SPECIALIZED PRACTICE CURRICULAR GUIDE for SUBSTANCE USE SOCIAL WORK PRACTICE 2015 EPAS Curricular Guide Resource Series SPECIALIZED PRACTICE CURRICULAR GUIDE for SUBSTANCE USE SOCIAL WORK PRACTICE SPECIALIZED PRACTICE CURRICULAR GUIDE for SUBSTANCE USE SOCIAL WORK PRACTICE 2015 EPAS Curricular Guide Resource Series Council on Social Work Education Alexandria, Virginia Copyright © 2020, Council on Social Work Education Published in the United States by the Council on Social Work Education, Inc. All rights reserved. No part of this book may be reproduced or transmitted in any manner what- soever without the prior written permission of the publisher. ISBN 978-0-87293-201-2 Council on Social Work Education 1701 Duke Street, Suite 200 Alexandria, VA 22314-3457 www.org Acknowledgments Funding for this initiative was made possible (in part) by grant no.
6H79TI080816 from SAMHSA. The views expressed in written conference materials or publications and by speakers and moderators do not necessarily reflect the official policies of the Department of Health and Human Services; nor does mention of trade names, commercial practices, or organizations imply endorsement by the U. This document was developed through the generous support of the American Academy of Addiction Psychiatry and the Council on Social Work Education. STEERING COMMITTEE Martha Haley-Bowling CHAIRS Ferrum College Anthony Estreet Tanya Greathouse Morgan State University Metropolitan State University Denver Rebecca Gomez Whitney Harper Our Lady of the Lake University Western Kentucky University Marilyn W.
Lewis Norfolk State University NATIONAL TASK FORCE STEERING COMMITTEE Monica Matthieu Saint Louis University Audrey Begun Ohio State University Paul Sacco University of Maryland Manuel Cano University of Texas at San Antonio Shelly Wiechelt University of Maryland, Baltimore County v vi SPECIALIZED PRACTICE CURRICULAR GUIDE FOR SUBSTANCE USE SOCIAL WORK PRACTICE NATIONAL TASK FORCE James DiReda Anna Maria College Shauna Acquavita University of Cincinnati Laura Donavon Aurora University Tara Anderson University of St. Drolen University of Alabama Jennifer Anderson University of Wisconsin -Whitewater E. Delores Dungee-Anderson Norfolk State University Joan Blakey Tulane University Malitta Engstrom University of Pennsylvania Joanna (Jody) Brook University of Kansas Susan Michele Esp Boise State University Nancy K. Brown University of South Carolina Daniel Freedman University of South Carolina Daniel L.
Buccino Johns Hopkins Hospital Martha Lucia Garcia Marist College Jerry Buie University of Utah Vannessa Gharbi North Carolina Agricultural and Michael Scott Campbell Technical University University of Saint Leo Wendy Grab Kala Chakradhar Wilmington College Murray State University Dorothy S. Greene Coleen Cicale East Tennessee State University Tulane University Ana Guerra Terry Cluse-Tolar Kean University Ohio University Jodi Helbert Shannon Cooper-Sadlo King University Saint Louis University Amber Holbrook Dennis Corbin West Chester University Fayetteville State University David Hussey Grace Creasman Case Western Reserve University Eastern Washington University Nancy Jo Kepple Tracy Cudjoe University of Kansas Morgan State Toula Kourgiantakis Peter Delany University of Toronto George Mason University Michael Lloyd Jennifer Dell Lewis University University of Oklahoma Acknowledgments vii Michael McGuire Diane Rullo University of North Carolina, Chapel Hill Walden University Tracy McPherson Todd Sage NORC at the University of Chicago University at Buffalo Brian Miller Stephanie Elias Sarabia University of New Hampshire Ramapo College of New Jersey Matthew Mitchell Patricia Tobin Senger Saginaw Valley State University Saint Leo University Kristina Monti Sandra M Sheppard Adelphi University University at Buffalo Lucas Moore Christopher Solomon University of Wisconsin – Madison North Carolina Central University Orion Mowbray Shelley Steenrod University of Georgia Salem State University Peggy Pittman Munke S. Lala Straussner Murray State University New York University Margaret (Peggy) Murray An-Pyng Sun NIAAA/NIH (Retired) University of Nevada Las Vegas Laura Nissen William Thomas Portland State University Clark Atlanta University Lia Nower Micki Washburn Rutgers University University of Texas- Arlington Vikki O'Connor Lisa E. Watson Keuka College Springfield College Nora Padykula Brooke West Westfield State University Columbia University Rhonda G.
