Substance abuse training and perceived knowledge: predictors of perceived preparedness to work in substance abuse

Abstract: Mental health stigma operates in society, is internalized by individuals, and is attributed by health professionals. This ethics-laden issue acts as a barrier to individuals who may seek or engage in treatment services. The dimensions, theory, and epistemology of mental health stigma have several implications for the social work profession.

Abstract: Social workers are needed to implement science-based treatments for alcohol and other drug (AOD) problems. Changes in insurance coverage through the Affordable Care Act will increase the demand for licensed Master of Social Work (MSW) clinicians. This national study of MSW programs (N = 210) examines prevalence of addiction courses and specializations. Web-based analyses showed that only 14.3% of accredited schools offered specialization; only 4.7% of accredited schools had one or more required courses. Social work education has not met addiction workforce development needs; there is no evidence this pattern will change.

Abstract: Due to increasing national diversity, programs addressing cultural competence have multiplied in U.S. medical training institutions. Although these programs share common goals for improving clinical care for patients and reducing health disparities, there is little standardization across programs. Furthermore, little progress has been made to translate cultural competency training from the clinical setting into the public health setting where the focus is on population-based health, preventative programming, and epidemiological and behavioral research. The need for culturally relevant public health programming and culturally sensitive public health research is more critical than ever. Awareness of differing cultures needs to be included in all processes of planning, implementation and evaluation. By focusing on community-based health program planning and research, cultural competence implies that it is possible for public health professionals to completely know another culture, whereas intercultural competence implies it is a dual-sided process. Public health professionals need a commitment toward intercultural competence and skills that demonstrate flexibility, openness, and self-reflection so that cultural learning is possible. In this article, the authors recommend a number of elements to develop, adapt, and strengthen intercultural competence education in public health educational institutions.

Abstract: This article offers a new definition of military cultural competence based on a review of the literature. As a starting point, the defining characteristics of military culture is discussed and includes the chain of command, military norms, and military identity. Having laid this groundwork, the multidimensionality of military cultural competence—attitudinal, cognitive, behavior—is discussed. Clinical applications of these various competencies are provided.

Abstract: Background: Counseling and social work programs educate future practitioners who are likely to be engaged in direct practice with individuals impacted by substance use disorders. Recent changes to policy and practice, including the Affordable Health Care Act and DSM-5 (Diagnostic and Statistical Manual of Mental Disorders, 5th Edition), contribute to the ongoing need to develop substance abuse competencies among mental health professionals at all educational levels and across multiple disciplines. Methods: The authors reviewed programs of study and course catalogs identified and accessed online for counselor education, Bachelor of Social Work, and Master of Social Work programs to identify offered and required courses focused on substance abuse, as determined by course title and description. Results: Of the 97 master's-level counseling programs reviewed, 67 required at least 1 course in substance abuse and 12 offered at least 1 elective in substance abuse. Of the 89 Bachelor of Social Work program...

Abstract: This best-selling text is written for those who use, rather than develop, advanced statistical methods. Dr. Stevens focuses on a conceptual understanding of the material rather than proving results. Helpful narrative and numerous examples enhance understanding, and a chapter on matrix algebra serves as a review. Printouts from SPSS and SAS with annotations indicate what the numbers mean and encourage interpretation of the results. In addition to demonstrating how to use the packages effectively, the author stresses the importance of checking the data, assessing the assumptions, and ensuring adequate sample size (by providing guidelines) so that the results can be generalized. The new edition features a CD-ROM with the data sets and many new exercises. Ideal for courses on advanced or multivariate statistics found in psychology, education, and business departments, the book also appeals to practicing researchers with little or no training in multivariate methods. Prerequisites include a course on factorial analysis of variance. It does not assume a working knowledge of matrix algebra.

Abstract: Preface to the 2007 Update.Preface to the Second Edition.Acknowledgments.Part One: ELEMENTS OF THE TAILORED DESIGN METHOD.1 Introduction to Tailored Design.2 Writing Questions.3 Constructing the Questionnaire.4 Survey Implementation.5 Reduction of Coverage and Sampling Errors.Part Two: TAILORING TO THE SURVEY SITUATION.6 Mixed-Mode Surveys.7 Alternative Questionnaire Delivery: In Person, to Groups, and through Publications.8 When Timing Is Critical: Diary, Customer Satisfaction, and Election Forecast Surveys.9 Household and Individual Person Surveys by Government.10 Surveys of Businesses and Other Organizations.11 Internet and Interactive Voice Response Surveys.12 Optical Scanning and Imaging, and the Future of Self-Administered Surveys.References.2007 Appendix: Recent Developments in the Design of Web, Mail, and Mixed-Mode Surveys.Appendix References.Index.

