The effect of MSW education on students' knowledge and attitudes regarding substance abusing clients

Evan Senreich, Shulamith Lala Ashenberg Straussner

    Research output: Contribution to journalArticle

    Abstract

    Entering (n = 475) and graduating (n = 454) students at 3 master's of social work programs in the northeast were compared regarding their knowledge and attitudes concerning working with substance abusing clients. In comparison to entering students, graduating students demonstrated modestly higher levels of knowledge, role adequacy, and role legitimacy, but less desire to work with this population. A multivariate analysis revealed numerous factors that affected students' knowledge and attitudes: gender; ethnicity; exposure to substance abuse through family, friends, or self; taking a substance abuse course in an academic setting; having an internship in a substance abuse setting; substance abuse training outside of an academic setting; and exposure to substance abusers through employment. Implications of these findings for social work education are discussed.

    Original languageEnglish (US)
    Pages (from-to)321-336
    Number of pages16
    JournalJournal of Social Work Education
    Volume49
    Issue number2
    DOIs
    StatePublished - Apr 29 2013

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    substance abuse
    education
    social work
    student
    internship
    level of knowledge
    multivariate analysis
    legitimacy
    ethnicity
    gender

    ASJC Scopus subject areas

    • Education
    • Social Sciences (miscellaneous)

    Cite this

    The effect of MSW education on students' knowledge and attitudes regarding substance abusing clients. / Senreich, Evan; Straussner, Shulamith Lala Ashenberg.

    In: Journal of Social Work Education, Vol. 49, No. 2, 29.04.2013, p. 321-336.

    Research output: Contribution to journalArticle

    Senreich, Evan ; Straussner, Shulamith Lala Ashenberg. / The effect of MSW education on students' knowledge and attitudes regarding substance abusing clients. In: Journal of Social Work Education. 2013 ; Vol. 49, No. 2. pp. 321-336.
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