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

doi:10.5175/JSWE.2008.200600046

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

Journal Article•DOI•

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

Rena Bina¹, Diane M. Harnek Hall², Angela Mollette¹, Alexa Smith-Osborne³, Joohee Yum⁴, Lynda R. Sowbel⁵, Jayshree Jani¹ - Show less +3 more•Institutions (5)

University of Maryland, Baltimore¹, Towson University², University of Texas at Arlington³, Westat⁴, Hood College⁵

01 Sep 2008-Journal of Social Work Education (Council on Social Work Education)-Vol. 44, Iss: 3, pp 7-20

TL;DR: Predictors of recent master of social work graduates' perceptions of preparedness to practice in the area of substance abuse are examined, and the findings support the need to include substance abuse education in social work curricula.

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Abstract: As frontline mental health care providers, social workers need to be prepared to confront and properly manage substance abuse issues in practice. This study examined predictors of recent master of social work (MSW) graduates' perceptions of preparedness to practice in the area of substance abuse. A cross-sectional design was used, and 232 recent MSW graduates completed a mail-in survey (65.7% response rate). Respondents were more likely to perceive themselves as prepared to work with substance abuse issues if they received more formal academic training in substance abuse and had higher knowledge of substance abuse concepts and models. The findings support the need to include substance abuse education in social work curricula.

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Journal Article•DOI•

Can a Course Change Social Work Students’ Attitudes toward Harm Reduction as a Treatment Option for Substance Use Disorders?

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Judy Fenster¹, Kristina Monti²•Institutions (2)

Adelphi University¹, Mount Sinai Health System²

02 Jan 2017-Alcoholism Treatment Quarterly

TL;DR: This article examined whether a 15-week course changed graduate social work students' attitudes regarding persons with SUDs and the philosophy and practice of harm reduction, and found that, though students’ beliefs about harm reduction approaches were more positive after completing the course, there was no change in student attitudes toward those who struggle with substance use disorders.

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Abstract: With the passage of the Affordable Care Act, health care workers will need skills in engaging and treating increased numbers of Americans seeking help for substance use disorders (SUDs). Unfortunately, students in social work and related fields have been found to hold negative views of persons experiencing an SUD. This study examined whether a 15-week course changed graduate social work students’ attitudes regarding persons with SUDs and the philosophy and practice of harm reduction. Results indicated that, though students’ beliefs about harm reduction approaches were more positive after completing the course, there was no change in student attitudes toward those who struggle with SUDs.

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8 citations

Cites background from "Substance abuse training and percei..."

...Bina et al. (2008), attempting to identify predictors of MSW graduates’ self-perceived preparedness to treat SUDs, found recent graduates to have a low to moderate degree of confidence in their readiness to work with the chemically addicted population. Those who had obtained formal academic training in substance use disorder treatment felt more prepared than those lacking such training. Amodeo and Frassler (2000) studied the effects of a 9month, SUDs-specific postgraduate course and found that course participants were more likely after the course to assess for SUDs and to intervene once a substance use issue was identified. Course completers were also more likely to hold positive attitudes toward persons with SUDs and to work with the SUDs population than those not taking the course. Similarly, Straussner, and Vairo (2007) found that participants in a SUDs-specific, postmaster’s program had more positive views of substance abuse treatment and were more likely to assess, intervene, and refer to self-help groups. Additionally, participants’ interest in the field of SUDs increased, and they were more likely to seek additional knowledge about addiction treatment after completing the postmaster’s program. In contrast to substantial research published on attitudes toward persons with SUDs, there is a dearth of studies on health care worker opinions about harm reduction, and even fewer on the effects of education on harm reduction initiatives. Eversman (2012) found MSW faculty and students to have diverse views of harm reduction, ranging from fully embracing their principles to viewing them as fundamentally problematic....
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...Bina et al. (2008), attempting to identify predictors of MSW graduates’ self-perceived preparedness to treat SUDs, found recent graduates to have a low to moderate degree of confidence in their readiness to work with the chemically addicted population....
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...Bina et al. (2008), attempting to identify predictors of MSW graduates’ self-perceived preparedness to treat SUDs, found recent graduates to have a low to moderate degree of confidence in their readiness to work with the chemically addicted population. Those who had obtained formal academic training in substance use disorder treatment felt more prepared than those lacking such training. Amodeo and Frassler (2000) studied the effects of a 9month, SUDs-specific postgraduate course and found that course participants were more likely after the course to assess for SUDs and to intervene once a substance use issue was identified....
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...Bina et al. (2008), attempting to identify predictors of MSW graduates’ self-perceived preparedness to treat SUDs, found recent graduates to have a low to moderate degree of confidence in their readiness to work with the chemically addicted population. Those who had obtained formal academic training in substance use disorder treatment felt more prepared than those lacking such training. Amodeo and Frassler (2000) studied the effects of a 9month, SUDs-specific postgraduate course and found that course participants were more likely after the course to assess for SUDs and to intervene once a substance use issue was identified. Course completers were also more likely to hold positive attitudes toward persons with SUDs and to work with the SUDs population than those not taking the course. Similarly, Straussner, and Vairo (2007) found that participants in a SUDs-specific, postmaster’s program had more positive views of substance abuse treatment and were more likely to assess, intervene, and refer to self-help groups. Additionally, participants’ interest in the field of SUDs increased, and they were more likely to seek additional knowledge about addiction treatment after completing the postmaster’s program. In contrast to substantial research published on attitudes toward persons with SUDs, there is a dearth of studies on health care worker opinions about harm reduction, and even fewer on the effects of education on harm reduction initiatives. Eversman (2012) found MSW faculty and students to have diverse views of harm reduction, ranging from fully embracing their principles to viewing them as fundamentally problematic. Burke and Clapp’s (1997) analysis of the current workforce examined managers’ attitudes about harm reduction, concluding that the majority endorsed abstinence-based approaches to addiction treatment over harm reduction approaches....
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...Bina et al. (2008), attempting to identify predictors of MSW graduates’ self-perceived preparedness to treat SUDs, found recent graduates to have a low to moderate degree of confidence in their readiness to work with the chemically addicted population. Those who had obtained formal academic training in substance use disorder treatment felt more prepared than those lacking such training. Amodeo and Frassler (2000) studied the effects of a 9month, SUDs-specific postgraduate course and found that course participants were more likely after the course to assess for SUDs and to intervene once a substance use issue was identified. Course completers were also more likely to hold positive attitudes toward persons with SUDs and to work with the SUDs population than those not taking the course. Similarly, Straussner, and Vairo (2007) found that participants in a SUDs-specific, postmaster’s program had more positive views of substance abuse treatment and were more likely to assess, intervene, and refer to self-help groups....
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Social Workers' Perceptions of Barriers to Substance Abuse Treatment in Mississippi

