Search results

Employee assistance programmes (EAPs) and wellness practitioners (WPs) are the first line of support for employees returning from substance use rehabilitation. However, many workplaces need more guidance and support provisions to address these needs effectively. The purpose of this paper is to present a 10-week aftercare intervention programme that EAPs and WPs can use to support employees returning to work after a period of substance use rehabilitation.

The qualitative methodological approach involved two distinct stages of data collection and consensus search activities. Stage 1 involved three data collection activities with three stakeholder groups, and Stage 2 consisted of two consensus-seeking engagements with the intended audience of the intervention programme.

Participants in the consensus-seeking activities endorsed the inclusion of content in the proposed intervention programme and structural and organisational arrangements. Specific recommendations were made, namely, increased reliance on faith-based and spiritual support, the need to include community support structures and ensuring that workplace interventions include counselling, skills training and motivational speakers.

Those working in the EAP environment are offered a systematic and holistic plan for managing and supporting employees recovering from substance abuse disorders (SUDs) to maintain their recovery and return to productive work.

Implementing the intervention programmes can reduce the ad hoc nature of current approaches to workplace aftercare. The WPs are placed in a central role while stressing the valuable input of other key role players within the workplace or part of the family and community networks of the employee.

In light of the expanding prominence of work-integrated learning (WIL), the pedagogical model that integrates work experiences into an academic curriculum, this paper presents a systematic review that uncovers little-explored students’ reflections of quality (RoQ).

Drawing on the concept of wayfinding rocks and Bronfenbrenner’s (1979) ecological systems theory, the “students’ RoQ (pronounced [ROK]) WIL model” offers guidance for future research, policy development and educational interventions aimed at optimizing students' experiences of WIL.

This paper highlights RoQ WIL through student voice. The outcomes offer a model, contributing insights for institutions, employers and students involved in WIL experiences.

While the study addresses specific limitations such as the use of specific search terms and potential biases, future research is needed to explore cultural capital’s influence on WIL quality. A focus on broadening the scope of data collection to include a more comprehensive range of student perspectives is needed.

The paper suggests practical implications for institutions, employers and educators in designing WIL programs that prioritize student perspectives, ultimately enhancing the quality of WIL experiences.

By focusing on students' RoQ in WIL, this paper fills a significant gap in the literature and provides a foundation for future research and practice in optimizing WIL engagement and outcomes.