Working with Alcohol and Drug Use: Exploring the Knowledge and Attitudes of Social Work Students

Galvani, Sarah; Hughes, Nathan

doi:10.1093/bjsw/bcn137

Cited by 33 publications

(27 citation statements)

References 19 publications

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“…For example, Weiss et al, (2004) compared empirical data from 223 students in Israel and USA at their first and final year and observed no major impact on students' preferences and willingness to engage in social change. A number of research findings have also highlighted students' unchanged group preferences, questionable understandings and explanations, as well as individualistic or even passive responses to oppression in national contexts like USA (Bundy-Fazioli et al, 2013;Early et al, 2003;Reutebuch, 2006) Nothern Ireland (Wilson and Kelly, 2010), Turkey (Buz et al, 2013) and Britain (Collins and Wilkie, 2010;Evaluation team, 2008;Galvani and Hughes, 2010;Jack and Mosley, 1997;Mackay and Woodward, 2010;Woodward and Mackay, 2012). This lack of critical reflection and anti-oppressive action with regard to the self and others, has been revealed in Wilson and Kelly's (2010:11) findings too, where students felt powerless to counteract oppression and they had been 'in a tenuous position' of accepting oppressive agency and institutional policies.…”

Section: Discussionmentioning

confidence: 99%

Social work education in a time of national crisis in Greece: educating the workforce to combat inequalities

Dedotsi

Young

Broadhurst

2016

European Journal of Social Work

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Since 2010, Greece has experienced an unprecedented economic and humanitarian crisis, which continues to have tremendous social impact. Austerity measures and policy cuts have included a dis-investment in social work and social care and more recently the abolition of one of the four national Social Work Departments providing qualifying social work education. In this context, this study addresses the following question: how does prequalifying social work education in Greece influence students' ability to manage value tensions in relation to anti-oppressive practice? Using a case study methodology, the research was based in one Social Work Department (subsequently abolished). Data were collected through semi-structured interviews from social work students at the beginning and the end of their professional education (n=32) and once from academic staff/placement supervisors (n=10). Data were analysed drawing on grounded theory techniques. In this paper only one particular dataset is considered in detail: the attitudes and experiences of final year students.The main findings indicate students' narrow understandings and individualistic approaches towards oppression, reflecting an urgent need to redefine social work education and practice in Greece according to current social justice concerns. Specifically, social work education needs to give greater weight to a structural perspective on the dynamics of oppression. 2Although focussed on Greece, the paper offers a critical debate of contemporary relevance for social work education in many European nation states.Η Ελληνική κοινωνία βιώνει από το 2010 μια άνευ προηγουμένου οικονομική και ανθρωπιστική κρίση με τρομαχτικές κοινωνικές επιπτώσεις. Τα μέτρα λιτότητας και οι περικοπές σε κρατικές πολιτικές, συμπεριέλαβαν την από-επένδυση από την κοινωνική πρόνοια και την κοινωνική εργασία, με πιο πρόσφατη την κατάργηση ενός από τα τέσσερα Τμήματα Κοινωνικής Εργασίας στην Ελλάδα. Υπό αυτές τις συνθήκες, το ερώτημα της συγκεκριμένης μελέτης είναι: Ποιος είναι ο ρόλος της εκπαίδευσης στην κοινωνική εργασία στην Ελλάδα, αναφορικά με την ικανότητα των φοιτητών να διαχειριστούν συγκρούσεις αξιών σχετικά με την αντι-καταπιεστική προσέγγιση; Χρησιμοποιώντας τη μέθοδο της μελέτη περίπτωσης, η έρευνα βασίστηκε σε ένα Τμήμα Κοινωνικής Εργασίας (στη συνέχεια καταργήθηκε). Τα δεδομένα συλλέχθηκαν μέσω ημι-δομημένων συνεντεύξεων από τους φοιτητές κοινωνικής εργασίας στην αρχή και το τέλος της εκπαίδευσής τους (n = 32) και το ακαδημαϊκό προσωπικό/επόπτες πλαισίων πρακτικής άσκησης (n = 10). Τα δεδομένα αναλύθηκαν με τη χρήση τεχνικών της θεμελιωμένης θεωρίας. Σε αυτό το άρθρο μόνο ένα μέρος των αποτελεσμάτων από τις συνεντεύξεις θα συζητηθεί: οι συμπεριφορές και οι εμπειρίες των τελειόφοιτων φοιτητών. Τα αποτελέσματα, αποκάλυψαν απλοϊκές αντιλήψεις και στερεοτυπικές πεποιθήσεις των τελειόφοιτων ως προς την καταπίεση, αναδεικνύοντας την ανάγκη για επαναπροσδιορισμό της εκπαίδευσης και άσκησης της κοινωνικής εργασίας στην Ελλάδα, ανάλογα με τις σύγχρονες κοινωνικές ανάγκες και μια πιο δ...

