Persons with Drug Addiction as Knowledge Providers: Their Contribution to Social Work Education

Ron Shor*, Shabtay Levit

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

2 Scopus citations


Social work students' stereotypical perceptions of excluded populations could be decisive in the way they treat those who are excluded. In an attempt to change such perceptions and enhance knowledge about how to work with an excluded population, a dialogue-in-class model was implemented between students of social work in Israel and persons with drug addiction. The experiences of 292 students were evaluated by utilizing a semi-structured instrument. The findings indicated the potential of this model (in which representatives of an excluded population are the knowledge providers) to expand and enrich the unidimensional and stereotypical way in which students may perceive persons with drug addiction. The participants drew implications for future practice with excluded populations. These included both the importance of coming to a fuller understanding of the unique difficulties and needs of each person and the necessity of overcoming barriers hindering connection with persons in excluded populations, thus reducing their sense of exclusion.

Original languageAmerican English
Pages (from-to)190-203
Number of pages14
JournalJournal of Teaching in Social Work
Issue number2
StatePublished - Apr 2012


  • drug addiction
  • excluded populations
  • social work education
  • stereotypes


Dive into the research topics of 'Persons with Drug Addiction as Knowledge Providers: Their Contribution to Social Work Education'. Together they form a unique fingerprint.

Cite this