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This paper describes three important strands in the career of Griffith Edwards that define him as a leader and an innovator. Believing that education and science were critical for the development of addiction as a profession and as a field of inquiry, his approach was multi-faceted: educating all doctors to appreciate the fundamental issues in addiction; training psychiatrists in the complexity of 'dual diagnosis' and specific specialist intervention; and teaching that addiction could be a chronic condition which required care management over the life course. These three inter-related areas are directly related to the need for a range of practitioners to have an understanding of addiction so that patients can be properly managed. The greater our understanding of the nature of addiction behaviour, the more likely the potential to optimize treatment and train practitioners from different professional disciplines. [ABSTRACT FROM AUTHOR]

This study employs logistic regression and latent class analyses to explore the relationship between incarcerated women's (n = 252) participation in nonacademic prison groups/skills classes and their demographic (e.g., education) and prison context (e.g., time to release) characteristics, using the 2014 Programme for the International Assessment of Adult Competencies United States prison dataset. Time to release was a significant factor in readiness class participation. Time to release and race/ethnicity were significant factors in addiction group participation. Education level had the largest effect size across all groups/classes explored. We discuss counseling implications for using group/class screening to connect with incarcerated women, especially those with intersecting and historically marginalized identities. [ABSTRACT FROM AUTHOR]

The Society for the Study of Addiction (SSA) is a learned society which is a company limited by guarantee with charitable status, an independent organization promoting the cause of research, public policy and treatment of addiction. Founded in London in 1884 with the aim of promoting a research-based understanding of inebriety, it is the oldest society of its kind. The pursuit and enhancement of evidence-based policy and treatment informed its work in the early days and has remained its organizing principle throughout its history. Led initially by medical political interests, the Society has grown to encompass a broader disciplinary base, reflecting the expansion of interest in addiction from biological, psychological and social science into nursing, social work, probation, other arms of criminal justice work and voluntary sector professionals. Today its membership is made up of researchers, practitioners and policy makers from all these disciplines, the majority of whom reside and work in the United Kingdom; its international membership makes up nearly one-third of the total membership and there are current endeavors to expand collaboration with other national societies in the field. Its activities are focused upon the Society journals, Addiction and Addiction Biology, other publishing activities, the annual symposium and a number of policy initiatives. [ABSTRACT FROM AUTHOR]

Background: Addictive disorders are a significant contributor to the global burden of disease. The burden of addictive disorders in LMIC is expected to grow further over the coming years. Aims: In this article we present the observations from the existing literature on the current status of education and training on addiction psychiatry in LMIC and provide recommendation on way forward for this specialized field of psychiatry. Materials and Methods: We searched electronic databases of PubMed to access the literature on the current status of education and training on addiction psychiatry. Additional searches were also conducted in other database of Google Scholar for potential 'grey' literature. Results: We were able to identify a total of 11 relevant articles. Discussion: Currently there is limited published literature on education and training on addiction psychiatry from the LMICs. Conclusions: Strengthening of the training on addictive disorders shall not only help bridge the gap of the unmet need for the evidence‐based interventions of addictive disorders across these countries it shall also help enhance the research capacity on addictive disorders in these countries. [ABSTRACT FROM AUTHOR]

Five themes emerged based on interviews of faculty with addiction counseling expertise. The findings are relevant to practitioners, educators, and students. Recommendations for the counseling field are addressed, and suggestions for addiction content, course design, and pedagogy are included. [ABSTRACT FROM AUTHOR]

Both depression and substance use disorders represent major global public health concerns and are often co-occurring. Although there are ongoing discoveries regarding the pathophysiology and treatment of each condition, common mechanisms and effective treatments for co-occurring depression and substance abuse remain elusive. Mindfulness training has been shown recently to benefit both depression and substance use disorders, suggesting that this approach may target common behavioral and neurobiological processes. However, it remains unclear whether these pathways constitute specific shared neurobiological mechanisms or more extensive components universal to the broader human experience of psychological distress or suffering. We offer a theoretical, clinical and neurobiological perspective of the overlaps between these disorders, highlight common neural pathways that play a role in depression and substance use disorders and discuss how these commonalities may frame our conceptualization and treatment of co-occurring disorders. Finally, we discuss how advances in our understanding of potential mechanisms of mindfulness training may offer not only unique effects on depression and substance use, but also offer promise for treatment of co-occurring disorders. [ABSTRACT FROM AUTHOR]