Considers a historical approach to the evolution of evaluation methods in alcohol and drug education in the present century. The transformations in this field can be analysed by considering two basic paradigms, the paradigm of didactic instruction and the socio‐psychological paradigm. Describes some of the main features of the two paradigms. Examines the conditions which led to the “crisis” of the paradigm of didactic instruction and the emergence of the socio‐psychological paradigm.
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