The Learning Process of Social Work Students After Exposure to an SBIRT Training

ABSTRACT

To better understand how to train social work students on Screening, Brief Intervention, and Referral to Treatment (SBIRT) we tested a path model of students’ learning processes for SBIRT principles. We proposed the following model for the development of students’ SBIRT aptitude: (a) reductions in negative stereotypes about substance usage would lead to (b) increases in the identification of appropriate SBIRT practices, producing (c) gains in commitment toward working with substance users, resulting in (d) greater self-efficacy toward SBIRT practice. Using student test data for analysis (N = 226), the results of structural equation modeling indicated that a model consistent with the proposed theory fit the data well (χ²(2) = 1.45, p = .484, root mean square error of approximation = .00, 90% confidence interval [.00, .12], standardized root mean square residual = .01; comparative fit index = 1.0). Such results suggest that when training students on SBIRT, dispelling myths about substance use might be an important antecedent for the promotion of other important learning outcomes.

KEYWORDS:

• practice attitudes
• psychology of learning
• SBIRT
• social work students
• substance use education