Student, Faculty, and Field Instructor Approaches to SBIRT Implementation

Informed by an empirically-based implementation model, this study examined how social work faculty, student, and fieldwork instructor approaches to using the evidence-based SBIRT protocol affected implementation and model fidelity. Data were obtained from two rounds of focus groups with three groups of stakeholders (faculty, students, and fieldwork instructors) about their experiences teaching, learning, using, and supervising SBIRT and were analyzed using a hybrid inductive and deductive process. Analyses yielded three main categories of approaches: those that impeded implementation and model fidelity; those that supported implementation but were not congruent with model fidelity; and those that supported both implementation and model fidelity. Lack of consciousness about model fidelity was an issue across groups. Efforts to find a fit between the protocol, settings, and professional approaches to social work often led to implementation but questionable model fidelity. Repeated exposure to new material and opportunities to engage with it, having specific tools, and supporting learners’ efforts to uphold social work values can promote faithful implementation.

Effects of Field Instructor Training on Student Competencies and the Supervisory Alliance

Objectives: This study of a field instructor (FI) training model, offered at two universities, focused on the relationship between student competencies, the supervisory alliance, and students' attachment styles. Method: The study used a pretest–posttest follow-up design of 100 randomly assigned FIs (training group = 48; control group = 52) and 64 students. The authors used Hierarchical linear modeling (HLM) to estimate linear growth models and the relation between variables at different times within and across supervisory dyads. Results: The training improved the supervisory relationship and selected student competencies as rated by FIs but not by students. These findings were not moderated by student attachment style; however; relationships were found between students' anxious and avoidant attachment styles and student-rated performance. Conclusion: This randomized controlled study underscores the need for future research in developing and testing FI training models.