Students’ Perspectives of Experiential Learning in an Addictions Course
Document Type
Article
Publication Date
2019
DOI
10.7290/tsc010106
Publication Title
Teaching and Supervision in Counseling
Volume
1
Issue
1
Pages
1-6 pp.
Abstract
Substance use practitioners may identify as individuals in recovery, while others may have never experienced the challenge of abstinence. Without this lived experience, it may be difficult to accurately empathize with clients in recovery. Experiential learning is a way for students to live through an exercise in abstinence. The value of utilizing experiential learning for skill development and theory application is established. However, there is no empirical research examining the use of experiential learning with undergraduate substance use practitioner trainees not in recovery from addiction to increase their ability to empathize with clients’ experiences. This article explores the impact of an experiential learning assignment in an undergraduate addictions course. A qualitative analysis of students’ written reflections revealed four primary themes. The authors offer suggestions for substance use educators and recommendations for future research
ORCID
0000-0002-1754-6232 (Dice)
Original Publication Citation
Dice, T. F., Carlisle, K., & Byrd, R. (2019). Students’ perspectives of experiential learning in an addictions course. Teaching and Supervision in Counseling, 1(1), 1-6. https://doi.org/10.7290/tsc010106
Repository Citation
Dice, Tammi F.; Carlisle, Kristy; and Byrd, Rebekah, "Students’ Perspectives of Experiential Learning in an Addictions Course" (2019). Counseling & Human Services Faculty Publications. 82.
https://digitalcommons.odu.edu/chs_pubs/82