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: Self-report outcomes, examined in relation to the number of courses with integrated AOD content taken, suggest that these courses lead to significantly more self-reported assessment for substance abuse.
Abstract: This article measures the efficacy of two approaches to teaching students to assess clients for substance abuse: an alcohol and other drug (AOD) minor program and integration of AOD content into core courses. A quasi-experimental design involved nonrandom assignment to an AOD minors program or to a nonminors curriculum. Both groups reported on their usual AOD assessment and on AOD assessment in their first interview with their most recent client. Self-report outcomes, examined in relation to the number of courses with integrated AOD content taken, suggest that these courses lead to significantly more self-reported assessment for substance abuse.
30 citations
TL;DR: In this article, a cross-sectional survey was conducted to examine participants' self-perceived change in knowledge, attitude, and behavior following formal and informal continuing professional education (CPE).
Abstract: In this study, 230 licensed social workers participated in a cross-sectional survey to examine participants' self-perceived change in knowledge, attitude, and behavior (KAB) following formal and informal continuing professional education (CPE). Self-perceived change scores were significantly higher for informal than formal CPE. Higher motivational orientation toward professional knowledge was found to be a stronger predictor of self-perceived change in KAB following participation in formal and informal CPE. In addition, following formal CPE, greater age and increased expectation to apply learning predicted greater perceived change in KAB. Implications for social work education are discussed.
27 citations
TL;DR: In this paper, a module-based training on addictive disorders was implemented with 46 foundation-and 78 advanced-year students, and the results showed that both foundation and advanced students reported positive attitudes and behaviors toward persons with substance abuse disorders.
Abstract: A module-based training on addictive disorders was implemented with 46 foundation- and 78 advanced-year students. Pre-test-posttest results indicated that foundation-year students increased their knowledge of theories of addiction (p < .05). Foundation- and advanced-year students increased their knowledge of treatment approaches (p < .01). Using an instrument developed by the authors, both foundation- and advanced-year students reported positive attitudes and behaviors toward persons with substance abuse disorders. Advanced-year students reported increased confidence in their skills (p < .05) over time. They also reported that, to a significantly greater degree, they were able to rule out substance abuse among clients (p < .05) and to make appropriate referrals (p < .05) over time. These findings are inconsistent with an existing body of research demonstrating negative student attitudes and indifference toward clients with alcohol problems.
24 citations
TL;DR: For instance, the authors found that social work students receive a mixed message regarding the willingness and the ability of the profession to train them to deal effectively with clients who have alcohol and drug problems.
Abstract: The number of students enrolling in schools of social work with the intention of working in the field of addictions is increasing (Van Wormer, 1987). Once there, social work students receive a mixed message regarding the willingness and the ability of the profession to train them to deal effectively with clients who have alcohol and drug problems. On the one hand, social work embraces a systems approach to social problems, considering persons in their environment. In alcohol- and drug-treatment centers, on the other hand, the focus for intervention is on the addiction itself. The reliance on the medical model in these settings directs exclusive attention to the presenting problem without attention to contextual factors (Logan, McRoy, & Freeman, 1987). Students in an addiction placement are faced with resolving this conflict between the academic and practice worlds. The medical model encourages students to accept an essential dissonance between classroom and field experiences.
19 citations
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TL;DR: The authors found that the administration curriculum and field practice were most closely matched to the skills required for practice, however, the foundation social work curriculum was more suitable for practice in social work.
Abstract: Practicing social work managers, all graduates from an administration concentration in a school of social work, responded to a mail survey which asked them to identify the current practice domains, the importance of thirty-seven managerial skills to their practice, and the extent to which the advanced management curriculum, the field practi-cum and the foundation social work curriculum had prepared them for practice in these areas. Respondents were employed in managerial positions in the social services and reported confidence in their level of preparedness for managerial work. Thus this case study suggests that an M.S.W. program can offer sufficient specialized training in management. Respondents identified interpersonal skills as the most critical skills for management practice. Each of three curriculum components provided adequate preparation; however, the administration curriculum and field practice were most closely matched to the skills required for practice. Interestingly, the foundation c...
19 citations