Letter from the ChairHello and thank you for your continued service to the ATOD field of practice.

Sometimes it feels like we are in a thankless profession: ours is a field with high demands and low

rewards. So, I’d like to take a moment to express gratitude to our former ATOD chair, Jessica Hallman.

My name is Dottie Saxon Greene, and I was recently appointed as the new chair for the ATOD Specialty

Practice Section. I am honored and humbled to serve the profession in this capacity, although I’m a bit

nervous—I have very large shoes to fill! Jessica has been a solid leader and advocate for our profession

for quite some time. Because we don’t always receive acknowledgment or recognition for the hard work

we put in, I’d like to take this opportunity to provide just that to Jessica. After serving on the ATOD

committee for a number of years, with Jessica as the committee chair, I know how much effort she put into

her role. We also served together on one of our state boards, and she brought the same dedication and

enthusiasm to that position, too. She is a true champion for the social work profession.

I want to express my deepest appreciation and respect to you, Jessica. Thank you for the years of selfless

service that you have given to the social work profession. I will do my best in my role as chair to maintain

the same dignity, integrity, and competence that you brought to this role.

Namaste.

In gratitude,

Dottie Saxon Greene, PhD, MSW, LCSW, LCAS, CCS

greeneds@etsu.edu

ATODFALL � 2016

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NASW SPECIALTY PRACTICE SECTIONS

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©2016 National Association of Social Workers.All Rights Reserved.

NASW Practice & ProfessionalDevelopment BlogWhere can you find the latestinformation posting about socialwork practice? Visit the NASWPractice and ProfessionalDevelopment Blog. Designed forNASW Section members and socialworkers in practice, it offers trendingtopics, valuable resources, andprofessional developmentopportunities. Learn more atwww.socialworkblog.org/practice-and-professional-development/.

A L C O H O L , T O B A C C O & O T H E R D R U G S

IT’S A FACT: Substance use disorders (SUDs) are often or presences of other psychiatric disorders.

Dottie Saxon Greene, PhD, MSW, LCSW, LCAS, CCS, ChairMichael W. Brand, PhD, LCSWJessica Holton, MSW, LCSW, LCAS,Barry Schecter, LCSW-R, CASAC, MAC, SAPCharles D. Syms, ACSW, LCSW

ATODCommitteeMembers

Alice, an MSW, loves workingfor a small, rural addictiontreatment program. She wantsto become licensed in her state,but that requires a certainnumber of hours under thesupervision of a licensed socialworker. There is no social workerwith the required license orexperience in her county. Alicesees her only options as leavingher current employer or notgetting the license she wouldlike and may ultimately need.

Dan is a clinical supervisor whooversees three deployed socialworkers. His workers are in

primary care medical officeswhere they deliver behavioralhealth counseling that supportsthe medication-assistedtreatment provided by thosepractices. It has gone so wellthat there have been multipleinquiries from other providersabout placing workers at theirsites. Dan is concerned abouthis ability to provide adequateand timely clinical supervision,given the travel time needed toget to the various sites and hisother responsibilities within theorganization.

Lori is a social worker workingwith someone who might benefitfrom an intervention she recentlylearned about in a trainingsession. She knows she willneed supportive supervision tocarry it out, but there is no onein her community with theknowledge and experience toprovide it. She wonders whather options are.

Does Alice need to quit a jobshe loves? Should Dan simplysay no to the other providers?Should he hire more clinicalsupervisors? The NASW Codeof Ethics suggests that it might

be unethical for Lori to providethe intervention withoutsupervision. What are heralternatives?

It is apparent that the commontheme for these three scenariosis supervision. It is well acceptedthat supervision is an essentialcomponent in social workpractice. In fact, from the start oftheir careers, social workers areinstructed about the need for“good” supervision; however,what that “good” supervisionmay look like can varysignificantly.