Abstract: Contents: Preface. Part I: J.S. Turkkan, General Issues in Self-Report. W. Baldwin, Information No One Else Knows: The Value of Self-Report. D.M. Bersoff, D.N. Bersoff, Ethical Issues in the Collection of Self-Report Data. Part II: J.B. Jobe, Cognitive Processes in Self-Report. R. Tourangeau, Remembering What Happened: Memory Errors and Survey Reports. N.M. Bradburn, Temporal Representation and Event Dating. G. Menon, E.A. Yorkston, The Use of Memory and Contextual Cues in the Formation of Behavioral Frequency Judgments. J.F. Kihlstrom, E. Eich, D. Sandbrand, B.A. Tobias, Emotion and Memory: Implications for Self-Report. Part III: C.A. Bachrach, Self-Reporting Sensitive Events and Characteristics. N.C. Schaeffer, Asking Questions About Threatening Topics: A Selective Overview. H.G. Miller, J.N. Gribble, L.C. Mazade, S.M. Rogers, C.F. Turner, The Association Between Self-Reports of Abortion and Breast Cancer Risk: Fact or Artifact. Part IV: V.S. Cain, Special Issues on Self-Report. D.S. Massey, When Surveys Fail: An Alternative for Data Collection. J. Blair, Assessing Protocols for Child Interviews. J.C. Anthony, Y.D. Neumark, M.L. Van Etten, Do I Do What I Say? A Perspective on Self-Report Methods in Drug Dependence Epidemiology. Part V: J.S. Turkkan, Self-Report of Distant Memories. E.F. Loftus, Suggestion, Imagination, and the Transformation of Reality. L.M. Williams, J.A. Siegel, J.J. Pomeroy, Validity of Women's Self-Reports of Documented Child Sexual Abuse. Part VI: H.S. Kurtzman, Self-Reporting of Health Behaviors and Psychiatric Symptoms. R.C. Kessler, H-U. Wittchen, J. Abelson, S. Zhao, Methodological Issues in Assessing Psychiatric Disorders With Self-Reports. C.S. Rand, "I Took the Medicine Like You Told Me, Doctor": Self-Report of Adherence With Medical Regimes. S. Shiffman, Real-Time Self-Report of Momentary States in the Natural Environment: Computerized Ecological Momentary Assessment. Part VII: A.A. Stone, Self-Reporting of Physical Symptoms. J.W. Pennebaker, Psychological Factors Influencing the Reporting of Physical Symptoms. F.J. Keefe, Self-Report of Pain: Issues and Opportunities. A.J. Barsky, The Validity of Bodily Symptoms in Medical Outpatients.

Abstract: ContextTwo recent reports from the Institute of Medicine cited cross-cultural training as a mechanism to address racial and ethnic disparities in health care, but little is known about residents’ educational experience in this area.ObjectiveTo assess residents’ attitudes about cross-cultural care, perceptions of their preparedness to deliver quality care to diverse patient populations, and educational experiences and educational climate regarding cross-cultural training.Design, Setting, and ParticipantsA survey was mailed in the winter of 2003 to a stratified random sample of 3435 resident physicians in their final year of training in emergency medicine, family practice, internal medicine, obstetrics/gynecology, pediatrics, psychiatry, or general surgery at US academic health centers.ResultsResponses were obtained from 2047 (60%) of the sample. Virtually all (96%) of the residents indicated that it was moderately or very important to address cultural issues when providing care. The number of respondents who indicated that they believed they were not prepared to care for diverse cultures in a general sense was only 8%. However, a larger percentage of respondents believed they were not prepared to provide specific components of cross-cultural care, including caring for patients with health beliefs at odds with Western medicine (25%), new immigrants (25%), and patients whose religious beliefs affect treatment (20%). In addition, 24% indicated that they lacked the skills to identify relevant cultural customs that impact medical care. In contrast, only a small percentage of respondents (1%-2%) indicated that they were not prepared to treat clinical conditions or perform procedures common in their specialty. Approximately one third to half of the respondents reported receiving little or no instruction in specific areas of cross-cultural care beyond what was learned in medical school. Forty-one percent (family medicine) to 83% (surgery and obstetrics/gynecology) of respondents reported receiving little or no evaluation in cross-cultural care during their residencies. Barriers to delivering cross-cultural care included lack of time (58%) and lack of role models (31%).ConclusionsResident physicians’ self-reported preparedness to deliver cross-cultural care lags well behind preparedness in other clinical and technical areas. Although cross-cultural care was perceived to be important, there was little clinical time allotted during residency to address cultural issues, and there was little training, formal evaluation, or role modeling. These mixed educational messages indicate the need for significant improvement in cross-cultural education to help eliminate racial and ethnic disparities in health care.