Use of Autobiographies to Teach Concepts in Addiction: A Narrative Approach to Instruction

Counselor Trainees' Experiences Counseling Disability: A Phenomenological Study

“…As participants asserted they felt uncomfortable confronting their own biases and assumptions, a necessary first step in establishing disability competence, integrating strength‐based and narrative pedagogical approaches into the curriculum can promote students' empathic development, encourage diversity consciousness, and evoke emotional reactions that can be leveraged for enhanced conceptualization skills from a wellness perspective (Chapin & Boykin, ; Chung & Bemak, : Moe, Autry, Olson, & Johnson, ). For example, counselor educators can assign students to read an autobiography of an individual with a disability as part of a theories course (Harrawood, Mariska, & Hill, ). The memoir can serve as a comprehensive case study that encourages students to deconstruct the responses of diverse theories to the identified needs and experiences of people with disabilities.…”

Emotional Intelligence and Leadership Attributes of School Counselor Trainees

“…For example, counselor educators could create self‐paced instructional modules via an online learning platform (e.g., Blackboard, Canvas, or Google classroom) in which students learn leadership topics by a time point in their program (i.e., end of a course or clinical experience). A different creative approach could be to use autobiographies of leaders as a reading assignment to teach leadership concepts, an approach that Harrawood, Mariska, and Hill () applied to teaching concepts in addictions. Although counselor education programs inherently educate trainees about leadership through course work and clinical work, including extra content that addresses novel leadership theory and skills may enhance the development of school counselor trainees' leadership skills and their ability to lead in multiple contexts.…”

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“…A case study was created from the lyrics of the first song "Pumped up Kicks" used in the study (See Appendix A, "Pumped Up Kicks" by Foster the People, 2010) to allow students to engage with a familiar teaching tool, and compare that with a new tool being explored. Case studies are commonly used in the classroom as a medium for presenting and addressing the client's story (Harrawood, Mariska, & Hill, 2013;Keri, 2002). Students were asked to assess the case study as the first component of the research for client tone, affect, and content and to follow this with reflective listening statements.…”