Integrating adolescent SBIRT curriculum into a foundations course in social work education:

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1 Honk if you SBIRT Integrating adolescent SBIRT curriculum into a foundations course in social work education: Evaluation of acceptability Marianne Pugatch, MSW, MA Adolescent Substance Abuse Program Children s Hospital, Boston Supported by: The Substance Abuse and Mental Health Services Administration SAMHSA Grant Number: TI Boston Children s Hospital All Rights Reserved. For permissions contact ASAP project manager at (857)

2 Background A prepared work force is needed to achieve the Affordable Care Act s (ACA) mandate to integrate behavioral health into medicine. Schools of Social Work offer little formal education in adolescent substance use. The Substance Abuse and Mental Health Services Administration (SAMHSA) funds professional training. Simmons School of Social Work (SSW) and Boston Children s Hospital partnered on a SAMHSA-funded project. The goal of the project is for students to learn screening brief intervention and referral to treatment (SBIRT) for an adolescent population.

3 Objectives To describe the acceptability of implementing SBIRT into Assessment and Diagnosis (A&D) course at SSW. To assess post-training knowledge in the A&D course.

4 Course Description: A&D Required for all 1st year masters level SSW students. Fourteen weeks: 3 hours each session. Week 11: Substance related disorders and addiction. Modules included two 20 minute didactic presentations followed by a question and answer period. Module 1: Neurobiology of the adolescent brain. Module 2: SBIRT overview.

5 Methods Students N= 18 SSW students; 94% female, 78% white, 22% Hispanic Measures Sa,sfac,on: 17- item GPRA 1 saesfaceon survey Knowledge: 9- item denovo knowledge queseonnaire Administra,on Baseline: paper surveys administered at the end of class session Follow- up: paper surveys administered 21 days post- baseline 1 The White House. Government Performance Results Act of Washington, D.C.: One hundred and third congress of the United States of America; Available at:

6 GPRA Results: Baseline* % agreed or strongly agreed Currently effective working in this topic area 39 Enhanced skills 72 Usefulness of information 100 Relevant to my career 100 % satisfied or very satisfied Overall quality of the training 89 Materials useful in dealing with substance abuse 100 Knowledge Test Average Score: 7 % Correct: 78 *Numbers did not vary when resurveyed 21 days post baseline

7 Discussion Learner satisfaction with SBIRT training was high. Immediate and 21 day post training scores were high. Knowledge following SBIRT training was adequate. Students did not feel effective in SBIRT immediately after this training. Limitations All data was collected from students at a single institution; acceptability of the curriculum in other settings is unknown. Conclusion Classroom didactic materials alone may not be enough to support learner self-efficacy. Additional practice conducting SBIRT may be necessary to supplement in-class modules.

8 Authors & Acknowledgments Marianne Pugatch, MSW, LICSW 1, 2, 7 8, Jennifer Putney, PhD, LICSW 3, Kimberly H. McManama O Brien, PhD, LICSW 3, 4, 5, Lily Rabinow, MS 1, Erin Huang 1, MPH, Elissa Weitzman ScD, Msc 6, 7, Sharon Levy, MD, MPH 1, 7 The authors would like to thank Julie Lunstead, MPH, project manager of SAMHSA SBIRT Inter professional training grant, for her contributions to this abstract. 1 Adolescent Substance Abuse Program, Boston Children s Hospital, Boston, MA USA 2 The Heller School for Social Policy and Management, Brandeis University, Waltham, MA, USA 3 Simmons School of Social Work, Simmons College, Boston, MA USA 4 Department of Psychiatry, Harvard Medical School, Boston, MA USA 5 Department of Psychiatry, Boston Children s Hospital, Boston, MA USA 6 Division of Adolescent/Young Adult Medicine, Boston Children s Hospital, Boston, MA USA 7 Department of Pediatrics, Harvard Medical School, Boston, MA 02115, USA 8 Veterans Affairs, Boston Veterans Healthcare Administration, Brockton, MA This work was supported under grant number TI from the Substance Abuse and Mental Health Services Administration (SAMHSA), U.S. Department of Health and Human Services. The views, policies, and opinions expressed are those of the authors and do not necessarily reflect those of SAMHSA or HHS

9 Sample Questions GPRA The material presented will be useful to me in dealing with substance abuse Strongly Agree Agree Neutral Disagree StronglyD isagree I am currently effective when working in this topic area The training enhanced my skills in this topic area The training was relevant to my career

10 Sample Questions Knowledge Questions The prefrontal cortex is the part of the brain that matures the latest and is responsible for: a) Physical coordination b) Emotional regulation c) Motivation d) Impulse control Which of the following is an example of a technique used in motivational interviewing? a) Forced-choice questions to determine drinking frequency b) Reflective listening, such as accurately restating the patient s cognitive point or emotion c) Remaining neutral- to prevent patients from feeling that you have an opinion regarding their decision to stop using substances d) Explaining why certain behaviors are dangerous and must be stopped. If a patient screens positive for a substance use disorder (i.e. monthly or weekly use) and requires an assessment and a plan, the social worker should: a) Explore the problem through brief motivational techniques, provide brief advice and support the adolescent in making a change plan that may include providing a referral to treatment b) Explore the problem utilizing open ended questions and then refer the patient for further treatment by providing a list of agencies or provider names c) Tell them they cannot use anymore and then send them home d) Tell their parents

11 S2BI No Use Once or Twice Monthly Use Weekly Use Positive Reinforcement Ask Follow-Up S2BI Questions Ask Follow-Up S2BI Questions Brief Advice Brief Mo,va,onal Interven,on: - Asses for Problems - Advise to quit - Make a plan Boston Children s Hospital All Rights Reserved. For permissions contact asap@childrens.harvard.edu. Reduce Use and Risky Behaviors Reduce Use and Risky Behaviors + REFERRAL TO TREATMENT 11

12 1) Neurobiology of Adolescent Brain Describes the normative adolescent brain development Explains the impact of alcohol, marijuana and opioids on the developing brain SBIRT Modules

13 SBIRT Modules 2) SBIRT Overview Presents a practical SBIRT algorithm Boston Children s Hospital All Rights Reserved. For permissions contact asap@childrens.harvard.edu. 13