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Meeting Professional Competenciesthrough Specialized Distance Education:The McMaster University AddictionStudies ProgramRick Csiernik a & Christie McGaghran ba School of Social Work , King's University College, University ofWestern Ontario , London , Ontario , Canadab Addiction Studies Program , McMaster University , Hamilton ,Ontario , CanadaPublished online: 12 Nov 2013.

To cite this article: Rick Csiernik & Christie McGaghran (2013) Meeting Professional Competenciesthrough Specialized Distance Education: The McMaster University Addiction Studies Program, Journalof Teaching in Social Work, 33:4-5, 566-577, DOI: 10.1080/08841233.2013.831016

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Journal of Teaching in Social Work, 33:566–577, 2013Copyright © Taylor & Francis Group, LLCISSN: 0884-1233 print/1540-7349 onlineDOI: 10.1080/08841233.2013.831016

Meeting Professional Competencies throughSpecialized Distance Education: The McMaster

University Addiction Studies Program

RICK CSIERNIKSchool of Social Work, King’s University College, University of Western Ontario,

London, Ontario, Canada

CHRISTIE MCGAGHRANAddiction Studies Program, McMaster University, Hamilton, Ontario, Canada

Historically, addiction has been an area in which Canadian socialworkers have received limited formal education. This reality ledto the development of 18 core technical competencies through theauspices of the Canadian Centre on Substance Abuse in 2006.A survey of Canadian schools and faculties of social work foundthat social work students might obtain a grounding in manyof these competencies, however, there was no certainty of this.An option now for those interested in becoming more proficient inthis field of addiction is a specialized distance education programdeveloped by McMaster University in Hamilton, Ontario. Along withmeeting the majority of the core competencies, there are severalother attributes that make this program unique. It offers 27 dis-tinct addiction-specific course options at both an introductory andan advanced level; has continuous enrollment allowing students tobegin a course at the beginning of any month; has no minimumcourse load requirement; and meets the academic requirements foroptional certification through the Canadian Addiction CounselorsCertification Federation. In a nation like Canada, with a smallpopulation spread across a large geographic area, the AddictionStudies Program may serve as a template for offering specializeddistance education to enhance professional competencies and thusbetter prepare social workers to serve community needs.

Address correspondence to Rick Csiernik, School of Social Work, King’s UniversityCollege, 266 Epworth Avenue, London, ON N6A 2M3, Canada. E-mail: rcsierni@uwo.ca

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KEYWORDS Canadian, distance learning, addiction,competencies

INTRODUCTION

The moral model view of addiction remains pervasively attached to thosemisusing and abusing psychoactive drugs in our society. A disproportionatenumber of social work clients with addiction issues come from marginalizedgroups including First Nations, those involved with the criminal justice sys-tem, and individuals with mental health issues. It therefore has been arguedthat those with addiction issues are among the most oppressed groups withwhom social workers engage (Csiernik & Rowe, 2010). Hence, it is not sur-prising that there has been a historic concern about the lack of sufficienteducation and training in the addiction field for professional social workersand other helping professionals (Fornili & Haack, 2005; Keller & Dermatis,1999; Miller, Scarborough, Clark, Leonard, & Keziah, 2010). This realizationmay be one contributing factor to why there is more professional turnover inthis practice area than in human services in general (White & Garner, 2011).

Those working in the Canadian addiction field come not only fromsocial work but from a variety of professional backgrounds, including psy-chology, nursing, medicine, family counseling, child and community work,along with a small number who obtain specific degrees or diplomas inaddiction studies. As well, there remains a portion of the Canadian addic-tion workforce who have as their primary employment credential theirown personal experiences and recovery from the abuse of psychoactivesubstances (Ogborne & Graves, 2005). In the interdisciplinary field of addic-tion counseling, health promotion, and prevention, social work historicallyhas not been the predominant profession. With the professionalization ofthe addiction field, more social workers have been entering this practicearea over the past two decades. However, there is still no obligation oraccreditation expectation for any social worker educated in Canada to haveknowledge of psychoactive drugs or addiction. Presently, no faculty orschool of social work mandates that either undergraduate or graduate levelstudents take a course in the addictions (Graves, Csiernik, Foy, & Cesar,2009).