Patrick Eveldora Wheeler University of Houston West Liberty University John Paulson Shanika Lavi Wilson University of Southern Indiana University of North Carolina Central University Fanica J. Payne West Virginia University Jessica Yang Winthrop University Regina T. Praetorius University of Texas – Arlington Beth Young Western Carolina University Elaine Rinfrette Edinboro University Marsha Zibalese-Crawford Temple University viii SPECIALIZED PRACTICE CURRICULAR GUIDE FOR SUBSTANCE USE SOCIAL WORK PRACTICE COUNCIL ON SOCIAL Elizabeth Simon WORK EDUCATION Publications Manager Darla Spence Coffey Mumbi Mwaura President and CEO Program Associate, Curricular Resources Jo Ann Coe Regan Vice President of Education Andrea Bediako Former Associate Director of Julie Rhoads Educational Initiatives and Research Director, Education Initiatives and Research Contents Acknowledgments. ix Preface: Competency-based Education.
xvii Competency 1 Demonstrate Ethical and Professional Behavior. 1 Appendix 1A: Orientation Exercise for Professional Responsibility and Lifelong Learning. 1 1 Appendix 1B: Engagement and Assessment Simulation. 12 Appendix 1C: Self-Assessment.
13 Competency 2 Engage Diversity and Difference in Practice. 15 Advance Human Rights and Social, Economic, Competency 3 and Environmental Justice. 27 Appendix 3A: Learning Activities on Changing Marijuana Policies and Attitudes. 37 Appendix 3B: Field Assignment on Detecting Biases About People Who Use Drugs or Are Alcohol or Drug Dependent.
37 Competency 4 E ngage in Practice-informed Research and Research-informed Practice. 39 Appendix 4A: Theory-informed Research and Practice for Substance Use. 47 Appendix 4B: Formulate a Research Question for Substance Use Research. 49 ix x SPECIALIZED PRACTICE CURRICULAR GUIDE FOR SUBSTANCE USE SOCIAL WORK PRACTICE Competency 5 Engage in Policy Practice.
53 Competency 6 ngage With Individuals, Families, Groups, E Organizations, and Communities. 61 Appendix 6A: Motivational Interviewing Practice – Small Group Exercise. 67 Appendix 6B: Exploring the Use of Harm Reduction Strategies for Engagement into Treatment. 68 Appendix 6C: Recovery Month Activity.
69 Appendix 6D: Develop an Outreach Tool for Engaging Community Members into Active Change. 70 Appendix 6E: Review of Evidence Based Approaches to Substance Use Disorder Intervention-with a Focus on Engagement. 7 1 Appendix 6F: Group Paper and Presentations on Special Populations. 72 Appendix 6G: Twelve-Step Meeting Observation & Reflection.
73 Assess Individuals, Families, Groups, Competency 7 Organizations, and Communities. 75 Appendix 7A: SBIRT Assignments. 83 Appendix 7B: Engagement Scenarios. 84 Appendix 7C: Emilia Sanchez and Social Worker.
86 Appendix 7D: Mythbusters Assignment. 87 Appendix 7E: Stories on Addiction. 89 Appendix 7F: Family-centered Practices in Addictions Group Presentation. 90 Appendix 7G: Opioid Book Review.
9 1 Appendix 7H: Policy Assignment. 93 Appendix 7 I : Self-assessment of Preparedness for SUD Practice. 93 Appendix 7J: Self-help Group Papers. 98 Appendix 7K: Summary and Analysis EBP Treatment Paper.
99 Appendix 7L: Abstaining Exercise. 99 Appendix 7M: Field Activity. 101 Contents xi Intervene With Individuals, Families, Groups, Competency 8 Organizations, and Communities. 103 Appendix 8A-1: Identifying and Languaging Feelings.
121 Appendix 8A-2: Treatment Planning. 122 Appendix 8A-3: Motivational Interviewing Facilitation. 123 Appendix 8A-4: SBIRT Skills Practice. 123 Appendix 8A-5: CBT Relapse Prevention Practice.
124 Appendix 8A-6: Harm Reduction Group Work. 124 Appendix 8B-1: Mutual Aid Meeting Assignment. 125 Appendix 8B-2: Case Analysis. 126 Appendix 8B-3: Group Presentation on a Special Population.
