Il presente studio di caso esplora il ruolo della riflessività nel processo di addiction recovery all’interno delle comunità terapeutiche per le dipendenze. Partendo dalla prospettiva dell’educazione degli adulti e dal quadro teorico dell’apprendimento trasformativo, la ricerca analizza come gli adulti in condizioni di dipendenza sviluppino capacità riflessive nel contesto comunitario. L’analisi, condotta attraverso interviste a educatori professionali di due comunità terapeutiche, evidenzia come la riflessività si configuri quale processo dinamico, influenzato dalla struttura normativa della comunità, dalle interazioni con i pari e dal supporto educativo. Tuttavia, emergono significativi ostacoli allo sviluppo della riflessività negli utenti, tra i quali la fragilità emotiva, la tendenza alla negoziazione del cambiamento e le limitazioni alla capacità critica. Lo studio mette in luce come il percorso di recovery sia spesso caratterizzato dall’acquisizione di una maggiore consapevolezza di sé e dall’apprendimento di strategie per la gestione delle proprie vulnerabilità, piuttosto che come cambiamento radicale della prospettiva di significato del soggetto. I risultati sottolineano la necessità di un approccio educativo strutturato capace di integrare la dimensione riflessiva con il supporto emotivo e relazionale, ridefinendo il ruolo della riflessività nel trattamento delle dipendenze in un’ottica di apprendimento e trasformazione.
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