Teaching Note-Implementation of Online Client Simulation to Train and Assess Screening and Brief Intervention Skills

Given the workforce shortage of adequately trained behavioral health professionals, schools of social work are ideally positioned to teach empirically supported treatments for preventing and reducing substance use, specifically, screening and brief interventions. Traditionally, opportunities to prac...

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Bibliographic Details
Published in:Journal of social work education 2019-01, Vol.55 (1), p.194-201
Main Authors: Putney, Jennifer M., Levine, Adele A., Collin, Cali-Ryan, O'Brien, Kimberly H. M., Mountain-Ray, Shannon, Cadet, Tamara
Format: Article
Language:English
Subjects:
Brief interventions
Clients
Computer Simulation
Computer Uses in Education
Curricula
Drinking
Fieldwork
Health behavior
Health education
Health promotion
Internet
Intervention
Labor force
Medical personnel
Medical screening
Medical treatment
Motivation Techniques
Practice placements
Program Implementation
Referral
School social work
Screening Tests
Simulation
Social Work
Social work education
Substance Abuse
Teaching
Technology
Tests
Training
Treatment methods
Work skills
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Summary:Given the workforce shortage of adequately trained behavioral health professionals, schools of social work are ideally positioned to teach empirically supported treatments for preventing and reducing substance use, specifically, screening and brief interventions. Traditionally, opportunities to practice screening and brief intervention skills occur in classes and field placements; however, these opportunities are limited by class time, placement setting, and multiple demands placed on field instructors. Online client simulation has potential to address these limitations as an asynchronous training and assessment tool. This article details the integration of online interactive client simulation technology in advanced-level master of social work curricula. Drawing on longitudinal pre- and postdata, we present a preliminary analysis of changes in students' screening and brief intervention skills.
ISSN:1043-7797
2163-5811
DOI:10.1080/10437797.2018.1508394