The Nature and Extent of Substance Use Education in Qualifying Social Work Programmes in England

Galvani, Sarah; Allnock, Debra

doi:10.1080/02615479.2014.919067

Cited by 10 publications

(17 citation statements)

References 13 publications

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“…In England there is no current requirement for professional social work qualifying education to include teaching on AOD. Evidence from qualifying programmes (Galvani & Allnock, 2014) and from social workers' reports (Galvani et al, 2013) show that the delivery of AOD education within qualifying programmes is hugely variable from none to programmes with dedicated modules or units. The evidence also indicates that even where there is some AOD education, its quality and quantity is questionable (Galvani & Allnock, 2014).…”

Section: Discussionmentioning

confidence: 99%

“…Evidence from qualifying programmes (Galvani & Allnock, 2014) and from social workers' reports (Galvani et al, 2013) show that the delivery of AOD education within qualifying programmes is hugely variable from none to programmes with dedicated modules or units. The evidence also indicates that even where there is some AOD education, its quality and quantity is questionable (Galvani & Allnock, 2014). It also shows that those following children's pathways through social work education and employment fare far better than their adults' pathway colleagues.…”

Section: Discussionmentioning

confidence: 99%

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Substance Use and Disabilities: Experiences of Adults' Social Care Professionals and the Implications for Education and Training

Dance

Galvani

2014

Social Work Education

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This paper draws on data from a national survey of social workers and social care practitioners in England undertaken in 2010 -2011. It focuses on practitioners working in services for adults with either learning or physical disabilities and, in particular, their experiences of responding to alcohol and other drug use among their service users. Based on secondary analysis of survey and focus group data from the earlier study, the paper outlines the extent to which workers in these areas of practice encounter alcohol and drug problems and discusses the key challenges this poses for them. The findings show that between 4% and 10% of adults' practitioners' service users have alcohol and drug problems depending on the nature of the disability. Regardless of the type of disability, practitioners reported difficulties in talking about substance use with their service users as well as identifying tensions around life-style choice and risk management. They also reported the need for education and training in a number of areas. Social work education and subsequent training in working with substance use problems needs to be available to adults' practitioners and it needs to address the specific issues and needs in different areas of social work practice.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Substance Use and Disabilities: Experiences of Adults' Social Care Professionals and the Implications for Education and Training

Dance

Galvani

2014

Social Work Education

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“…For those working in social work and social care, it may generate more positive attitudes towards recognising and responding transparently and effectively to people who have problematic use of alcohol. Despite the many and ongoing recommendations to include these issues in the education curriculum (Galvani, 2013(Galvani, , 2015Galvani & Allnock, 2014) it would appear that there is still a significant way to go. Simpson (2002) drawing on the work of Backer (1993) identifies four conditions required for educational transfer to be effective that might be relevant here: (1) appropriate innovations must be brought to the attention of organisations and be made accessible for dissemination; (2) evidence must show use of the innovation is feasible and effective; (3) resources must be adequate and (4) interventions must be provided that encourage individuals and organisations to change (Backer, 1993).…”

Section: Discussionmentioning

confidence: 99%

“…Within social work education and practise, there has been a struggle to achieve the right level of knowledge, skills and confidence to work effectively with problematic substance use (Galvani & Allnock, 2014;Galvani, Hutchinson, & Dance, 2013;Harwin & Forrester, 2002;Loughran & Livingstone, 2014). A range of studies suggest that social workers tend to underestimate the frequency of problems, fail to recognise signs of problematic use and are hesitant in initiating discussion with service users until the impact becomes significant (Anderson et Kaner, Deluca, & Coulton, 2012).…”

Section: Introductionmentioning

confidence: 99%

Delivering information and brief advice on alcohol (IBA) in social work and social care settings: an exploratory study

Hafford‐Letchfield

Thom

Herring

et al. 2017

Drugs: Education, Prevention and Policy

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Social workers and practitioners working in social care are potentially key players in the prevention of alcohol-related harm and harm reduction for people using services and their carers. This requires attention to workforce development alongside the selection of appropriate tools to support prevention strategies. We report findings from a UK exploratory study into the potential of using Identification and Brief Advice (IBA) as a tool for screening and prevention in social work and social care settings. Thirty-six social workers and social care practitioners attended one of two training workshops on IBA in the South East of England. Pre and postworkshop surveys (n ¼ 35 and n ¼ 20, respectively) and four post-workshop focus groups (n ¼ 36) were conducted with participants to explore the application of IBA taking into account the paradigmatic shift towards prevention and holistic approaches indicated in recent UK legislation and policy. Four themes emerged from the findings: (1) perceptions of the social work/social care role in responding to alcohol problems, (2) ethical concerns, (3) time conflicts and problems of delivering IBA and (4) the role of training. Further studies are needed to evaluate the effectiveness of motivational techniques and tools that social workers can use to promote preventative practise for alcohol-related harm. Different strategies are required to engage and support those working in social care to increase proactive engagement with problematic alcohol use in everyday practise settings.

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“…Several recent studies highlight the need for schools of social work in the U.S. (Fisher, McCleary, Dimock, & Rohovit, 2014) and the U.K. (Galvani & Allnock, 2014;Galvani, Dance, & Hutchinson, 2013;Galvani & Forrester, 2011) to better prepare and train students to serve clients with substance use disorders. These findings suggest social work education has historically neglected to incorporate substance use disorder content into curricula.…”

Section: Introductionmentioning

confidence: 99%

Preparing social workers for practice with LGBT populations affected by substance use: perceptions from students, alumni, and service providers

Dentato

Kelly

Lloyd

et al. 2017

Social Work Education

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Trends in the field of service among those with alcohol and other drug addictions highlight the urgent need for schools of social work to effectively train students to serve clients with substance use disorders, as well as to have cultural competence to effectively serve disproportionately affected and historically underserved lesbian, gay, bisexual, transgender (LGBT) consumers. Online surveys and interviews examined graduate social work (MSW)/certified alcohol and drug counselor (CADC) student preparedness to work in the field of addictions with members of the LGBT community within one university located within the United States. Overall, results indicated that students and alumni did not feel adequately prepared through coursework to practice with LGBT populations affected by substance use, while still feeling clinically competent to practice with LGB populations moreso than with transgender consumers. Similar findings related to unique differences associated with perceptions of faculty support, introducingLGBT topics and how they are handled in the classroom, along with field preparedness to practice with LGB individuals when compared to members of the transgender community. A majority of service providers noted an overall commitment and competence to serve LGBT consumers as well as positive perceptions of students and alumni to do the same. Implications will examine the critical role of faculty in addressing some of the challenges related to effective preparation of social work students to practice with LGBT consumers affected by substance use disorders, along with suggestions for changes within the curricula, and the need for ongoing field trainings and unique placement experiences.

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The Nature and Extent of Substance Use Education in Qualifying Social Work Programmes in England

Cited by 10 publications

References 13 publications

Substance Use and Disabilities: Experiences of Adults' Social Care Professionals and the Implications for Education and Training

Substance Use and Disabilities: Experiences of Adults' Social Care Professionals and the Implications for Education and Training

Delivering information and brief advice on alcohol (IBA) in social work and social care settings: an exploratory study

Preparing social workers for practice with LGBT populations affected by substance use: perceptions from students, alumni, and service providers

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