Year two

Abstract

Purpose – The purpose of this paper is to examine the effects of education and experiential learning on counseling student’s perceptions of substance use and counseling those with substance-related problems. Some counselors report having had negative experiences and beliefs about substance use, abuse, and persons with substance related-problems. A counselor’s negative beliefs and experiences can impair their capacities of working effectively and empathetically with persons who seek help for substance abuse problems. Research reports that education can assist helping professionals to be able to work more efficiently with clients with substance abuse struggles by increasing awareness of substance abuse problems, enhancing empathy, increasing professional’s ability to relate with what clients may be experiencing, training in appropriate interventions, and referral skills. Design/methodology/approach – This study measured changes in students’ attitudes toward addictions following completion of a 15-week addictions counseling course, which incorporated multiple experiential activities in conjunction with information about the effects of various substances and different treatment modalities. Findings – The results revealed significant changes in treatment intervention and non-stereotyping. Originality/value – These changes suggest education might affect attitudes toward substance abuse. The implications of this study can guide counselor educators in designing effective addictions courses and can lead to future discussions on how to use experiential learning in the classroom.

Counselors’ Attitudes Towards Working With Clients With Substance Use Disorders

“…Given changes within the last decade in the social and political landscape of substance use, such as the legalization of cannabis, the mounting opioid crisis, and a more open public discussion about mental health and addiction, it is likely that counselors' attitudes may have shifted, particularly within the last five years. Given that more than half of the studies on counselors' attitudes were conducted before 2000 and only one was conducted within the last five years (Balich et al, 2015), it is possible that much of the extant research is out of date, which supports the need for the present study.…”

“…Finally, an educational interventions item was also included (i.e., "During this SUD education, which of the following educational activities were used by the instructor?"). Possible responses included: reflective activities (e.g., keeping a reflective journal, group discussions on stigma/biases, opportunities for selfreflection; Balich et al, 2015), practical exercises (e.g., giving up an unhealthy habit for a set amount of time, agreeing to abstain from a negative behaviour, and/or adding a positive behavior to your daily routine for a set amount of time; Balich et al, 2015), and direct client contact (e.g., working with substance addicted clients, attending an Alcoholics or Narcotics Anonymous meeting; May et al, 2002). Research has suggested that education that involves the previously mentioned types of interventions may be more influential on attitudes than strictly lecture-based education.…”

“…The contact hypothesis is supported by past research on attitudes of counselors, counseling trainees, and other health professionals that suggest several factors are directly and positively correlated with positive attitudes. These include: SUD education and training (Balich et al, 2015;Caplehorn et al, 1997;Davis et al, 2010;Dunston-McLee, 2001;Forman et al, 2001;West & Miller, 1999), experience working with clients with SUDs (Caplehorn et al, 1997;Forman et al, 2001), frequent contact with clients with SUDs (Dunston-McLee, 2001;van Boekel et al, 2014), working in a specialized SUD clinic (Gilchrist et al, 2011;van Boekel et al, 2014), having confidence in clinical skills and treatment effectiveness (van Boekel et al, 2014;Van Kampen, 2010), having had an SUD oneself (Caplehorn et al, 1997;Davis et al, 2010), and having had an experience with a close person with an SUD (Davis et al, 2010;Koch et al, 2006). In addition, Rodgers-Bonnacorsy (2010) found a positive effect of role support (i.e., perceived support from work colleagues; Cartwright, 1980) on counselors' attitudes.…”