COMPETENCY-BASED EDUCATION IN ADDICTION

Freeman and Lewis (1998) defined a competent learner as an individualwho has reached a defined standard of performance. In 2006, the WorkforceDevelopment Division of the Canadian Centre on Substance Abuse (CCSA)collaborated with a range of stakeholders from across Canada to establish

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a set of core competencies in order to further enhance professionalism andevidence informed practice in the field (CCSA, 2007). However, competency-based education is not without controversy in social work (Csiernik, Vitali,& Gordon, 2000; Hancock, Echlin, Hallberg, Lewis, Liston, & West, 2003;Vitali, 2010). The traditional goal of professional programs in post-secondarysettings has been to educate and enlighten, while competency-based educa-tion has been critiqued as being reductionist, technical, and bureaucraticallydriven, leading instead to deprofessionalization of a field of study (Csierniket al., 2000; Hyland, 1995). Still, since social work education has a focusupon preparing students to engage in professional practice, competency-based education has been argued to be a good fit with social work, both asan academic discipline and a professional program (Clark & Arkava, 1979;Grant, 1979; O’Hagan, 1996; Phillips, 2011). It is an approach that advocatesfor and attempts to provide measurable knowledge, skills, and behaviors atthe end of a course or an entire educational program (Richards & Rodgers,2001). Competencies are specific, assessable skills, knowledge, and valuesneeded to effectively perform a particular function that can be readily mea-sured against an agreed benchmark of standards (Marrelli, 2001; Mirabile,1997).

In the United Kingdom, National Occupational Standards for entry-level social workers have long been established (Training Organisation forthe Personal Social Services, 2002). With respect to the addictions in theUnited States, in 1993 the Center for Substance Abuse Treatment createdthe Addiction Technology Transfer Center Program to better prepare theaddiction treatment professional in America for the field, resulting in thedevelopment of 121 competencies for practice (Horavitch & Wergin, 1998).Using this as a foundation, the U.S. Substance Abuse and Mental HealthServices Administration (1998) developed an outline of the knowledge, skills,and attitudes required for providing competent addiction counseling. Thereport (which has since been updated) identified eight practice dimensionsthat would be critical in order for future addiction counselors to be compe-tent in the field of practice: clinical evaluation (screening and assessment);treatment planning; referral, service coordination (implementing the treat-ment plan, consulting, ongoing assessment); counseling (individual, family,and group); client, family, and community education; documentation; andprofessional and ethical responsibility. The document’s intent was not toprovide a proscriptive curriculum but rather to identify the knowledge, skills,and attitudes that could point to outcomes which the curricula might embrace(Center for Substance Abuse Treatment, 2006).

In Canada, the development of the core competencies for the substanceabuse field began in 2006. It entailed the identification and comparativeanalysis of existing and emerging Canadian and international addictionworkforce competencies. The process involved workshops and consultationswith a National Advisory Group on Workforce Development. Using focus

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Professional Competency through Distance Education 569

TABLE 1 Technical Competencies Summary Table

BSW BSW MSW MSWRequired Addiction Required AddictionCourses Electives Courses Electives

Competency N = 32 N = 23 N = 28 N = 5

1. Case Management 6 3 0 02. Community Development 25 4 9 13. Conflict Management 3 0 0 14. Counselling 25 9 13 35. Crisis Intervention 9 0 3 06. Diversity & Cultural Responsiveness 32 12 24 37. Ethics & Professionalism 30 2 8 18. Family & Social Support 21 8 6 49. Group Facilitation 24 2 7 0

10. Mental Health 6 3 2 211. Outreach 0 3 0 012. Pharmacology 0 16 0 213. Prevention & Health Promotion 4 15 2 314. Program Development,

Implementation, & Evaluation13 1 28 0

15. Screening & Assessment 11 11 3 216. Teamwork 5 2 1 017. Treatment Planning 0 12 0 318. Understanding Substance Abuse &

Dependency0 21 0 4

Average 6.7 5.6 3.8 5.8Median 7 5 3 5Range 2–11 2–13 1–7 3–9Standard Deviation 2.2 2.4 1.7 2.6

Source: Graves et al., 2009.

groups, in-depth interviews, e-mail communication, and a blog, subject-matter experts (including both academics and practitioners) were engaged inorder to gather additional feedback (Canadian Centre on Substance Abuse,2007). The end product was 18 specific technical competencies (Table 1)deemed critical for mastery by any professional working in the substanceabuse field in Canada. Upon publication of the standards, a study, courseoutlines, and objectives were examined to determine the extent to which the18 core competencies for the substance abuse field were taught in the gen-eral and addiction-specific curricula in schools and faculties of social workthroughout Canada (Graves et al., 2009).

