Using Service-Learning to Integrate Death Education Into Counselor Preparation

Servaty‐Seib, Heather L.; Parikh, Sara J. Tedrick

doi:10.1080/07481187.2012.738774

Cited by 16 publications

(4 citation statements)

References 30 publications

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“…It is also worth emphasizing those that address didactic interventions and methodological proposals for working on death in the classroom, including the use of different resources. Such resources include problem-based learning (Mork et al, 2002); service learning (Rodríguez et al, 2015;Servaty, & Tedrick, 2014); narrated photographs (Testoni et al, 2019); psychodramas (Testoni et al, 2018a;; bibliodrama (Testoni et al, 2021a); films (Head, & Smith, 2016;Niemiec, & Schulenberg, 2011;Tenzek, & Nickels, 2017); songs (Colomo, & Oña, 2014); or stories (Colomo, 2016). To implement death education correctly, specific training is needed for teachers to be able to tackle this process, as pointed out by different studies (Colomo, & Cívico, 2018;Corr, 2016;Pedrero-García, 2019;Ramos-Pla, 2019;Rhatigan et al, 2015;Stylianou, & Zembylas, 2021).…”

Section: Discussionmentioning

confidence: 99%

Analysis of Scientific Production on Pedagogy of Death in the Scopus

Magaña

Ariza

Poletti

2023

EJREP

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Introduction. Although death is a reality inherent to human life, it continues to be a taboo phenomenon that generates unease in some contexts such as education. Its limited curricular approach and the personal implications of its treatment in the classroom constitute some difficulties for greater inclusion in the different stages. Method. The aim of this study is a bibliometric analysis of the scientific output on the pedagogy of death in Scopus. The sample consisted of 139 papers to which different bibliometric techniques were applied (bibliographic coupling, co-authorship, co-citation, co-occurrence). Results. The results revealed a growing scientific production, with Testoni as the most prolific author. As potential lines of development, it is worth highlighting the implementation of training schemes for teachers to be able to educate about death, as well as educational activities (with different methodologies and resources) in order to work on reducing anxiety and fear of death. Discussion and Conclusion. It concludes the relevance of the study of scientific production to establish collaborations between researchers and develop new lines of research on Pedagogy of Death.

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Section: Discussionmentioning

confidence: 99%

Analysis of Scientific Production on Pedagogy of Death in the Scopus

Magaña

Ariza

Poletti

2023

EJREP

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“…Service-Learning has been documented to have a positive impact on graduate students’ skills and professional competencies that are benchmarked by professional associations. This can be seen in public administration (Lu & Lambright, 2010), social work (Faria et al, 2010; Severity-Seib & Tadrick Parkah, 2014), and physical therapy (Hayward & Charrette, 2012) to name a few. Additionally, skills graduate students have gained through service-learning include interpersonal and communication skills in public administration and law (Boys et al, 2015; Lu & Lambright, 2010), instructional and pedagogical strategies in physical education teacher education (Meaney et al, 2012), cultural competencies in social work, teacher education, instructional design, and nursing (Brescia et al, 2009; DeBonis, 2015; Faria et al, 2010; Meaney et al, 2012), and leadership and problem-solving skills in public administration and business management (Carey, 2018; Dietz, 2018; Lu Lambright, 2010; Wickam, 2015).…”

Section: Review Of the Literaturementioning

confidence: 99%

Applying andragogy to service-learning in graduate education: An interpretive phenomenological analysis

Roe

2022

Journal of Adult and Continuing Education

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Service-Learning is a form of experiential learning where faculty integrate a service or community engagement component into academic coursework. Supported by a growing body of literature documenting the impact of service-learning on undergraduate students as a high-impact practice in the United States, the scholarship and practice of service-learning frequently neglects graduate students as an important and unique demographic of learners. Graduate students pursue master’s degrees to achieve their career goals, but employers claim that students are graduating ill-prepared for the workforce. The disconnect between employers’ perspectives and students’ educational goals presented an opportunity to explore the relationship between service-learning and career preparation using Knowles’ andragogy as a theoretical framework. The purpose of this interpretive phenomenological analysis study was to explore the relationship between service-learning and career preparation from the perspective of graduate students as adult learners. Findings suggest that (1) service-learning is both as a professional experience itself and is an opportunity to further prepare for their future careers and (2) service-learning is a genuine way for students to develop skills and self-efficacy important to their career trajectory. Recommendations are provided for educators who are considering integrating service-learning into their teaching to support the professional goals of graduate students.

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“…Moreover, "there was a negative correlation between counselor self-efficacy and state anxiety, which was consistent with similar studies" ( Barbee et al, 2003, p. 114). Servaty-Seib and Parikh (2014), conducted a study to determine the effect of service learning on graduate students who were enrolled in a group counseling course focusing on death education. Their evaluation indicated students who took a graduate level group counseling course with a service learning component exhibited lower distress in death-related clinical situations than students who took the course without the service component (Servaty-Seib & Parikh, 2014).…”

Section: Anxiety Reductionmentioning

confidence: 99%

Enhancing Multicultural Awareness: Understanding the Effect of Community Immersion Assignments in An Online Counseling Skills Course

Couture

2021

IJHE

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Counselor education programs provide counselors-in-training (CITs) with courses focused on counseling skill development to increase the CITs’ interpersonal counseling abilities and increase multicultural awareness. The research study presents findings from the author’s exploration of online students’ experiences in an experiential community immersion assignment. For analysis, the data was divided into three timeframes: (a) pre-experience, (b) active-experience, and (c) post-experience. In the pre-experience timeframe two themes emerged: (a) overwhelming nervousness and (b) judgmental thoughts. In the active-experience timeframe two themes emerged: (a) welcoming environment and (b) normalization of the minority population. During the post-experience reflections three common themes emerged: (a) similarities between groups, (b) motivation to create relationships, and (c) increased empathy. The study concluded the participants reported an overall increase in multicultural awareness through their community immersion experiences.

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Using Service-Learning to Integrate Death Education Into Counselor Preparation

Cited by 16 publications

References 30 publications

Analysis of Scientific Production on Pedagogy of Death in the Scopus

Analysis of Scientific Production on Pedagogy of Death in the Scopus

Applying andragogy to service-learning in graduate education: An interpretive phenomenological analysis

Enhancing Multicultural Awareness: Understanding the Effect of Community Immersion Assignments in An Online Counseling Skills Course

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