Abstract

This book offers a new approach to help students to understand problematic substance use across a range of social work practice settings. Written from both an anti-discriminatory and evidence-based perspective, the book highlights successful responses to the issues. Each chapter includes reflective exercises and examples of further reading, challenging students to critically reflect on their practice.

The book provides a detailed understanding of:

" Historical and current policy relating to prohibition and drug use

" A range of substances and their potential effects on service users

" Models of best practice including screening and assessment, brief intervention, motivation approaches and relapse prevention

" Particular issues and needs of a diverse range of service user groups

This will be an essential text for social work students taking courses in substance use and addiction. It will also be valuable reading for qualified social workers and students taking related courses across the health and social care field.
'This book makes a valuable contribution to the reality that most social workers in New Zealand face the impact of substance abuse on clients and their whanau.'
Aotearoa New Zealand Social Work
Aotearoa New Zealand Social Work
Written in clear, accessible language, this excellent book will be useful for students and practitioners.' - Rachel Fyson, Centre for Social Work, University of Nottingham

'Social workers are often seen to fail substance users despite extensive evidence on the scale and impact of these issues on most of those they work with. Nelson's comprehensive and detailed text is a timely and welcome contribution to an area of practice where there is surprisingly little research and literature. Written by someone with substantial policy knowledge and practice expertise in the field, her approach will help to inspire social workers confidence by drawing on common discourses about substance users and working to embed a partnership approach. Highly recommended for both pre- and post qualified practitioners!' - Trish Hafford-Letchfield, Teaching fellow, Interprofessional Learning, Middlesex University