MSW Student Concerns about Addressing Clients’ Substance Use and Misuse

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH Journal of Teaching in Social Work Pub Date : 2022-01-01 DOI:10.1080/08841233.2021.2003923
K. McCarthy, E. Mariscal, E. Wahler
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引用次数: 1

Abstract

ABSTRACT Social work educators must prioritize effective preparation of MSW students for the pivotal roles they will play in supporting clients struggling with Substance Use Disorders (SUDs). Understanding what concerns MSW students have about working in the substance use field can highlight student training needs and inform learner-centered curricula. This qualitative study explored anticipated concerns held by MSW students in the mental health and addiction focus area of a Midwest university. Thirty-four MSW students beginning their final year of training answered an open-ended survey question regarding their concerns about addressing substance use in their future careers. Findings indicated that students were largely concerned about having sufficient competence, knowledge, and skills to effectively assist clients, particularly considering client self-determination. Students recognized the emotional demands of the work, especially for those who have had personal substance use experiences, and the need for self-care. Students were also concerned about demands specific to these clients and systemic barriers in the substance use field. Recommendations are presented for preparing students to manage these challenges.
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MSW学生对解决客户药物使用和滥用问题的担忧
摘要社会工作教育工作者必须优先为MSW学生做好有效的准备,让他们在支持患有物质使用障碍(SUD)的客户方面发挥关键作用。了解MSW学生对物质使用领域工作的担忧可以突出学生的培训需求,并为以学习者为中心的课程提供信息。这项定性研究探讨了中西部大学心理健康和成瘾重点领域MSW学生的预期担忧。34名开始最后一年培训的MSW学生回答了一个开放式调查问题,该问题涉及他们对在未来职业生涯中解决药物使用问题的担忧。调查结果表明,学生们在很大程度上关心是否有足够的能力、知识和技能来有效地帮助客户,特别是考虑到客户的自决权。学生们认识到了这项工作的情感需求,尤其是对于那些有过个人物质使用经历的人,以及自我护理的必要性。学生们还担心这些客户的具体需求以及药物使用领域的系统性障碍。建议学生做好应对这些挑战的准备。
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来源期刊
Journal of Teaching in Social Work
Journal of Teaching in Social Work EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.20
自引率
0.00%
发文量
36
期刊介绍: The Journal of Teaching in Social Work fills a long-standing gap in the social work literature by providing opportunities for creative and able teachers—in schools, agency-based training programs, and direct practice—to share with their colleagues what experience and systematic study has taught them about successful teaching. Through articles focusing on the teacher, the teaching process, and new contexts of teaching, the journal is an essential forum for teaching and learning processes and the factors affecting their quality. The journal recognizes that all social work practitioners who wish to teach (whatever their specialty) should know the philosophies of teaching and learning as well as educational methods and techniques.
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