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Simulating Real Life: Enhancing Alcohol Screening and Brief Intervention Education for Social Work Students
Journal of Social Work Education (2016)
  • Victoria Osborne, Sacred Heart University
  • Kalea Benner, University of Kentucky
  • Debra J. Sprague, University of Missouri-St Louis
  • Ivy N. Cleveland, Washington University in St. Louis
Social work students typically use role play with student colleagues to practice clinical intervention skills. Practice with simulated clients (SCs) rather than classmates changes the dynamics of the role play and may improve learning. This is the first known study to employ the SC model in substance use assessment in social work education. Social work students completed a questionnaire assessing attitudes, knowledge, and perceived skills (AKS) regarding substance misuse prior to completing an online screening, brief intervention, and referral to treatment training, and then following role plays with SCs. Paired t-tests indicate increased confidence in substance use assessment and intervention ability, and stronger feelings that routine screening is critical to practice. Incorporating SCs with didactic learning increases students’ self-perceived ability to assess and change client behaviors and reduce substance misuse.
  • role play,
  • clinical intervention skills,
  • simulated clients,
  • learning,
  • attitudes,
  • knowledge,
  • and perceived skills (AKS),
  • t-tests
Publication Date
June 1, 2016
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Citation Information
Osborne, V.A., Benner, K., Sprague, D.J., and Cleveland, I. (2016). Simulating real life: Enhancing alcohol screening and brief intervention education for social work students. Journal of Social Work Education, 52(3), 337-346. Retrieved from