Research Briefing. A survey of substance use education within qualifying social work programmes in England

Transcription

1 Research Briefing A survey of substance use education within qualifying social work programmes in England Introduction This survey sought to determine the extent to which qualifying social work programmes (QSWPs) in England include education on alcohol and other drugs. The starting point for the development of the survey instrument was the first (and only) UK survey of social work education on this topic undertaken by Harrison in 1989 (Harrison 1992). The current study sought to update this work and explore changes in the amount and nature of formal teaching received by current social work students on QSWPs. An online survey tool using specialist software (Qualtrics) was designed, piloted and then disseminated to course leads of all qualifying social work programmes in England (n=157) between June and August The data from Qualtrics was uploaded into SPSS to prepare for analysis. Statistical analysis involved primarily descriptive statistics on all variables and bivariate and multi-variate analysis where possible. Responses to the open-ended questions were uploaded and managed in NVivo10, a software package designed for managing qualitative data. This briefing provides a brief overview of key findings and the implications for social work education/social work educators. The full report will be available at shortly. Key findings 40% of qualifying social work programmes in England (n=63/157) responded to the survey. Of these, 94% of respondents (n=59/63) reported some teaching on alcohol and other drugs (AODs) on their social work qualifying programmes. The priority given to AOD teaching was considered to be too low by almost three quarters of the respondents. No respondents thought it was too high. There is no consistent approach to delivering AOD education to social workers in their qualifying training. From a choice of specialist modules/units on substance use, specialist sessions on substance use, or integrating substance use teaching into other modules, integrating AOD teaching into other modules is by far the most common approach adopted. However it is unclear about what is being taught and in what depth. There were few specialist modules on substance use (n=13); there were a higher number of specialist sessions (n=53) reported. 1

2 It was common for programmes with specialist modules or specialist sessions to also integrate AOD teaching into other modules. All but two of the qualifying programmes with specialist modules or sessions integrated AOD into other modules. On average students taking specialist substance use modules received 20 hours of AOD education; for those taking specialist substance use sessions the average was 4 hours only. Topics in the broad areas of the impact of substances on health, attitudes and values, risk assessment, and the impact on children, families and parenting, where most commonly included in AOD teaching regardless of delivery structure. Gender and ethnic differences relating to AOD use, prescribed drug use, and identifying problematic drug use were the least covered topics. There was a concerning degree of mismatch between the reported topic coverage in a significant minority of specialist modules and half the specialist sessions compared with the hours of teaching on the subject, suggesting minimal coverage or inaccurate reporting. Few programmes formally assessed student learning on AOD use through essays, exam questions or dissertation topics. Time and space pressures within the curriculum were cited as the main obstacle to the inclusion of AOD use. Clearly the huge variation of time spent on substance use education, from full modules plus integrated teaching to one hour of teaching, demonstrates that some have found this easier than others. It was not possible to establish the quality of AOD education being delivered; more AOD education does not necessarily equate to better quality teaching. Current social work education reforms offer opportunities for greater inclusion of AOD education on qualifying social work programmes. Case studies The following case studies provide examples of how a number of social work qualifying programmes are currently addressing substance use within their curricula. Integrated teaching only: University in the North East of England In this full-time MA in social work, teaching on alcohol and other drugs is delivered in an integrated way through two specific modules, both of which are compulsory for students: Children and Families and Professional Development. This course has been integrating AOD teaching in this way for two years. The course has good links with specialist drug and alcohol agencies where six students had placements in the last academic year. Facilitators of the course draw upon their partnership links with these specialist agencies to deliver the teaching on drugs and alcohol. The modules through which AOD education are integrated cover a comprehensive set of topics including, including Government policy and theory, alcohol and its effects, problematic drug and alcohol use, illegal drug use, prescribed drug use, attitudes and values towards substance use, reasons people misuse, how to talk about and how to assess substance use, impacts of substance use, type of treatment offered, and issues of diversity such as ethnicity and gender. While the respondent acknowledged that it was difficult to fit all topics into the curriculum, they have managed to find a compulsory route for students to get the learning they need on these issues. 2

