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Addiction counselling self-efficacy, job satisfaction, motivation, and burnout: A mixed methods study

  • Author / Creator
    Elliott-Erickson, Sara
  • Addiction counsellors provide the majority of treatment to individuals struggling with substance abuse and problem gambling behaviour and, therefore, compose an essential workforce for providing effective treatment to individuals with addictive behaviours. Given the growing body of research highlighting the effects of counsellors on client outcomes this study is among the first to use a mixed methods approach to study the job-related beliefs of addiction counsellors from Alberta, Canada. In Study 1, a quantitative survey was used to discover and describe 110 counsellors’ self-appraisals of self-efficacy, job satisfaction, and burnout from three previously validated survey instruments. In Study 2, 10 individual interviews were conducted to add depth and support to the quantitative Study 1 findings and add details about counsellor job motivation. Results from Study 1 reveal that counsellors are less confident in their skills for treating clients with co-occurring disorders and providing group counsel, are more satisfied with the intrinsic aspects of their jobs, and occasionally experience a low level of burnout in the form of emotional exhaustion and negative work environment. Furthermore, results support that greater self-efficacy is associated with greater job satisfaction, which are both associated with lower levels of burnout. Results from mediation analysis indicate self-efficacy mediates the relationship between job satisfaction and incompetence. Results from Study 2 highlight the importance of clients, learning opportunities, and organizational factors on counsellor’s job-related beliefs.

  • Subjects / Keywords
  • Graduation date
    2009-11
  • Type of Item
    Thesis
  • Degree
    Master of Education
  • DOI
    https://doi.org/10.7939/R3PS9D
  • License
    This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for non-commercial purposes. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.
  • Language
    English
  • Institution
    University of Alberta
  • Degree level
    Master's
  • Department
    • Department of Educational Psychology
  • Supervisor / co-supervisor and their department(s)
    • Klassen, Robert (Educational Psychology)
  • Examining committee members and their departments
    • Cook, David (Phamacology)
    • Buck, George (Educational Psychology)
    • Klassen, Robert (Educational Psychology)