127 Appendix 8B-4: Group Facilitation Demonstration. 128 Appendix 8B-5: Motivational Interviewing Reflection Paper. 129 Appendix 8B-6: Prevention Program Planning. 130 Competency 9 valuate Practice With Individuals, Families, E Groups, Organizations, and Communities.
135 Appendix 9A: Lesbian, Gay, Bisexual, or Transgender (LGBT) Older Adults Teaching Module. 139 Preface: Competency-based Education In 2008 CSWE adopted a competency-based education framework for its Educational Policy and Accreditation Standards (EPAS). Competency-based education rests on a shared view of the nature of competence in professional practice. Social work competence is the ability to integrate and apply social work knowledge, values, and skills to practice situations in a purposeful, inten- tional, and professional manner to promote human and community well-be- ing.
EPAS recognizes a holistic view of competence; that is, the demonstration of competence is informed by knowledge, values, skills, and cognitive and affective processes that include the social worker’s critical thinking, affective reactions, and exercise of judgment regarding unique practice situations. Overall professional competence is multidimensional and composed of inter- related competencies. An individual social worker’s competence is seen as developmental and dynamic, changing over time in relation to continuous learning (CSWE, 2015, p. Competency-based education is an outcome-oriented approach to cur- riculum design.
The goal of the outcome approach is to ensure that stu- dents can demonstrate the integration and application of the competencies in practice. In the EPAS, social work practice competence consists of nine interrelated competencies and component behaviors that consist of knowl- edge, values, skills, and cognitive and affective processes. Using a curriculum design that begins with the outcomes, expressed as the expected compe- tencies, programs develop the substantive content, pedagogical approach, and educational activities that provide learning opportunities for students to demonstrate the competencies (CSWE, 2015, p. xiii xiv SPECIALIZED PRACTICE CURRICULAR GUIDE FOR SUBSTANCE USE SOCIAL WORK PRACTICE SOCIAL WORK COMPETENCIES The 2015 EPAS stipulates nine competencies for the social work profession.
These competencies apply to both generalist and specialized practice. The nine social work competencies are listed in the 2015 EPAS on pp. Each of the nine social work competencies is followed by a paragraph that describes the dimensions (knowledge, values, skills, and cognitive and affective pro- cesses) that make up the competency at the generalist level of practice. This paragraph describes the content that should be reflected in the generalist social work curriculum and represents the underlying content and processes that inform the behaviors.
The bullet points under the paragraph descriptions in the EPAS are a set of behaviors that integrate the dimensions of the compe- tency and represent observable components of each competency. The dimen- sions of the competency inform the behaviors. FRAMEWORK FOR THE GUIDE The CSWE Commission on Educational Policy (COEP) developed a framework for the development of curricular guides for areas of specialized practice. The task force followed the guidelines for creating substance use competencies and curricular resources listed here: 1) Identification of an area of specialized practice for a specific population, problem area, method of intervention, perspective, or approach to prac- tice in social work (Educational Policy [EP] M2.
2) Discussion of how the area of specialized practice builds on generalist practice as described in EP 2. 3) Identification of the specialized knowledge, values, skills, cognitive and affective processes, and behaviors that extend and enhance the nine social work competencies and prepare students for practice in the area of specialization identified (EP M2. 4) Suggested curriculum content and resources (e., readings, multimedia and online resources, modules, assignments, experiential exercises, and class and field activities) for each of the nine social work competencies and any additional competencies identified. The curriculum content and Preface: Competency-based Education xv resources identified in this guide are not required by accreditation stan- dards and are meant to serve as an optional guide to programs on how to conceptualize trauma-informed social work practice with the nine social work competencies identified in the 2015 EPAS.
5) Identification of the competency dimensions (knowledge, values, skills, and cognitive and affective processes) associated with the course con- tent for each competency. REFERENCE Council on Social Work Education. Educational policy and accreditation standards. Retrieved from https://www.org/getattachment/Accreditation/ Standards-and-Policies/2015-EPAS/2015EPASandGlossary.aspx Introduction In the United States an estimated 1 in 14 people, 14.5 million, had a substance used disorder in 2017.1 Globally it is estimated that as much as 16% of the population has an alcohol use disorder and as many as 3% have a drug use disorder.2,3 Although this publication is intended to guide specialized practice with individuals and communities affected by substance use, it is important to note that the prevalence of problematic substance use and substance use disorders, as well as the secondary effects (e., health, parenting, relational, economic) associated with substance use on individuals and communities, necessitate that all social workers have a minimum competency and knowl- edge of substance use across the continuum from use to disorder.