It was discovered that a majority of social work undergraduates inCanada receive formal education in the following one-third of the corecompetencies: diversity and cultural responsiveness, ethics and profession-alism, counseling, community development, group facilitation, and familyand social support. Topic areas not mentioned in any required courseoutline were outreach, pharmacology, treatment planning or understand-ing substance use, abuse, and dependency. On average, 6.7 competencies

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(SD = 2.2) are part of the mandated curriculum for a Canadian BSW stu-dent with a range of 2 to 11. Moreover, 23 of 32 (71.9%) of undergraduatesocial work programs offer an addiction elective to their students. However,the curriculum within these electives varies greatly, with the number ofcompetencies being taught ranging from 2 to 13, with a mean of 5.6 andan SD of 2.4. The most commonly taught competencies in these electivesare understanding substance abuse and dependency (91.3%), pharmacology(69.6%), and prevention and health promotion (65.2%). What is interestingto note is that of the 23 addiction-specific elective offerings, not 1 had con-flict management or crisis intervention as part of their stated objectives, andonly 1 had program development. Two taught team work, and three offeredcase management, mental health, or outreach. Thus, while most undergrad-uate social work students do gain introductory knowledge in many of thecore competencies, there remain many areas in which they would still needongoing education or professional development (see Table 1).

Another means for obtaining additional education is to pursue an MSWafter earning a BSW, though there remain many social workers whose edu-cation in the profession is only at the master’s level. In examining the courseobjectives of required MSW courses, it was discovered that they actuallycovered fewer of the 18 core addiction competencies than did the mandatedBSW courses (3.8 versus 6.7; SD 1.7 versus 2.2). The focus at the master’slevel of every graduate social work program in Canada is on research. Thus,each MSW student would receive some formal training in program evalua-tion along with a continued emphasis on diversity and cultural competency.The only other core competency taught with any consistency at the graduatelevel in social work is counseling, and even that is only a requirement of13 of the 28 MSW programs (46.4%). Fewer than one-fifth of Canadian grad-uate programs have a specific addiction elective as part of their curriculum,and of those five programs, two do not have a corresponding undergraduateprogram, and one does not list an undergraduate BSW elective as an option(Graves et al., 2009).

RESPONDING TO THE NEED

Canada is a huge nation geographically. It has nearly double the land massof the United States with only one-tenth the population. Whereas there are740 accredited schools of social work in the United States (CSWE, 2012),there are only 37 programs in Canada, of which only 8 currently offer anytype of distance education offering (CASWE, 2012). Thus, not only are theresubstantive geographic issues in attending a program in social work; onceyou are admitted, there is no certainty that a student will obtain any specificeducation or clinical experience in the addiction field, a practice area themajority will encounter and in which some will specialize upon graduation.

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Professional Competency through Distance Education 571

McMaster University, located in Hamilton, Ontario, has offered anAddiction Education Program through the Centre for Continuing Educationsince the 1980s. It began modestly by hosting campus-based summer resi-dential conferences for anyone associated with addiction service provisionbut has grown to a program now offering 27 undergraduate-level creditcourses through both in-class and distance formats on an array of addictionspecific topics (Table 2). Given that addiction is a specialized area of prac-tice, despite so many social work clients having addiction issues, the onlyway to be able to provide such a diversity of educational options was tobroaden the scope of the program, and thus an active outreach campaignaccompanied the program’s expansion until students from all 10 provincesand three territories were enrolled.

