Journal of Research in Innovative Teaching - National University

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Stick Figure, by Lori Gottlieb As the title suggests, this is a book about the author’s bout with anorexia and a co-presenting issue of low self-esteem. The Center Cannot Hold, by Elyn Saks Living with schizophrenia is the focus of this book, written by a person who was treated at one of the best psychiatric hospitals in the country and went on to become a distinguished professor of law. The Tricky Part, by Martin Moran The inequality of power when an adult is sexually active with a child is the subject of this memoir of sexual trespass. Down Came the Rain: My Journey through Postpartum Depression, by Brooke Shields Exercise, medication, a supportive husband, and a high level of self-determination are key elements of recovery described in this celebrity memoir of postpartum depression. Will’s Choice, by Gail Griffith This book provides the reader with an inside look at one family’s battle to save a suicidal teen from being successful at ending his life. Skin Game, by Caroline Kettlewell This is a book about winning a game of trying to gain power over feelings of alienation through physical pain. Autobiographies receiving the highest ratings in the Clifford, Norcross, and Sommer (1999) study included An Unquiet Mind by Jamieson; Nobody Nowhere by Williams; Darkness Visible by Styron; Out of the Depths by Boisin; and Girl Interrupted by Kasen. 79
Introducing Relevant Social Issues as Examples in the Counseling Classroom: The Impact of a Volatile Political Environment and a Therapeutic Solution Brian Tilley Abstract The value of using real-world, relevant sociopolitical issues as classroom examples in a counseling training program is discussed. Research supporting the concept is presented. The author outlines a therapeutic training-based method for integrating relevant examples drawn from politics and society in a way intended to reduce the likelihood of negative effects on the students and increase the number of learning opportunities for them. An instance in which the author used a political issue as an example for classroom discussion is provided, along with recommendations for future use. Key Words Society, examples, classroom discussion, politics, counseling psychology Introduction Studies have shown the effectiveness of the use of relevant real-world examples in the classroom as measured by subject-specific test results or instructor reports (e.g., Boaler, 1997; Bouillion & Gomez, 2001; Wu, 2003; Lee, 2004; Brinson, Brew, & Denby, 2008). Researchers have also found support for the idea that students prefer the use of examples from current society as a teaching or illustrative tool (e.g., Merta, Stringham, & Ponterotto, 1988; Glenwick & Chabot, 1991; Lakin & Wichman, 2005). Students in National University’s Master of Arts in Counseling (MAC) program have demonstrated through personal communication, as well as measurable data in the form of teacher evaluations, their preference for current, relatable examples in the type of training provided by the program. The MAC program teaches students not only to be ethical therapists but also to recognize places, people, and situations in need of help. As a result, the examples used in the classroom may relate to the intersection of therapeutic treatment and current social issues. For example, a classroom discussion may be built upon the unique requirements of and demand for treatment of returning war veterans. However, today’s political environment lends itself to heated debate. The content on numerous 24-hour news channels, news websites (both mainstream and alternative), and copious forums for political expression available via the Internet indicate that using a relevant political example in the classroom might draw a variety of responses, including some negative and perhaps a few verging on revolt. The paper is (a) an exploration of the reasoning behind the use of politically relevant examples in the classroom and (b) a proposal for one method used in psychologist training that could be effective in introducing and discussing the issues. First, because therapists are in the unique position to help society one person at a time, they have a duty to be aware of the contexts in which those individuals operate and the effects of these contexts—i.e., today’s sociopolitical climate. Avoiding controversial social issues discourages the critical psychological thinking espoused by the MAC program. Instructors should lead by example by showing social and 80
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Journal of Research in Innovative T
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Table of Contents Editor’s Column
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Editor’s Column National Universi
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training-based method for integrati
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The Editorial Board invites the rea
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The Influence of Social Worlds on E
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experience in a strong group settin
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Table 1 Example Scenario of a Burea
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hierarchy ensures a social position
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(see Figure 5). Each member is affo
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through four types of instructional
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Hierarchic (high grid, strong Group
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Figure 10. Didactic Task Structure
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Stansberry, S., & Harris, E. (2005)