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Catherine Pacher

01 Jan 2019

TL;DR: Pacher et al. as discussed by the authors conducted a case study to identify barriers that impede treatment and hinder the success of client recovery from addiction in Coastal South Mississippi, focusing on social work clinicians' perceptions of barriers to effective treatment with substance abuse clients.

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Abstract: Social Workers’ Perceptions of Barriers to Substance Abuse Treatment in Mississippi by Catherine Jean Pacher MS, University of Southern Mississippi, 1988 BS, Mississippi State University, 1984 Project Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Social Work Walden University February 2019 Abstract Addiction is a national problem in the United States that impacts public health and social and economic welfare. The purpose of this case study was to identify barriers that impede treatment and hinder the success of client recovery from addiction. The research question focused on social work clinicians’ perceptions of barriers to effective treatment with substance abuse clients in Coastal South Mississippi. The theoretical framework for thisAddiction is a national problem in the United States that impacts public health and social and economic welfare. The purpose of this case study was to identify barriers that impede treatment and hinder the success of client recovery from addiction. The research question focused on social work clinicians’ perceptions of barriers to effective treatment with substance abuse clients in Coastal South Mississippi. The theoretical framework for this research was the reasoned action theory. Data was collected from a focus group, personal interviews, and the review of literature. Purposeful sampling was used to select 13 social workers for interviews and for a focus group. The social workers needed to have obtained a bachelor or higher degree and a minimum of one year professional experience working with substance abuse clients. Data analysis was conducted by evaluating transcripts of audio recordings from the focus group. The results were then further developed using common words and phrases among the participants to assist in the development of themes. Three themes emerged from this research study: the counselor attitudes/perceptions to treatment, client identified barriers to successful treatment, and the identification of environmental barriers to treatment. The findings of this study might bring about social change by helping social workers to identify factors that influence substance abuse treatment delivery and adapt successful treatment approaches to serve clients by providing social workers with the knowledge and awareness of practitioners’ perceptions on treating substance abuse clients. This should lead to enhanced clinical practices by empowering treatment outcomes for the benefit of substance abuse clients. Social Workers’ Perceptions of Barriers to Substance Abuse Treatment in Mississippi by Catherine Jean Pacher MS, University of Southern Mississippi, 1988 BS, Mississippi State University, 1984 Project Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Social Work Walden University February 2019 Dedication I would like to dedicate this research study to my mother, Patricia Rogers. She instilled in me the importance of education and following your dreams. I only wish she would have lived to see this accomplishment. I would also like to dedicate this to my children, Billy, Bradley, Benjamin and Briana. I kept going because of you. You helped me in moments of crisis and kept me laughing. Finally, I dedicate this to Billy Pacher Sr. You have been a loving supportive part of my educational endeavors through listening to me whine and complain and yet remained encouraging. Acknowledgments I would like to acknowledge Lindy Lewis, my committee chair, for his guidance along the way of my journey. You kept me focused when I managed to get side tracked on so many occasions. I would also like to acknowledge Dr. Debra Rice. You helped me to keep pushing forward and get the confidence I needed to finish this degree. I have too many professors to name individually but the experience I have had at Walden has been wonderful. I would like to acknowledge my work family. Brenda Monroe, Evangeline Vizzini, Ray Collier, George Cooper, Ciara Huot, and Barry Willbrandt. You are the best. You have provided me with joy and laughter so I could continue my educational journey. I truly appreciate and love you all. I thank each of you for caring enough to be a part of my life.