TABLE 2 Technical Competencies Covered by McMaster Addiction Studies Program

Competency Course

1. Case Management 620-462 Case Management and Report Writing2. Community Development None3. Conflict Management 611-428 Problem Management Skills for Helpers4. Counseling 611-122 Counseling Techniques in Addiction

Practice611-421 Working with Problem Gamblers611-430 Solution Focused Approaches in

Addiction Counseling620-492 Working with Women and Addiction620-494 Youth and Addictions620-865 Working with Older Canadians

5. Crisis Intervention 620-899 Crisis Intervention6. Diversity & Cultural Responsiveness 611-811 Diversity and Special Issues in Addiction

Counseling7. Ethics & Professionalism 611-831 Professional Ethics and Helping8. Family & Social Support 620-879 Working with Families and Addiction

611-832 Co-Dependency as an Addiction620-498 Self-Help/Mutual Aid: Roles and

Realities9. Group Facilitation 611-429 Concepts and Dimensions of Group

Work10. Mental Health 620-476 Concurrent Disorders in Addiction11. Outreach None12. Pharmacology 620-474 Pharmacology and Drug Abuse13. Prevention & Health Promotion 611-427 Introduction to Addiction14. Program Development,

Implementation, & Evaluation611-406 Program Development

15. Screening & Assessment 620-488 Assessment of Addictive Behavior16. Teamwork 611-429 Concepts and Dimensions of Group

Work17. Treatment Planning 620-495 Treatment of Addictive Behavior18. Understanding Substance Abuse &

Dependency611-427 Introduction to Addiction

611-412 Understanding and Preventing Relapse

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This has been accomplished by acknowledging the flexibility requiredby adult learners and allowing students to begin any distance course inany month of the year. Applications are accepted throughout the year withcontinuous intake. All of the distance courses are available the first of everymonth. Students can complete one course and enroll in another immediately,or they can take a break and start up again when they are ready. This flex-ibility allows students to dictate their study schedule, which is important foradult learners who are often juggling work, study, and family obligations.The distance format is, of course, crucial for students who live in remoteareas as the addiction studies program allows them to pursue a specializa-tion without relocating. This has also greatly contributed to the program’sutility nationally as relationships have been fostered with employers acrossthe country, particularly those in remote geographical settings with limitedoptions in training their staff or enhancing their professional competencies.As well, in class sessions are offered in condensed weekend blocks staggeredthroughout the term to accommodate both working schedules and thosemore distant from campus. Weekend block classes have also been movedoff campus into different communities where there are sufficient numbers ofstudents interested in a particular course. Tuition costs are based solely uponthe actual courses a student registers for; thus there is no enrollment cost forany term, which makes their ongoing education more financially feasible,particularly for those still paying off student loans. Needless to include is thefact that the faculty must consist of seasoned addiction professionals com-bining both practice skills and extensive post-secondary training who, liketheir students, must be very flexible in terms of providing relevant, timelyfeedback.

In an era when simultaneous chat functions and live video-teleconferencing have become the norm, it may seem odd that the addictioneducation program is thriving in a less electronic format. In fact, it is theadherence to this delivery method that makes the program popular. Studentshave been surveyed several times to determine whether they would preferto have the program as a more term-based online classroom format, but themajority have said they prefer it in the individual-led arrangement. Studentsindicated that they enjoyed the simplicity and unencumbered nature of thedigital/electronic course material and that they value not having to deal withtechnological issues such as workplace fire-walls and computer limitations,dial-up Internet connections, and older software that cannot be updated dueto budget limits or purchasing agreements. They also, due to shift workand Canada’s size, prefer not to have specified chat requirements as Canadaspans six distinct time zones. Course graders are always available through e-mail for clarification and assistance. The philosophy of the distance offeringis that the most critical aspect of the education process is the transfer of newskills and knowledge. If technology becomes an encumbrance that prohibitslearning transfer, it is not an asset for distance students.

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Professional Competency through Distance Education 573

Currently, students may enroll in either the Certificate in AddictionStudies (15 units) or the Addiction Careworker Diploma (24 units) or sim-ply take a course for professional development or to assist with certificationor recertification. Courses include many specialized topics not offered byany other institution and thus are able to meet almost the entire range ofcompetency requirements as developed by the CCSA (see Table 2). Of the18 technical competencies, only 2 are not met by the McMaster curriculum,Community Development and Outreach.

As well, not only is a student able to meet the competencies that aresometimes difficult to find as a full course elsewhere but, in doing so, theprogram meets the educational component for Canadian addiction certifica-tion. Creating a niche, and offering the courses via both in-class and distanceformats, have allowed for greater flexibility than a traditional social workprogram can offer. However, the addiction studies program’s affiliation witha school of social work has ensured that education standards are current,evidence-informed, and pertinent to client and community needs. Offeringnearly 30 courses around the theme of addiction also provides flexibilityand allows students to customize their learning needs. Those entering witha BSW, for example, will likely have a different course selection than thoseentering with a MSW, and both may have needs and interests different fromthose who are using the program as an entry point to gaining acceptanceinto a school of social work. In this way, the program has been structured toserve as both a pre- and post-program educational opportunity, due to theaudience it needs to serve, both student and employer.

