Guest Editor's Comments: Collaboration Between Educators and Practitioners

Abstract

This special issue of TRJ was intended to encourage collaborative writing efforts between educators/researchers and practitioners in therapeutic reaction (TR). Thus, we considered research and theoretical/conceptual manuscripts on any topic in TR as long as the manuscript was co-authored by educator/researchers and practitioners. Following the review process, three articles were accepted for publication in this special issue. The article by Blakely and Dattilo examines leisure motivations among adults with addictions to alcohol and drugs. Despite the importance of TR services for persons with addictions, few studies have focused upon the leisure behavior and needs of these individuals. This exploratory study, although limited in scope, suggests that there may be systematic variation in motivational orientation among adults with alcohol and drug addictions. Coyle, Shank, Kinney, and Hutchins' article focuses upon the leisure lifestyles of persons who have spinal cord injuries and chronic secondary health conditions. Their study provides strong support for the importance of re-establishing leisure behavior patterns and social support systems that existed prior to injury. Moreover, the authors identify specific implications that their results have for TR services. The article by Glenn and Dattilo provides important and timely information on TR practitioners' attitudes toward and knowledge of AIDS. Sources of information on AIDS are examined for their effectiveness in increasing knowledge about the disease. The study also supports the contention that caring for a person who has AIDS enhances favorable attitudes toward people with AIDS. The articles in this special issue make substantive contributions to the literature in TR; however, the fact that only three articles were accepted for publication was a significant disappointment to me. The importance and need· for collaborative research in TR is a recurring theme at conferences and in TR-related literature; however, the paucity of manuscripts submitted for this special issue suggests that meaning ful collaboration between educators/researchers and practitioners in TR is relatively rare. Moreover, the collaborative efforts that exist generally take place within a graduate student thesis advisor relationship. The primary purpose of this special issue was to provide an incentive for collaboration between educators/researchers and practitioners in TR. Unfortunately, it does not appear to have accomplished its purpose. I hope, however, that the publication of this special issue will increase awareness of the imperative need for collaboration between educators/researchers and practitioners in TR. My deepest appreciation is extended to all authors who submitted manuscripts for this special issue of TRJ. Without their collaborative efforts, this issue would not have been possible. Thanks is also extended to the many reviewers who provided feedback to authors. Without exception, these individuals offered thoughtful and insightful analyses ofthe manuscripts they reviewed. Their hard work enhanced the quality of this issue.