TECHNOLOGY-ASSISTEDCLINICAL SUPERVISION: Using Videoconferencing

NASW PRESIDENTDarrell Wheeler, PhD, MPH, ACSW

CHIEF EXECUTIVE OFFICERAngelo McClain, PhD, LICSW

NASW STAFFDirector, Professional andWorkforce DevelopmentRaffaele Vitelli, CAE

Specialty Practice Section ManagerYvette Mulkey, MS

Senior Practice AssociateLisa Yagoda, MSW, LICSW

Project CoordinatorRochelle Wilder

CHARLES D. SYMS, ACSW, LCSW

exhibited with co-occurring disorders—the use of more than one substance

When talking with students aboutsupervision, I state that there aretwo basic types: administrativeand clinical. The goal ofadministrative supervision is tomeet organizational needs. Thismight include ensuring thatdocumentation and contactrequirements are met as well asconveying the organization’smission and philosophy. Also,the supervisor may providedirection about how to handlea particular situation withoutnecessarily providing a rationalefor that direction. In contrast,the goal of clinical supervisionis to meet the needs of thesupervisee rather than theorganization. While clinicalsupervision may contain elementsof administrative supervision,the goal of clinical supervisionis the professional developmentof the social worker. Areas ofwork could include skillacquisition, ethicalconsiderations, self-care, and/orperformance evaluation. It shouldalso include the opportunity forthe supervisor to directlyobserve the supervisee at work.The Clinical Supervision andProfessional Development of theSubstance Abuse Counselor -Treatment Improvement Protocol52 (Center for Substance AbuseTreatment, 2009) resourceprovides a comprehensivediscussion on these two types ofsupervision and theirimportance to behavioral health.

In the case scenarios at thebeginning of this article, bothtraditional face-to-face andobservational supervisionwould be difficult; distance andtime stand in the way of thesetraditional methods ofsupervision. However, ifemployed correctly, technologycould be an effective way toovercome these obstacles. Theuse of technology for supervisionis not new to behavioral health.Telephones, one-way glass,

audiotape recording of sessions(the first technology-oriented formof supervision I experienced),and videotaping are allexamples of how technologyhas been used in supervision.

As we move further into the21st century, personal computingdevices and the Internet willbecome essential tools in socialwork. One only need look atthe expansion of telemedicine—particularly in areas whereresources are scarce—to seethat shift. The integration ofdistance and online educationand professional webinars intothe mainstream serve as goodexamples of the effective use oftechnology. But questions remain:First, is technology-assistedsupervision as “good” astraditional supervision methods?And second, what should beconsidered in using technologyin clinical supervision?

In preparation for their trainingcurriculum, Technology-BasedSupervision: Extending the Reachof Clinical Supervisors, TheNational Frontier and Rural(NFAR) Addiction TechnologyTransfer Center (ATTC) reviewedthe recent literature on the useof technology in clinicalsupervision. NFAR found morethan 25 studies looking at theevidence concerning the use of“technology-assisted supervisionand training.” The literaturereview suggests that technology-assisted supervision is generallyreported to be at least as goodas traditional supervision(Barton, Roget, & Hartje, 2014).Turning to the second question:What should be taken intoconsideration when employingtechnology-assisted supervision?The NFAR curriculum can giveguidance in the utilization oftechnology in clinicalsupervision. The curriculumsuggests provision of qualitysupervision (perhaps the most

critical component) and theselection of the most appropriatetechnology. The research to dateappears to support the efficacyof technology-assistedsupervision. Further, the essentialcompetencies for clinicalsupervisors as well as theguidelines for implementingthem are described in detail inthe Competencies for SubstanceAbuse Treatment Supervisors -Technical Assistance PublicationSeries 21-A (Center for SubstanceAbuse Treatment, 2007).Assuming that the supervision isof good quality, the next step isselecting the technology.

USING VIDEOCONFERENCINGFor videoconferencing, both thesupervisor and the superviseewill need computers (or tabletsor smartphones) that areequipped with a webcam—most devices today come withthis standard feature built in.You should have a headset withmicrophone—I have found thatone with a USB plug worksbest—and a high-speed Internetconnection. I have achieved thebest results with Internetconnection speeds of more thanone megabyte (1 MB) persecond. You will needvideoconferencing software;some are free and some are not.The supervisee should haveequivalent equipment. Bothsupervisor and supervisee willneed to try out the system, getcomfortable with it, and workout any problems in advance.You will also want to have aback-up plan in the event theconnection is lost. It is possibleto use videoconferencing toconduct supervision of “live”intervention sessions. This is amore complex process thatrequires addressing issues ofclient consent, impact on theclient–social worker interaction,and access to the supervisionmaterial. Safeguards should beconsidered when using

technology avoid storing eithertype of supervisory sessions,especially on a personalcomputer.

TECHNOLOGY AND ETHICSVery important to the processtoo is what are the ethicalimplications of using technology.What are the ethical implicationsof using technology forsupervision? Embedded in theNASW Code of Ethics (NationalAssociation of Social Workers,2008) are several standardsthat give specific directionregarding supervision; however,it provides little direction in theuse of technology and noneregarding its use in supervision.This is about to change. Thispast summer, the NASW, incollaboration with other keysocial work education andmember bodies, released asecond draft of technologystandards for social workpractice. The draft containsspecific reference to the use oftechnology in supervision, whichshould help to inform its futureimplementation. Additionally, acheck with your state NASWchapter is also in order, assome jurisdictions have alreadypromulgated regulationsregarding the use of technologyin clinical supervision.