DISCUSSION

Given accreditation demands placed upon social work education programs,it is not possible to meet all the educational and professional needs that asocial worker may encounter upon graduation, a fact that has been regularlylamented in the literature (Bosma et al., 2010; Csiernik, 2000; Fredriksen-Goldsen, Woodford, Luke, & Gutiérrez, 2011; Sheridan, 2009). Despite thelack of mandated addiction education, Canadian social work students canobtain a grounding in many of the CCSA core competencies that shouldprovide them with basic skills to provide addiction counseling. Nonetheless,there typically remain many gaps in graduates’ knowledge and skills; this iswhere a specialized program has great utility. However, the nature of spe-cialization makes it difficult for any traditional classroom-based program toattract sufficient students to make the initiative economically feasible, espe-cially in a nation like Canada, with large geographic areas relative to itspopulation.

What also makes the addiction studies program of value is that theUniversity views it as an initiative that can both support graduates and recruit

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new students. A university strives to have its name carried across the country,and with over 400 active students nationwide in the program at any giventime (and approximately 75 graduates of the program each year), profes-sionals in the field are carrying the McMaster name on their resumes andwebsites. Without the distance education option, in fact, many would neverhave considered attending the University. The addiction studies program alsoprovides an opportunity for undergraduate students to remain at McMasterupon convocation and enhance the value of their degree with a special-ized certificate or diploma. Finally, those students who choose to completethe certificate or diploma concurrently with their undergraduate degree arepresented with increased elective options and the chance to gain skills andknowledge that are not commonly available at other universities. Moreover,employers across Canada have come to view this educational option as ameans of meeting the professional development and training needs of theirstaff. The online education format provides employers with a flexible andaffordable option to training staff at their own pace, preparing for bothcertification and required re-certification through CACCF while meeting theongoing professional development hours requisite to maintaining member-ship in their professional college. Each group is able to attain a differentvalue and service. Once an adult learner makes the decision and commit-ment to pursue an education, it is important to be available to them on theirterms.

After completing my Bachelor degree I was looking for a program thatoffered specialization in my field of interest and the Addiction CareworkerDiploma Program more than exceeded my expectations. The format of thiscourse allows you to work at your own pace, which is fantastic. Sincemost courses are offered in distance, I was able to maintain full-timeemployment while also furthering my career. (C. Plater, Ontario)

The key to the program’s success lies in its unique market-capturedniche and flexibility provided. Topics are specialized enough that it is setapart from the other addiction counseling programs. No other program, forexample, offers 27 addiction-specific courses. The flexibility of continuousnew student intake, staggered course dates, distance study, and the abilityfor students to determine their own course and unit load allow the programto meet the needs of a wide range of students. In this way, students cancomplete requirements for certification while they continue to work and takecare of their family. Courses meet the needs for professional accreditation,recertification, and ongoing professional development and can be used as apost-degree education or transferred into a new degree. The program canalso be used as a specialty for a wide variety of professional fields and notjust those working directly in addictions or only in Canada. It, therefore,

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Professional Competency through Distance Education 575

appeals to a broad range of prospective students and thus responds to abroad range of community need.

In Hong Kong we don’t have any academic courses related to addiction.I found I was not competent before because I lacked relevant academicknowledge. However, the Addiction Careworker Diploma provided mewith practical knowledge and skills. I enjoyed this program because it isflexible and has many course choices that fit my own needs. I could studythis program without flying to Canada and could adjust it according tomy own personal learning pace. (Cheuk-yan Li, Executive Director, ZionSocial Services, Hong Kong)

CONCLUSION

Social work graduates are fortunate in that they possess skills, knowledge,and competencies that are sought after in a variety of settings. Should theyfind themselves in a position where they wish to build upon these skills in aspecialized direction, such as addiction, it is important that they have accessto programs that meet their needs as learners and working professionals.A flexible distance learning model, based on practitioner and industry need,is the key to promoting a well-trained workforce able to respond to theexpectations of clients and community.

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embe

r 20

14