Substance Abuse Training and Perceived Knowledge: Predictors of Perceived Preparedness to Work in Substance Abuse

Bina, Rena; Hall, Diane M. Harnek; Mollette, Angela; Smith-Osborne, Alexa; Yum, Joohee; Sowbel, Lynda; Jani, Jayshree

doi:10.5175/jswe.2008.200600046

Cited by 45 publications

(31 citation statements)

References 17 publications

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“…While most social workers will at some point need to address problematic client substance use (National Association of Social Workers, 2006), few receive training that prepares them to do so (Bina et al, 2008;Quinn, 2010;Richardson, 2007). Thus, many experts, including Quinn (2010), Straussner and Senreich (2002), and Wilkey, Lundgren, and Amodeo (2013), have called for integration of substance use intervention knowledge into core curricula across social work programs.…”

Section: Social Work Ebp and Substance Usementioning

confidence: 96%

A Model for Implementing an Evidence-Based Practice in Student Fieldwork Placements: Barriers and Facilitators to the Use of “SBIRT”

Ogden

Vinjamuri

Kahn

2016

Journal of Social Service Research

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Section: Social Work Ebp and Substance Usementioning

confidence: 96%

A Model for Implementing an Evidence-Based Practice in Student Fieldwork Placements: Barriers and Facilitators to the Use of “SBIRT”

Ogden

Vinjamuri

Kahn

2016

Journal of Social Service Research

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“…Hutchinson and D. Allnock the USA during the last decade on approaches to and levels of social work education on substance use (Caldwell, 2007;Decker, Brenner, & Murtagh, 2005;Quinn, 2010;Richardson, 2007); and on the impact of substance use training on practice (Bina et al, 2008;Jani et al, 2009;Jones, Packard, & Nahrstedt, 2002;Smith, Whitaker, & Weismiller, 2006). However, there have been limited equivalent studies completed in England.…”

Section: Introductionmentioning

confidence: 96%

Implementing Rigorous Survey Methodology within Contexts of Social Work Education, Training and Practice: A Case Study in Substance Use

Hutchinson

Allnock

2014

Social Work Education

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With the integration of evidence-based practice central to all areas of social work education and training across the globe, it is crucial that we continue to engage with the methodological challenges inherent in gathering this evidence, particularly when it is related to the nature of social work education itself. As a result, this paper addresses some of the methodological challenges involved in examining the education available to social workers on engaging with substance use, both within the social work academy and local authorities in England. Drawing on experiences of implementing large scale online surveys from three substantial research projects completed by the authors, this paper highlights four methodological themes: (1) Constructing a representative sampling frame; (2) Identifying participants within organisations with many departments; (3) Response rates; and (4) Questionnaire design. While these are familiar methodological considerations, this article draws attention to the specific complexities of gathering 'representative' knowledge to inform educational strategies on substance use within social work education and employment contexts. Finally this paper offers lessons learned and guidance for social work academics, students and practitioners who are minded to build, or draw from, an evidence-base using representative samples from and within these environments.

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“…That guidance failed to have any impact. Sadly, the profession has again missed a trick regarding the obvious 'elephant in the room'-and not just in the UK (Bina et al, 2008;Quinn, 2010;Richardson, 2008;Wilkey, Lundgren, & Amodeo, 2013). [See also Steenrod and van Bael (2010) on this issue with specific regard to supervision of students on placement.…”

Section: Introductionmentioning

confidence: 97%

Social Work and Drug Use Teaching: A Personal View from Lancaster University

Paylor

2014

Social Work Education

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This article offers a personal view about teaching the module 'Social Work and Drug Use' at a university in the North West of England, UK. It describes the establishment of the module and the development of the module content over the years. It discusses the nature of teaching the subject within a research focused establishment and the problems this presents. This is all contextualized within the campaign to have social work and drug use as a compulsory part of the national social work curriculum.

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Substance Abuse Training and Perceived Knowledge: Predictors of Perceived Preparedness to Work in Substance Abuse

Cited by 45 publications

References 17 publications

A Model for Implementing an Evidence-Based Practice in Student Fieldwork Placements: Barriers and Facilitators to the Use of “SBIRT”

A Model for Implementing an Evidence-Based Practice in Student Fieldwork Placements: Barriers and Facilitators to the Use of “SBIRT”

Implementing Rigorous Survey Methodology within Contexts of Social Work Education, Training and Practice: A Case Study in Substance Use

Social Work and Drug Use Teaching: A Personal View from Lancaster University

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