If we return to the originalscenarios, it seems thattechnology-assisted clinicalsupervision, in the form ofvideoconferencing, might be ananswer to the problems Alice,Dan, and Lori face. It requiresan investment of time, resources,and perhaps a willingness tostep outside of one’s comfortzone, but it ultimately expandsand enhances the provision ofservice. And resources exist—the ATTC network andparticularly the NFAR ATTC aregood places to start.

Charles D. Syms, ACSW, LCSW, is aclinical associate professor at theUniversity at Buffalo’s School ofSocial Work. Presently, hisassignments include classroominstruction, primarily to studentsinterested in the alcohol and otherdrug specialization. He is also amember of the NASW Alcohol, Tobaccoand Other Drugs Specialty PracticeSection Committee.

REFERENCESBarton, T., Roget, N.A. & Hartje,J. (2014). Technology-basedsupervision: Extending thereach of clinical supervisors.Reno, Nevada: NationalFrontier and Rural AddictionTechnology Transfer Center,University of Nevada, Reno.

Center for Substance AbuseTreatment. (2009). Clinicalsupervision and professionaldevelopment of the substance

abuse counselor. (TreatmentImprovement Protocol (TIP)Series 52. HHS PublicationNo. (SMA) 14-4435).Rockville, MD: SubstanceAbuse and Mental HealthServices Administration.

Center for Substance AbuseTreatment. (2007).Competencies for substanceabuse treatment clinicalsupervisors. (TechnicalAssistance Publication (TAP)

Series 21-A. DHHS PublicationNo. (SMA) 07-4243).Rockville, MD. SubstanceAbuse and Mental HealthServices Administration.

National Association of SocialWorkers (NASW). (2008).NASW Code of Ethics.Washington, DC: Author.

NATIONAL ASSOCIATION OF SOCIAL WORKERS750 FIRST STREET NE, SUITE 800 » WASHINGTON, DC 20002-4241

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MARK YOUR C A L ENDAR S

The second edition of Roberta R.Greene’s Resiliency: AnIntegrated Approach to Practice,Policy and Research (NASWPress, 2012) is an essential readfor social work professionals,students, and educators. Forpracticing social workers, thetext offers a practice-basedreview of relevant and importantconcepts—such as resilience,culture, diversity, oppression,community, risk, and protectivefactors—and applies them in avariety of practice situations.For the social work student, thebook is a valuable introductionto human behavior and thesocial environment, clinical andcommunity practice, and policy,from a diverse group of authorswho represent a resiliencyperspective. The social workeducator will find the text easy toread, well organized, and wellresourced, with instructionalaids; it will provide bothundergraduate and graduatesocial work students with asolid understanding of how aresiliency perspective can serveas the foundation of clinicaland community practice.

Resiliency contains 16 chapters.The first gives a historical reviewof the concept of resilience,identifies various theories ofresilience, and describescompanion concepts. Chaptertwo defines basic termsassociated with resilience, whilechapter three describes resilienceas a social construct at the levelsof the individual, family, group,community, and society. Chapterfour address methodological

and research issues related toresilience as well as the conceptsof risk and protective factors.

The remainder of the textpresents resilience from variousperspectives on clinical andcommunity practice. Chaptersfive and six cover physical andmental health, respectively;chapters seven and eight coverviolence. Children and theirunique concerns are at the heartof chapters nine through 12.Chapter 13 focuses on veterans,and chapter 14 looks at olderadults. Chapter 15 addressespeople with disabilities, and thetext’s final chapter takes uppolicy and resilience.

Although all of the chapters arewell written and informative, afew address topics that standout for their application to currentevents. Chapter five, “Resilienceand Physical Health,” by JoyceRiley, highlights health disparitiesand the important influenceresilience can play in promotinghealth. She introduces theconcept of REEP: reflect,encourage and explore, andplanning. Riley provides readerswith concrete strategies to fosterhope in physically ill patients.In chapter seven, “SurvivingViolence and Trauma: Resiliencein Action and the Micro Level,”Nancy Rothenberg does anexcellent job of providing aclinical view of violence andtrauma, and concludes with theconcept of “bearing witness.” Itties in nicely with chapter eight,“Resilience and Violence at theMacro Level,” by Irene Queiro-

Tajalli and Craig Campbell.They introduce six steps toreestablishing a resilientcommunity: 1) recognizing thatthere has been an assault onhumanity, 2) identifying signs ofresistance and defiance, 3)promoting the organization ofcitizens, 4) helping citizensdevelop a sense of communityidentity, 5) supporting acontinuous struggle by thecitizenry, and 6) anticipatingand actualizing changes insocietal structures. Chapternine—“Raising Children in anOppressive Environment: Voicesof Resilient Adults”—is by

