Substance abuse training and perceived knowledge: predictors of perceived preparedness to work in substance abuse
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.
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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01 Jan 2011
TL;DR: The dimensions, theory, and epistemology of mental health stigma have several implications for the social work profession, and this work aims to clarify the role of stigma in the development of social work practice.
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.
198 citations
TL;DR: In this article, a number of elements to develop, adapt, and strengthen intercultural competence education in public health educational institutions are recommended.
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.
56 citations
TL;DR: This national study of MSW programs examines prevalence of addiction courses and specializations and concludes that social work education has not met addiction workforce development needs and there is no evidence this pattern will change.
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.
56 citations
Cites background or result from "Substance abuse training and percei..."
...Bina et al. (2008) highlighted the importance of formal AOD academic training for recent MSW graduates—such training was a significant contributor to perceived knowledge and preparedness to work in the addiction field....
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...Our study builds on previous research on addiction-related training in MSW and post-MSW programs and their graduates’ perceived preparedness to treat substance-abusing clients (Amodeo, 2000; Bina et al., 2008; Carey, Bradizza, Stasiewicz, & Maisto, 1999; Quinn, 2010; Straussner & Senrich, 2002)....
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TL;DR: In this article, a new definition of military cultural competence based on a review of the literature is proposed, which includes the chain-of-command, military norms, and military identity.
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.
54 citations
TL;DR: The continual need to advocate for education and development of substance abuse practitioners across professions is discussed, and directions for future research are described.
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...
33 citations
References
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TL;DR: Social workers who completed a 9-month substance abuse training program were significantly more likely than comparisons to work with substance-abusing clients, have “substance abuse”-related roles, and obtain high ratings of optimism, confidence, and competence after training.
Abstract: This study examines the influence of substance abuse training on social workers in nonaddiction treatment settings. Eighty-one Masters level social workers who completed a 9-month training program were compared with a matched sample of 78 Masters level social workers who did not enroll, with supervisors as collateral informants. Subjects and supervisors were blind to the purpose of the study. Measures included behavior, clinical skills, and self-rated attitudes. After training, trainees were significantly more likely than comparisons to 1) work with substance-abusing clients, 2) have "substance abuse"-related roles, 3) seek jobs that increased their opportunities to work with substance-abusing clients, 4) assess and intervene with substance abuse, and 5) obtain high ratings of optimism, confidence, and competence.
55 citations
TL;DR: It is suggested that continuity experiences in office practices are associated with preparation for the pace and types of visits that occur commonly in primary care practice, abilities which previous surveys of residency alumni and employers have found lacking.
Abstract: Objective Surveys of residency graduates and employers have suggested that residency programs do not prepare residents well for practice Since 1988, pediatric residents at the University of Massachusetts have been paired one-on-one with an office-based pediatrician for their 3-year continuity experience This survey was conducted to determine if graduates of such a program are prepared to enter pediatric practice Methodology Graduates of the program from 1991 through 1995 who entered primary care practice were surveyed about their preparedness for practice The questionnaire was also sent to the residents9 first employers The 32 questions were directed to overall sense of preparedness, ability to manage the pace of practice, common illnesses, common behavior problems, anticipatory guidance, office management, and subspecialty problems Results Data from all 25 residents who entered practice and the employers of 20 of the 25 residents were obtained and analyzed Both groups rated overall resident preparedness to be “well-prepared” or “very well-prepared” and gave high scores on working at the pace of practice, diagnosing and treating common illnesses, diagnosing and treating common behavior problems, and providing anticipatory guidance Areas in which residents were considered to be less well-prepared included anticipatory guidance about nutrition, managing problems by telephone, office management, gynecology, and orthopedics Conclusions The results suggest that continuity experiences in office practices are associated with preparation for the pace and types of visits that occur commonly in primary care practice, abilities which previous surveys of residency alumni and employers have found lacking Some areas may benefit from a formal curriculum which may be implemented in the office practice, at the medical center, or at both sites Preceptors may benefit from faculty development and continuing medical education that is directed not only at teaching skills but also at content areas which were not addressed in their own residencies
51 citations
TL;DR: The data support the conclusions that medical school academic performance relates significantly to performance in internship and that interns do not rate themselves as highly as their program directors do.
Abstract: This study addressed the questions of whether medical students' cumulative grade-point averages (GPAs) correlate with the performance assessments (overall and in specific areas of competency) that they receive as interns from their internship program directors, and whether the students' self-assessments of preparedness for internship correlate with their internship directors' overall assessments. A questionnaire to assess interns' competencies was developed and sent to the directors of the internship programs of the 283 1990 and 1991 graduates of the Medical College of Georgia School of Medicine who consented to participate in the study (82% of the graduates). Eighty percent of the program directors responded. A similar questionnaire was sent to all 342 of the 1990 and 1991 graduates; 38% provided self-assessments of their competencies and also stated their views on how well prepared they were for their internships. Considering the classes as a group, the mean ratings of the interns' overall competencies by the program directors ranged from 3.7 to 4.3 on a five-point Likert scale (1, unsatisfactory, to 5, outstanding), whereas the interns' ratings of how well they were prepared for their internships (that is, their sense of overall competency) were somewhat lower, ranging from 3.4 to 4.0. The correlations of GPAs with the specific areas of competencies ranged from .28 to .51. The correlation between the mean ratings of the program directors and the mean self-ratings of the interns was .58. The data support the conclusions that medical school academic performance relates significantly to performance in internship and that interns do not rate themselves as highly as their program directors do.
38 citations
TL;DR: It is found that social workers trained in substance abuse had more substance abuse cases, with and without additional diagnoses, and rated themselves higher on two of six competency measures: in intervening with clients when all diagnoses were combined and in intervening when substance abuse only diagnoses were Combined.
Abstract: Past research and reports from the field have described social workers as having a host of negative responses to alcohol- and drug-abusing clients. Some found that substance abuse training increased social workers' sense of security and legitimacy in the therapeutic role with such clients. We report on 23 master's level social workers (MSWs) who completed an intensive 9-month substance abuse training program (trainees) and 22 MSW comparison subjects (comparisons). Both trainees and comparisons completed caseload forms identifying their clients by diagnosis and self-rated their competence to assess and treat each client. We predicted that workers trained in substance abuse, when compared with workers who lacked such intensive training, would (a) assess and treat more substance-abusing clients, (b) work with more complex substance-abusing clients (i.e., dually diagnosed clients), and (c) perceive themselves to be more competent to assess and treat substance-abusing clients. No significant differences were f...
37 citations
TL;DR: The authors examined whether a brief educational program could modify attitudes of master's level social work students about substance abuse and found no significant changes in student attitudes after participating in the educational session Recommendations are offered for how social work schools may enhance their efforts to prepare students to effectively work with substance abusing clients and their families.
Abstract: This study examined whether a brief educational program could modify attitudes of master's level social work students about substance abuse Study methodology involved a two-group pre-test and post-test quasi-experimental design The Substance Abuse Attitude Survey, a standardized assessment instrument, was used to measure attitudes based on five distinct factors No significant changes in student attitudes were found after participating in the educational session Recommendations are offered for how social work schools may enhance their efforts to prepare students to effectively work with substance abusing clients and their families
31 citations