Abstract: Assessing Social Work Student Readiness to Work with Clients with Substance Use Disorders: Insights from the MI Cares Program (Society for Social Work and Research 31st Annual Conference)

Schedule:

Thursday, January 21, 2027

Golden Gate 4 (Hilton San Francisco Union Square)

* noted as presenting author

Pilar Horner, PhD, Associate Professor, Michigan State University, East Lansing, MI

Madison Walsh, MS, Research Assistant, Michigan State University, East Lansing, MI

Kayla Dobrzyn, Student Research, Michigan State University, East Lansing, MI

Background:
Workforce readiness is critical for social work students preparing to work with clients with substance use disorders (SUDs). Misconceptions about treatment, abstinence, relapse, and client engagement may influence preparedness to deliver effective, evidence-based care. This study examines changes in student attitudes following participation in the Michigan Collaborative Addiction Resources and Education System (MI CARES), a statewide training initiative designed to strengthen interdisciplinary workforce capacity in substance use disorder prevention, treatment, and recovery.

Methods:
A pre–post design was used with 56 matched social work students completing a ten-item survey assessing beliefs about SUD treatment, abstinence, physician involvement, family engagement, and perceptions of individuals with SUDs. Items were rated on a 5-point Likert scale. Pre- and post-curriculum responses were compared using Wilcoxon signed-rank tests. Descriptive statistics summarized changes across items.

Results:
Statistically significant changes were observed across all 10 attitude items following the curriculum (p < .05). Beliefs in the treatability of SUD and alcohol use disorder increased significantly (pre: 4.25 ± 0.77; post: 4.82 ± 0.50; p < .001). Stigmatizing attitudes decreased significantly, including reduced endorsement of difficulty working with clients with SUD (pre: 1.96 ± 0.93; post: 1.23 ± 0.50; p < .001). Abstinence-only and hopelessness-oriented beliefs also shifted in the expected direction, indicating improved alignment with evidence-based approaches.

Implications:
Findings suggest that structured SUD curricula can significantly improve student attitudes and reduce stigma toward individuals with SUDs. These results support curriculum development efforts aimed at strengthening workforce readiness and aligning student beliefs with evidence-based practice in substance use treatment.