Roberta Greene, Norma Taylor,Margaret Evans, and LindaAnderson Smith. They apply the“dual perspective,” which theydescribe as an ongoing processof “consciously and systematicallyunderstanding the values,attitudes, and behaviors of boththe minority and majoritycultures.” In chapter 13,“Promoting Resilience AmongReturning Veterans,” authorsRobert Blundo, Roberta Greene,and Joyce Riley present anexcellent overview of the issuesfacing returning veterans, thetypes of trauma veterans haveendured, and ways to promote

BOOK REVIEW: AN OVERVIEWResiliency: An IntegratedApproach to Practice, Policy and ResearchReviewed by Michael Brand, PhD, Raina Leckie, MSW, and Kerry Bond, MSW

resilience. Chapter 15,“Applying Risk and ResiliencePerspective to People withIntellectual Disabilities,” byNancy Kropf and RobertaGreene, is an imperative readfor social workers who workwith families and/or individualswith cognitive disabilities. Theauthors trace family stressliterature and resilience, andthey identify ways to promoteresilience in individuals withintellectual disabilities and their families.

Resiliency is an important readfor social workers because itunderscores social work’s beliefin the capacity of individuals,families, and communities,while recognizing the barrierspresented by discrimination,stigma, disparities, andoppression. Most remarkably,the authors provide readerswith the concepts and tools thatallow social workers to effectivelyaddress these challenges withtheir clients and patients.

The authors of each chapteridentify goals and objectivesstated in the Council on SocialWork Education language atthe beginning of each chapter—handy for those who are usingthe book for education purposes.Each copy of the book comeswith a resource-rich compactdisc, complete with samplesyllabi, case studies, andhandouts. For those looking fornew ways to engage theirstudents, the disc even includesa test review formatted as agame in the style of “Jeopardy!”

REFERENCEGreene, R.R. (2012).Resiliency: An IntegratedApproach to Practice, Policyand Research (2nd ed.).NASW Press.

For more details on the NASWPress Title: Resiliency AnIntegrated Approach toPractice, Policy, and Research,2nd Edition, Roberta R. Greene,Editor visit: www.naswpress.orgor call 800.227.3590.

It is increasingly difficult to finda social worker who has notheard about motivationalinterviewing (MI). Useful in avariety of settings, MI has beenembraced by a range of medicaland mental health practitioners.For those who have priorexperience with MI as well asthose who are new to theconcept, the third edition ofMotivational Interviewing:Helping People Change (2012),by William R. Miller and StephenRollnick, is an excellent read.Social workers seeking toincrease their knowledge of MIwill appreciate the expansionof original concepts and theintroduction of new material;for those who are new to MI,Miller and Rollnick do a greatjob of explaining their conceptswithout overwhelming the reader.

Though first developed for“problem drinkers,” MI went onto be applied in many areas ofsocial work and is now awidely accepted evidenced-based treatment for substanceabuse (Glynn & Moyers, 2009).In a multisite randomizedclinical trial, Carol et al. (2006)relate that one specificcharacteristic of the MI groupsobserved was increasedretention in the overall treatmentprogram. In light of this finding,the integration of MI conceptsinto practice may improve aclient’s engagement in services,benefiting both the client andsocial worker.

In the book’s third edition, Millerand Rollnick simplify MI byidentifying four nonlinear,primary processes: 1) engaging

the client, 2) focusing on thework to be accomplished, 3)evoking motivation for change,and 4) planning the changeprocess. The majority of thebook focuses on helpingclinicians learn to recognize“change and sustain talk”—thatis, helping clients to increasetheir use of “change talk” anddeveloping a plan for change.MI’s primary interventions remainthe same. The acronym OARSrepresents the four main typesof questions and interactionsclinicians use to engage clients:open-ended questions, affirminggestures and comments, reflections, and s ummarizations.

The concept of client ambivalenceis expanded to include theconcept of neutrality. The authorsprovide several strategies for

developing discrepancies(discrepancy between presentand desired states) andincreasing clients’ motivationfor change. Social workers willbe particularly interested whenMiller and Rollnick describeseveral values-clarificationstrategies that enhance focusand motivation. The authorssuggest that clinicians canenhance clients’ change effortsby highlighting their desire tochange, ability to change,reasons to change, and need tochange—what Miller andRollnick call DARN. The acronymCAT, developed by the authors,identifies the components of achange plan and process. Itinvolves helping clients’ identifytheir commitment to change,what will activate their changeefforts, and taking the next steps.

