Service Learning and Self-Efficacy for Master’s Students Engaging in Substance Use Education: A Descriptive Study | Chapter 12 | Research Developments in Arts and Social Studies Vol.2

This study looked at how social work students felt before and after participating in a service-learning project where they assisted individuals with substance misuse disorders. (1) social work students' perceptions of treating clients with substance use disorders before and after taking the course Addiction Treatment in Social Work and completing the required service-learning project; and (2) social work students' self-efficacy before and after completing the addiction, service-learning project. A pre-post self-efficacy survey, a questionnaire regarding interests in helping with clients struggling with addiction, and a course assignment were used to collect data. A demographic questionnaire was also completed by the students. The qualitative data was evaluated with Dedoose, and the quantitative data was analysed with SPSS. Overall, both the quantitative and qualitative outcomes were quite encouraging. Despite the fact that there were no significant increases in self-efficacy from pre-to-post-test, average scores increased by about 3.5 points. Students also stated that they were more inclined to work with individuals as well as groups or families that were coping with addiction challenges. Furthermore, despite their initial reservations, students reported an improvement in insight, skills, community engagement, and meaningful experiences. Specialized training and service-learning opportunities in addictions for social work students are advantageous, according to the research. Training should focus on relevant skills, the unique requirements of people with drug abuse disorders, and self-reflection about how they see substance abuse illnesses.

The goal of this study is to create a greater understanding of the benefits of service-learning by presenting student perceptions and evidence-based approaches to using service-learning as a teaching strategy.

Author(s) Details:

Stephanie Rose,
Department of Health Sciences-Addiction Studies, University of Central Arkansas, US.


Johanna Thomas,
School of Social Work - University of Arkansas, US.


Samantha Christian,
Department of Social Sciences-Psychology, National Park College, Us.



Duston Morris,
Department of Health Science-Health Education, University of Central Arkansas, US.

Anita Sego,
Department of Health Science-Health Education, University of Central Arkansas, US.

Please see the link here: https://stm.bookpi.org/RDASS-V2/article/view/6264