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Section: Discussionmentioning

confidence: 99%

Social work education in a time of national crisis in Greece: educating the workforce to combat inequalities

Dedotsi

Young

Broadhurst

2016

European Journal of Social Work

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“…It has been noted that social workers provide services to more people with problems relating to addictions than those in other helping professions (Zarin et al 1998), and that social workers work daily with the social harms caused by issues relating to substance use (Galvani and Hughes 2010). It should be clear from the above discussion that it is highly likely that many of the people (both children and adults) that social workers have dealings with are among those who are most susceptible to addictions generally and gambling problems specifically, for a variety of reasons.…”

Section: Social Work and Addictionsmentioning

confidence: 99%

“…Galvani and colleagues have repeatedly pointed to the gaps in the education and training of social workers in relation to substance misuse. (Galvani 2007;Galvani and Hughes 2010). The foregoing has attempted to quantify and detail the ways in which the related addictive behaviour of problem gambling affects particular disadvantaged groups in the UK, and to suggest how social theories might provide a useful perspective on this issue.…”

Section: A Public Health Approach?mentioning

confidence: 99%

Problem Gambling: A Suitable Case for Social Work?

Rogers¹

2013

Practice

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“…Yet studies indicate that social workers are generally unsure both about their level of knowledge and the nature of their role when working with people who are affected by problems of substance use, reducing confidence in the nature of their practice (Bina et al, 2008;Galvani & Hughes, 2010;Loughran, Hohman, & Finnegan, 2010). Some have argued that social workers already have many of the skills needed to effectively engage with substance use (Wylie, 2010) and that the generic principles of supporting services users to be active citizens through practices which empower and enable are more relevant than ever in the context of substance use and the recovery agenda (Forrester & Hutchinson, 2012).…”

Section: Introductionmentioning

confidence: 99%

The Development of Employment-Based Education on Substance use for Social Workers in England: Embedding Substance use Training in Frameworks of Continuing Professional Development

Hutchinson

Allnock

2014

Social Work Education

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Service users in the social care sector affected by substance use need a workforce which is skilled at protecting and supporting them, and who are able to carry out their roles and responsibilities with confidence. Workforce/Learning Development departments in children's and adults' services in England play an important role in preparing social workers to engage effectively with service users and to develop as practitioners. Drawing on data from a survey of 94 Workforce/Learning Development departments, this article examines the development of employment-based education on substance use. Only 33% of these departments had a dedicated training strategy or series of programmes on substance use, although more than half (59%) provided tools for identifying and assessing substance use. A wide range of professionals were involved in the development of this training, particularly those in specialist safeguarding and substance use roles. Social work and substance use textbooks are the main source of materials accessed to support training development. A lack of strategic engagement with substance use in social care was one of the barriers cited to adequate training provision. Implications for social work education include the importance of embedding AOD education in post-qualifying training frameworks at both university and employer levels.

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Working with Alcohol and Drug Use: Exploring the Knowledge and Attitudes of Social Work Students

Cited by 33 publications

References 19 publications

Social work education in a time of national crisis in Greece: educating the workforce to combat inequalities

Social work education in a time of national crisis in Greece: educating the workforce to combat inequalities

Problem Gambling: A Suitable Case for Social Work?

The Development of Employment-Based Education on Substance use for Social Workers in England: Embedding Substance use Training in Frameworks of Continuing Professional Development

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