Social work education and readiness for practice in the alcohol and other drugs (AOD) field : perspectives of practitioners in Aotearoa New Zealand : a thesis presented in fulfilment of the requirements for the degree of Master of Social Work at Massey University, Manawatu Campus, Aotearoa New Zealand

Abstract

Substance misuse is a serious social issue in Aotearoa New Zealand, affecting individuals, whānau, and communities across multiple areas, including child protection, justice, and health. Social workers are often on the frontline of facing these challenges. Yet, questions remain about how well social work education prepares them for practice in the alcohol and other drugs (AOD) field. This study explored social workers' readiness to practise safely and effectively in AOD settings, focusing on how foundational qualifications support or limit the development of addiction-specific skills, knowledge and competencies. A qualitative research design was used, involving semi-structured interviews with six registered social workers practising in AOD services across Aotearoa New Zealand, including one participant trained in the United Kingdom. Participants reflected on their educational experiences, transferable skills, and the additional learning they required to feel prepared and confident in addiction work. Thematic analysis identified eight key themes: preparation for AOD practice, pharmacology, theories and models, ethical and legal issues, core skills, clinical assessments, the role of social workers in addiction services, and further education. Participants described their social work education as providing a strong grounding in ethics, relational practice and cultural responsiveness, but lacking sufficient coverage of clinical and technical knowledge, such as pharmacology, assessment tools and screening. Much of their specialist learning occurred informally through workplace experience and supervision. Despite these identified gaps, participants believed social workers are well-placed to work in the AOD field due to their commitment to human rights and social justice, as well as their holistic perspectives and advocacy skills. The findings highlight a need to embed addiction-specific education within prescribed Social Work qualifications, expand postgraduate pathways, and strengthen collaboration between universities, professional bodies, and addiction services. By centring practitioner voices, this study contributes to national and international discussions about workforce readiness and the future of social work education in Aotearoa New Zealand.