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7 citations

Cites background from "Substance abuse training and percei..."

...The perceptions of preparedness to work with substance abuse clients is important (Bina et al., 2008)....
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Journal Article•DOI•

The state of substance use education in Master of Social Work programs: A content analysis of course listings and faculty profiles.

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Dane Minnick¹•Institutions (1)

University at Albany, SUNY¹

04 Mar 2019-Substance Abuse

TL;DR: The results of the analyses showed that a significant deficit of formal substance use education does exist in the field of social work education, and that a large proportion of programs lack the faculty personnel necessary to sufficiently offer substanceUse education to their students.

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Abstract: Background: Substance use is currently a pervasive problem among a large proportion of populations served by the social work profession. Several studies have indicated that social workers r...

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7 citations

Journal Article•DOI•

Nurses perceived preparedness to screen, intervene, and refer women with suspected postpartum depression.

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Rena Bina¹, Saralee Glasser, Mira Honovich², Daphna Levinson³, Yona Ferber² - Show less +1 more•Institutions (3)

Bar-Ilan University¹, Israel Ministry of Health², Mental Health Services³

01 Sep 2019-Midwifery

TL;DR: It is suggested that training, attitudes, knowledge and perceived competence are important factors leading to perceived preparedness to conduct screening initiatives for postpartum depression.

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7 citations

Journal Article•DOI•

Teaching Social Work Students about Alcohol and Other Drug Use Disorders: From Faculty Learning to Pedagogical Innovation.

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Christopher P. Salas-Wright¹, Maryann Amodeo¹, Kimberly A. Fuller², Cristina Mogro-Wilson³, David Pugh⁴, Elaine S. Rinfrette⁴, Janice Furlong¹, Lena Lundgren⁵ - Show less +4 more•Institutions (5)

Boston University¹, Cleveland State University², University of Connecticut³, Edinboro University of Pennsylvania⁴, University of Denver⁵

20 Feb 2018-Journal of Social Work Practice in The Addictions

TL;DR: Examples of how faculty participants in the Alcohol and Other Drugs Education Program have adapted their teaching in clinical practice, research methods, and addiction specialty courses as a result of participation in the immersion-based training program are provided.

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Abstract: This article builds on prior research demonstrating that intensive faculty training in alcohol and other drug (AOD) identification and treatment methods can result in increases in AOD knowledge and teaching efficacy. We provide examples of how faculty participants in the Alcohol and Other Drugs Education Program have adapted their teaching in clinical practice, research methods, and addiction specialty courses as a result of participation in our immersion-based training program. Examples from 3 schools provide ideas for teaching innovations and serve as templates for faculty interested in advancing their teaching and the integration of AOD-related content into the social work curriculum.

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6 citations

Cites background from "Substance abuse training and percei..."

...…are not sufficiently taught in schools of social work due, in large part, to a lack of knowledge and formal training among social work faculty (see Bina et al., 2008; Galvani, Dance, & Hutchison, 2013; Russett & Williams, 2015; Wilkey, Lundgren, & Amodeo, 2013), and (b) high-quality training in…...
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References

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Applied Multivariate Statistics for the Social Sciences

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J Stevens¹•Institutions (1)

University of Cincinnati¹

01 Jan 1986

TL;DR: In this article, the authors focus on a conceptual understanding of the material rather than proving results and stress the importance of checking the data, assessing the assumptions, and ensuring adequate sample size so that the results can be generalized.

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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.

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10,221 citations

Mail and internet surveys: The tailored design method, 2nd ed.

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Don A. Dillman¹•Institutions (1)

Washington State University¹

01 Jan 2007

TL;DR: In this article, the authors present an overview of the design of web, mail, and mixed-mode surveys, and present a survey implementation approach for web-based and mail-based surveys.

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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.

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7,857 citations

Applied multivariate statistics for the social sciences, 4th ed.

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James P. Stevens¹•Institutions (1)

University of Cincinnati¹

01 Jan 2002

3,732 citations

Book•DOI•

The Science of Self-report : Implications for Research and Practice

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Arthur A. Stone, Jaylan S. Turkkan, Christine A. Bachrach, Jared B. Jobe, Howard S. Kurtzman, Virginia S. Cain - Show less +2 more

01 Jan 2000

TL;DR: In this paper, the authors discuss the importance of self-report in the formation of behavioral frequency judgements and the role of memory and context in self-reported data. But, they do not discuss the relationship between self-reporting and mental health problems.

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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.

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841 citations

Journal Article•DOI•

Resident physicians' preparedness to provide cross-cultural care.

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Joel S. Weissman¹, Joseph R. Betancourt, Eric G. Campbell, Elyse R. Park, Minah Kim, Brian R. Clarridge, David Blumenthal, Karen C. Lee, Angela W. Maina - Show less +5 more•Institutions (1)

Harvard University¹

07 Sep 2005-JAMA

TL;DR: In this paper, a survey was conducted to 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-culture training.

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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.

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322 citations