3 Specialist module and integrated teaching: Lancaster University Lancaster University has been delivering its teaching on alcohol and other drugs through a dedicated specialist module called Social Work and Drug Use for 24 years. It is a compulsory module taught in the first semester and is worth 15 credits. Students receive 20 hours of lectures on alcohol and other drugs, covering a wide range of topic areas from basic awareness and attitudes and values, to assessment and how to talk about substance use. From the 19 item topic list we provided in the survey, only substance use theory is not included. In addition, students receive teaching on alcohol and other drugs throughout other compulsory modules such as Children and Families, Levels 1 and 2; Preparation for Practice Levels 1 and 2; and Social Work and Young People. All of the teaching is facilitated by social work teaching staff, and delivered via partnerships between teaching staff, external specialists and service users. Staff experience and interest in the topic have underpinned the variety of ways in which teaching on AODs has been incorporated into the curriculum. Specialist session and integrated teaching: University in East England This University provides training on alcohol and other drugs through integration in other modules as well as through two specialist sessions. The specialist sessions Working with substance use - level 1 and Working with substance use - level 2 are compulsory for students. Each specialist session delivers 7 hours of alcohol and drugs education through skills workshops for a total of 14 hours of learning. The sessions are delivered jointly by social work teaching staff and external specialists, including the local DAAT and Alcohol and Drugs Service. Level one provides basic coverage, while level two covers certain areas in more depth, including attitudes and values to substance use, reasons people use substances, how to assess substance use, the mental health impact of substance use, and substance use and ethnicity. Alcohol and other drugs are also integrated into three other modules in the curriculum, all of which are compulsory: Working with children; Working with adults; and Mental health, all of which are delivered by social work teaching staff. Implications for SWE 1. All social work qualifying courses need to include AOD education. The current social work reforms offer a timely opportunity to do so. Guidance is available and does not require funding or in-house expertise. 2. QSWPs need to introduce core AOD education for all students given it is an issue that cuts across all service user groups, with additional training in elective specialist pathways. 3. As a basic requirement, social workers need to know the effects of substances, how to talk about substance use with a range of service users and how to work with, and refer on to, specialist services. Knowing the impact of substance use is helpful but knowing what to do about it is more so particularly for service users. 4. There are a range of delivery structures available for substance use education one size does not fit all. However quality not quantity is important; breadth of topic coverage needs to be balanced with the depth and quality of learning experience. 5. QSWPs should give consideration to recruiting future social work academics with a background, expertise, or interest, in substance use. 6. There needs to be closer monitoring of qualifying course content at a local and national level in order for colleagues to fill gaps and avoid duplication. The current systems provide an unwieldy framework in which academics have very little idea about what is taught in each others modules. 3

4 Resources for educators Key texts Davies, M.B. (ed.) (2012) Social Work with Adults. Part III Social Work and Substance Use. Basingstoke: Palgrave Macmillan Galvani, S. (2012) Supporting people with alcohol and drug problems. Social Work in Practice series. Bristol: Policy Press. Miller, W.R. and Rollnick, S. (2012) Motivational Interviewing: Helping People Change. 3 rd edition. London: Guilford Press Paylor, I., Measham, F. and Asher, H. (2012) Social Work and Drug Use. Maidenhead, Berkshire: Open University Press. Curriculum development support Galvani, S. (2012) Curriculum Guidance: Substance use. London: TCSW. Available online at: %20Guide_Substance_17July2012_proofed.pdf The following series of resources by the author and published by SWAP are free from Swapbox: o Learning and teaching digest: integrating substance use teaching into the social work curriculum. o Social Work and substance use. teaching the basics. (with D. Forrester) o Helpsheet: involving alcohol and other drug specialists in social work education. o Information sheet: domestic violence and substance use in the social work curriculum. o Information sheet: Key resources for teaching substance use. o Case studies: teaching substance use in social work education. Free resources for social work students and practitioners The following pocket guide series is available in hard copy from BASW and also to download from o Galvani, S. and Livingston, W. (2012) Mental Health and Substance Use Essential Information for Social Workers. A BASW Pocket Guide. Birmingham: BASW. o Galvani, S. and Livingston, W. (2012) Young People & Alcohol Essential Information for Social Workers. A BASW Pocket Guide. Birmingham: BASW. o Livingston, W. and Galvani, S. (2012) Older People & Alcohol Essential Information for Social Workers. A BASW Pocket Guide. Birmingham; BASW. o McCarthy, T. and Galvani, S. (2012) Alcohol and other Drugs Essential Information. for Social Workers. A BASW Pocket Guide. Luton: University of Bedfordshire McCarthy, T. and Galvani, S. (2010) Children, Families and Alcohol Use Essential o Information for Social Workers. A BASW Pocket Guide. Birmingham; BASW. Reprinted

5 Afterword Our original survey explored the experiences and perspectives of social care professionals employed by Local Authorities in England (Galvani et al. 2011). Practitioners identified the following topics as priorities for future training: Topic % Types of intervention/treatment available 63% Substance use and issues of ethnicity and culture 59% How to assess risk relating to drug or alcohol issues 57% Gender differences in alcohol and drug use 55% How to talk about drug or alcohol issues 50% Identifying problematic drug use 44% Identifying problematic alcohol use 41% Impact on children and families and parenting 40% Working with or referring to specialist alcohol and/or drug workers 40% Impact on mental health 38% Drugs and their effects 34% Attitudes and values relating to substance use and problems 34% Reasons people use and misuse 33% Impact on physical health 32% Alcohol and its effects 27% Other suggestions included: * Regular updates on new substances; * Older Adults and substance/alcohol misuse; * Research chemicals/legal highs; * Mental health and offenders; Issues related to fluctuating capacity; * Working with children who abuse substances; * Supporting abuse survivors who use substances to self medicate for this; * Alcohol and drug issues and intervention for individuals with autism; * Risk avoidance in home visiting; * Therapeutic skills; * Outcomes for substance users; * Motivational Interviewing. Further details of the training needs reported by social care professionals can be found in chapter 8 of the full report of the original survey. It is available online at Authors: Sarah Galvani and Debbie Allnock, March