Journal of Research in Innovative Teaching - National University

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