Teaching Empirically Supported Substance Use Interventions in Social Work: Navigating Instructional Methods and Accreditation Standards

ABSTRACT

Changes to the Council on Social Work Education’s Educational Policy and Accreditation Standards encourage students to develop competencies in empirically supported treatment models. Although there is discretion in how educators build such competencies, studies on training suggest combining didactic and interactive classroom techniques with supervised practice experiences would produce the best training outcomes. Screening, brief intervention, and referral to treatment (SBIRT) has become a valuable empirically supported treatment model for addressing substance use. Because social workers work with patients in diverse settings, empirically supported treatment models such as SBIRT are useful for students to practice as part of their course work and internship experiences. This article explains a university’s training model, demonstrates how it addresses social work competencies, and presents preliminary outcomes.

Additional information

Funding

The development of this article was supported by the Substance Abuse and Mental Health Service Administration (Grant #1U79TI026046-01, Principal Investigator: Smith). The opinions expressed, however, are those of the contributors and not the federal government.

Notes on contributors

Douglas C. Smith

Douglas C. Smith is associate professor, Lori L. Egizio is visiting clinical trainer, Kyle Bennett is a doctoral student, Liliane C. Windsor is assistant professor, and Kelly Clary is a doctoral student at University of Illinois at Urbana-Champaign.