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Utilizing current research-based co
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teachers. The instructor kept a mas
Page 34 and 35: References Coburn, C. E. (2001). Co
Page 36 and 37: Organizing for Instruction Carefull
Page 38 and 39: Accelerated Learning 33
Page 40 and 41: the learning process but rather to
Page 42 and 43: Csikszentmihalyi (1982) has written
Page 44 and 45: term (intersession) gets its name b
Page 46 and 47: Some Important Issues Scott and Con
Page 48 and 49: esponsibilities). A higher percenta
Page 50 and 51: them in such a way that the likelih
Page 52 and 53: makes a valuable contribution to ou
Page 54 and 55: North American Association of Summe
Page 56 and 57: E-learning 51
Page 58 and 59: Academic Learning Today Academic in
Page 60 and 61: In the original publication by the
Page 62 and 63: • Individual (1) — Group (2) co
Page 64 and 65: Challenges and Opportunities From t
Page 66 and 67: About the Authors Cynthia (Cindy) L
Page 68 and 69: AGILE TEACHING: A CASE STUDY OF USI
Page 70 and 71: the scope-by-name feature of Ruby e
Page 72 and 73: need to deal with. Students learned
Page 74 and 75: experiment with different options f
Page 76 and 77: the students evaluate the optimum s
Page 78 and 79: Using Bibliotherapy as a Tool for C
Page 80 and 81: different clients and their present
Page 82 and 83: supervisees with a brief synopsis o
Page 86 and 87: psychological awareness to encourag
Page 88 and 89: on the Internet. To keep the classr
Page 90 and 91: The third portion of the discussion
Page 92 and 93: Henry, S. (2005). A different appro
Page 94 and 95: elementary-age students. Linked wit
Page 96 and 97: considered in multicultural literat
Page 98 and 99: In Finding One, the conclusion was
Page 100 and 101: Stephanie: “I learned that some p
Page 102 and 103: importance in society and in school
Page 104 and 105: published in the United States. Ret
Page 106 and 107: Reading Practices in Elementary Sch
Page 108 and 109: groups of students reading by apply
Page 110 and 111: Table 2 Participant-Reported Teachi
Page 112 and 113: Table 5A Teachers’ Reading Task P
Page 114 and 115: Because electronic texts are increa
Page 116 and 117: Conclusion As teachers work to impr
Page 118 and 119: Bilingual Education and Second Lang
Page 120 and 121: successful in hiring enough qualifi
Page 122 and 123: Five Innovative Strategies That Wor
Page 124 and 125: The third strategy is “Determinin
Page 126 and 127: the categories, synthesized and def
Page 128 and 129: Fereshteh, M. H. (1995). Multicultu
Page 130 and 131: Can Balanced Bilingualism Be Achiev
Page 132 and 133: As may be seen from this discussion
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Alternatives to Current Methodologi
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education when students are isolate
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Conclusion SL learning must be a tw
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Language as Tool for a Global Educa
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encouraging passive learning. Such
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Similarly, their actions or what go
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should therefore not be glued to th
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Supplementary Reading Since there i
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Bruce, M. G., Podemski, R. S., & An
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• Sentence combination (using con
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The Motivational and Attitudinal Ch
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Other researchers have challenged t
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education classes were taught in Ru
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Participants also described how the
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Implications and Suggestions for Fu
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National University Carlsbad, CA Em
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Assessment and Evaluation 161
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affordance of opportunities for sel
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An examination of the peer-comment
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language used in the description an
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promotes self-discovery (Saulnier e
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Appendix A Sample Language from an
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Student Evaluations of Courses and
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that there is a consistent positive
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(teaching) for all classes (11 item
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Figure 1. The Nonlinear Relationshi
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About the Authors Nataliya Serdyuko
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Best Practices 183
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The Textbook Elementary Statistics
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If the mean number of visits was as
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discussion in such courses is slow;
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Table 1. A grade list for a class o
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Sloboda, B. W. (2005). Improving th
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The Journal of Research in Innovati
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About the Author In the end of your
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