A Conceptual Model of Addiction Relapse Prevention Based on Learning Management of Emotion Regulation and Social Learning in Abstinence Oriented Residential Centers
Subject Areas : Educational Science
1 - Department of Psychology, Shi.C., Islamic Azad University, Shiraz, Iran
Keywords: Addiction Relapse Prevention, Learning Management, Emotion Regulation, Social Learning, Drug Craving, Abstinence-Oriented Residential Centers,
Abstract :
Introduction: Relapse remains a major challenge in abstinence-oriented residential addiction treatment centers, and deficits in emotion regulation and social learning processes are among the key factors contributing to relapse. The present study aimed to develop and test a conceptual model of relapse prevention based on learning management of emotion regulation and social learning in abstinence-based residential treatment settings.
Methodology: This study employed a quantitative, descriptive–correlational design using structural equation modeling. The statistical population consisted of men undergoing treatment in residential addiction treatment centers affiliated with the Welfare Organization of Kerman in 2024, from whom 218 participants were selected through convenience sampling. Data were collected using the Difficulties in Emotion Regulation Scale, the Multidimensional Scale of Perceived Social Support, and the Drug Craving Questionnaire, and analyzed using AMOS software.
Findings: The results indicated that the proposed model demonstrated an acceptable fit. Emotion regulation showed a significant positive effect on drug craving, whereas social learning had a significant negative effect on craving. In addition, emotion regulation significantly and negatively predicted social learning. Overall, the model variables explained 47% of the variance in drug craving.
Conclusion: The findings suggest that learning management focused on emotion regulation and the enhancement of structured social learning processes play a critical role in relapse prevention in abstinence-oriented residential centers. Accordingly, the development of educational interventions centered on emotional–social learning may substantially contribute to improving treatment sustainability and reducing relapse rates.
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