This case study explores the role of reflexivity in the addiction recovery process within therapeutic communities for addiction. Adopting an adult education perspective and drawing on the theoretical framework of transformative learning, the research examines how adults with substance dependence develop reflexive capacities in a communal setting. The analysis, conducted through interviews with professional educators from two TCAs, highlights how reflexivity emerges as a dynamic process influenced by the normative structure of the community, peer interactions, and educational support. However, significant barriers to the development of reflexivity among users also emerge, including emotional fragility, a tendency to negotiate change, and limitations in critical capacity. The study reveals that the recovery journey is often characterized by the acquisition of greater self-awareness and the learning of strategies for managing personal vulnerabilities, rather than by a radical transformation of the individual’s meaning perspective. The findings emphasize the need for a structured educational approach capable of integrating reflexivity with emotional and relational support, redefining the role of reflexivity in addiction treatment through a lens of learning and transformation.
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