BOOK REVIEW: AN OVERVIEWMotivational Interviewing: Helping People ChangeReviewed by Michael Brand, PhD, Raina Leckie, MSW, and Kerry Bond, MSW

In addition to laying out thebasic MI concepts, chapter twofocuses on aspects of the clientrelationship. Echoing social workvalues, the “spirit” or core of MIis acceptance, collaboration,compassion, and evokingstrengths. The authors go on toelucidate four aspects ofacceptance: absolute worth ofthe client, accurate empathy,support of autonomy, andaffirmation. Over the past 30years, Miller and Rollnick havecome to realize the importanceof client self-determination inaccomplishing change. MIrecognizes that while theclinician may be the expert ontheory, the client is the experton themselves, and that eachperson possesses strengths theclinician might activate tomotivate change.

Parts VI and VII of the book arevaluable additions to this thirdedition. Part VI addressestraining in MI, emphasizing the

need for hands-on training andfeedback from an experiencedMI trainer or clinician. Theauthors use several transcriptsto help clinicians identify keycomponents of MI and todistinguish MI from treatment asusual. Chapter 26 is an excellentpractical discussion of how toimplement MI into practice.Seasoned MI clinicians andsocial workers will appreciatethe discussion of MI as a stand-alone treatment protocol and/orintegrating MI with othertreatment approaches andclinical theories.

It has been 30 years since thefirst edition of Miller andRollnick’s seminal text on MIwas published, and that volumeintroduced their unique approachfor working with clients withsubstance abuse problems. Inthe second edition expandedthe application of their work toaddress health-related problems.

With more than 25,000 articlesand over 200 publishedrandomized controlled trialscurrently available for reviewacross a spectrum of disciplines,MI has become a commonlyaccepted term and approachfor most social workers andclinicians. This third editionoffers social workers theopportunity to augment theirunderstanding of MI and toincrease the fidelity of their useof MI concepts and principles,which support the foundationalvalues of social work practice.

REFERENCESCarroll, K., Ball, S., Nich, C.,Martino, S., Frankforter, T.,Farentinos, C., …Woody, G.(2006). Motivationalinterviewing to improvetreatment engagement andoutcome in individualsseeking treatment for substanceabuse: A multisite effectivenessstudy. Drug and AlcoholDependence, 81(3), 301-312.

Glynn, L., & Moyers, T. (2009).Motivational interviewing foraddictions. In EvidenceBased Addiction Treatment(pp. 175-188). Burlington,MA: Elseiver/Academic Press.

Miller, W.R., & Rollnick, S.(2012). Motivationalinterviewing: Helping peoplechange (3rd ed.). New York:Guilford Press.

Challenges and Complexities of Cultural Competency in Social Work Practice

Tuesday, October 18, 2016 • 1:00 PM - 2:00 PM ET • 1 Cross Cultural CE Contact Hour

The Role of Social Workers in Goals of Care Conversations with Seriously Ill Patients

Tuesday, November 15, 2016 • 1:00 PM - 2:30 PM ET • 1.5 Social Work CE Contact Hours

Beyond Treatment As Usual: The Case for Cognitive Remediation

Tuesday, December 6, 2016 • 1:00 PM - 2:00 PM ET • 1 Clinical CE Contact Hour

Developing Cultural Humility in Social Work Practice

Tuesday, January 31, 2017 • 1:00 PM - 2:00 PM ET • 1 Social Work CE Contact Hour

The 3 S's: Supervision, Self-Reflection, and Self-Care

Tuesday, February 7, 2017 • 1:00 PM - 2:30 PM ET • 1.5 Social Work CE Contact Hours

More live webinars coming soon including an ethics webinar in March visit socialworkers.org/sections for details.

Upcoming Live Specialty Practice Sections Webinars

750 FIRST STREET NE, SUITE 800WASHINGTON, DC 20002

For more information, visitSocialWorkers.org/Sections

Did You Know?Nearly 90 percent of all adultsmokers begin while in their teens.

Call for Social Work Practitioner Submissions

NASW invites current social work practitioners to submit brief articles for our specialty practice publications. Topics must be relevant to one or more of the following specialized areas:

For submission details and author guidelines, go toSocialWorkers.org/Sections. If you need more information, email sections@naswdc.org.

• Administration/Supervision• Aging• Alcohol, Tobacco, and

Other Drugs• Child Welfare• Children, Adolescents,

and Young Adults

• Health• Mental Health• Private Practice• School Social Work• Social and Economic

Justice & Peace• Social Work and the Courts