The Impact of a Post-Master's Program in Substance Abuse on Social Work and Other Health Professionals.

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: This research reviewed the available evidence on social work's contribution to supporting recovery for those with problem drug and/or alcohol use. The review also collated the available evidence on workforce development in this area as well as reviewing what is known about social work roles and training.

Abstract: Entering (n = 475) and graduating (n = 454) students at 3 master's of social work programs in the northeast were compared regarding their knowledge and attitudes concerning working with substance abusing clients. In comparison to entering students, graduating students demonstrated modestly higher levels of knowledge, role adequacy, and role legitimacy, but less desire to work with this population. A multivariate analysis revealed numerous factors that affected students' knowledge and attitudes: gender; ethnicity; exposure to substance abuse through family, friends, or self; taking a substance abuse course in an academic setting; having an internship in a substance abuse setting; substance abuse training outside of an academic setting; and exposure to substance abusers through employment. Implications of these findings for social work education are discussed.

Abstract: The granting of advanced standing status to bachelor of social work (BSW) students, exempting them from foundation study in master of social work (MSW) programs, has been controversial. The authors examined differences between recent MSW graduates who had received (n = 87) and not received (n = 124) advanced standing status regarding their perceived preparedness and perceived knowledge to work with substance abuse issues. No statistically significant differences in mean scores were found. However, mean scores for both groups were moderate to low. Implications for substance abuse education and advanced standing in social work education are discussed.

Abstract: Background: This study evaluates the degree to which a harm reduction intervention course module impacted Master of Social Work (MSW) students’ knowledge and attitudes towards addressing opioid use disorder issues and clients. Methods: Using a mixed-methods approach, data from 124 MSW students were collected between 2011 and 2015. Students completed a 3-hour course module that focused on harm reduction philosophy and interventions specifically for opioid use disorders. Students completed pre- and posttest of the Harm Reduction Attitude Scale. Students were also engaged in focus groups to gain a better understanding of how and if their knowledge and attitudes changed. Results: Overall, attitudes towards harm reduction approaches for opioid use disorder shifted favorably following the course module. Paired t-test results show a statistically significant difference in the mean scores for pretest attitudes (M = 2.64, SD = 0.16) and posttest attitudes (M = 2.86, SD = 0.12) among social work students. T...

Abstract: This article describes the results of an assessment of the substance abuse treatment training needs of social workers working in randomly selected substance abuse treatment facilities in New England. This assessment revealed that clinical supervision related to substance abuse treatment had not been available to a significant percentage of the respondents throughout their careers. Despite limited previous training experience and considerable barriers to current training, social workers surveyed in this study reported significantly higher levels of knowledge and skill than other substance abuse treatment providers in 10 of 12 substance abuse treatment areas investigated. Despite these high levels of knowledge and skill, respondents reported considerable need for and interest in additional substance abuse treatment training. This study identified the areas of assessment, advanced clinical techniques, and dual diagnosis as priorities for future training among social workers working in substance abuse treatment facilities.

Abstract: Abuse of alcohol or other drugs is at the root of many child welfare problems, yet most workers receive little academic training to cope with these difficulties in their clients. Continuing education is a useful tool to facilitate the adoption of attitudes necessary for effective response to addicted persons. Workers may not approach continuing education with an eye to identifying specific opportunities for changing their practice, however, and impediments in the workplace make implementing change difficult. Continuing education is most effective if supervisors help in setting goals, removing obstacles, and facilitating workers' efforts to incorporate into practice what they learn in the training classroom.

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.