of their routine work.
Learning or training undertaken in the workplace, usually on the job, including on-the-job training under normal operational conditions, and on-site training, which is conducted away from the work process (eg in a training room) (Knight and Nestor, 2000).
References
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Ask, A., Ashenden, R., Allsop, S., Cormack, S., Addy, D., Beel, A. (1998). Education and Training Programs for Frontline Professionals Responding to Drug Problems in
Australia: A Literature Review. Adelaide: National Centre for Education and Training on Addiction (NCETA).
Australian National Training Authority Website. Glossary [Online]. Available at: http://www.anta.gov.au/glo.asp [accessed 17 September 2002].
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Rowling, L. (2001). The Millennium Change for Drug and Alcohol Education and Training: From Knowledge and Skills to Policy and Organisations. In A.M. Roche, J. McDonald (Eds) Systems, Settings, People: Workforce Development Challenges in the Alcohol and Other Drugs Field, Adelaide: National Centre for Education and Training on Addiction (NCETA), p167-174. (225KB)