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The Social Work Story: substance use and social work education

The Social Work Story: substance use and social work education. Dr Sarah Galvani University of Bedfordshire 19 th September 2008. A brief history.

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The Social Work Story: substance use and social work education

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  1. The Social Work Story: substance use and social work education Dr Sarah Galvani University of Bedfordshire 19th September 2008

  2. A brief history • 1980s Inter ministerial group on alcohol misuse/DH concerned about “the inadequate level of professional education and training in relation to alcohol problems” (Harrison 1992: 7) • 1990 Harrison led curriculum development group on behalf of CCETSW • 1992 CCETSW published ‘Substance Misuse: Guidance Notes for the Diploma in Social Work’including a list of core competencies for incorporation into the ‘new’ DipSW

  3. Core competencies - 1992

  4. A brief history (cont.) • Harrison established 2 flagship modules at University of Hull - levels 1 and 2 • Not mandatory • Never monitored • Little change in SW curriculum • Not surprising….> 30yrs of calls for change incl attempts at policy and practice guidance

  5. What’s happened since? • GSCC took over governance of QSW and PQSW training from CCETSW • NOS for SW states alcohol and drug users are “one of main groups of people using services” and SW’ers must learn “theories, models and methods” of working (TOPSS 2002). • Policy: National strategies; NTA established • Training: emphasis on training specialist workforce, NVQs, specialist courses

  6. 2008 - The bad news? • QSW educ appears to be no better (some exceptions) • Need to formally establish what is being done on SW courses, however… • Research based on views/experiences of NQSWs found that most still feel inadequately prepared: • More than 30% had no input at all • 40% had half or one day’s input (Galvani and Forrester 2008)

  7. What NQSWs said.. • “Received no instruction on drugs/alcohol at university, was under-prepared for practicing in substance misuse setting, neglected area in current social work curriculum, does not focus enough on realities and challenges of front line practice.” • “Without relevant training how can newly qualified social workers be expected to understand/relate to difficulties faced by service users and their families….I am angry that I didn’t receive any training during the 4 years I studied for BA”

  8. 2008 - The good news • Social harms resulting from substance use seem to be higher up political agenda • Inclusion in some PQSW pathways’ criteria. (Monitored?) • BASW Special Interest Group (SIG) in alcohol and drugs • GSCC/Home Office social work and substance use advisory group

  9. The good news (cont.) • Some good SW educ practice: • “Lecturer was extremely knowledgeable, everyone benefited. Had placement at young people’s drug agency.” • “…we did have a substance misuse midwife give a teaching session and this was really good ...” • “It was discussed/taught often. Always a consideration. However remember [University] only takes [a small number] of students every year for SW training. Therefore loads of group discussions with tutors.” (Galvani and Forrester 2008)

  10. What next • Build on good news: • Establish what works from good practice QSW progs and disseminate it (SWAP project) • Research what all QSW courses are doing • Continue dialogue with GSCC about mandating input on QSW progs • Help courses to embed sub use educ into the curriculum: resource develop (eg. SWAP funded project; proposed models).

  11. Improving SW educ and practice 3 dimensional model: • Input on qualifying programmes to stem the flow of inadequately prepared social workers • Sub use input on all post-qualifying education, that is monitored, reviewed and evaluated • For non PQ staff, needs to be employer-based training. (Galvani 2007) Delivered in the following way…

  12. 3-dimensional model (cont.) • A compulsory 20 credit module on QSW progs (with further input on specialist elective pathways, eg, sub use and parenting) • A PQSW module that: • sits within each of the PQ pathways, eg. mental health pathway has a ‘dual diagnosis’ module, • and/or a cross-cutting module that all PQSW routes would access • Employers would introduce a rolling programme of substance use training

  13. What else • Develop resources for specialist services to enable them to easily contribute to SW educ • Encourage growth, and continuation, of current placement opportunities in SW training • ‘Encourage’ monitoring of input on PQSW • Keep open dialogue with other training providers for sharing resources and information

  14. Summary • Clear case for inclusion of alcohol and drugs on QSW and PQSW progs • Historical resistance needs to be overcome • Several pronged attack at QSW, PQSW and employer levels • Use/encourage support and involvement of specialist networks • Building on good practice

  15. Thank you Contact details: Dr Sarah Galvani University of Bedfordshire Tel: 07884 007222 Email: sarah.galvani@beds.ac.uk And finally… • We’re establishing a SW and Sub Use curriculum development group as part of SWAP funded project – anyone interested?!

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