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Five Experiential Learning Activities inAddictions EducationJane A. Warren a , Kiphany R. Hof b , Deborah McGriff a & Lay-nahBlue Morris aa University of Wyoming , Laramie , Wyoming , USAb Kearny , Nebraska , USAPublished online: 18 Sep 2012.

To cite this article: Jane A. Warren , Kiphany R. Hof , Deborah McGriff & Lay-nah Blue Morris (2012)Five Experiential Learning Activities in Addictions Education, Journal of Creativity in Mental Health,7:3, 272-288, DOI: 10.1080/15401383.2012.710172

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Journal of Creativity in Mental Health, 7:272, 2012Copyright © Taylor & Francis Group, LLCISSN: 1540-1383 print/1540-1391 onlineDOI: 10.1080/15401383.2012.710172

CREATING SPACE FOR CONNECTION: CREATIVITYIN THE CLASSROOM

This column is designed to underscore relationally based creative teachingpractices used by counselor educators in the classroom. Our intention isto provide examples of novel, innovative ways for counselor educators andstudents to deepen their learning while collaborating toward a spirit ofconnection and cooperation. If you have implemented a creative teachingmethod or if you have adapted an existing method that you would like toshare with readers, please follow submission guidelines in the author infor-mation packet available at http://www.creativecounselor.org/Journal.html

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Journal of Creativity in Mental Health, 7:273–288, 2012Copyright © Taylor & Francis Group, LLCISSN: 1540-1383 print/1540-1391 online

Five Experiential Learning Activitiesin Addictions Education

JANE A. WARRENUniversity of Wyoming, Laramie, Wyoming, USA

KIPHANY R. HOFKearny, Nebraska, USA

DEBORAH MCGRIFF and LAY-NAH BLUE MORRISUniversity of Wyoming, Laramie, Wyoming, USA

This article describes five creative experiential classroom activitiesused in teaching addictions. The activities were integrated intothe classroom curriculum and were processed weekly in focuseddialogue. Student reflections throughout the article add depth tothe meaning gained from the experience of the change process.The students’ feedback suggests that experiential learning in addic-tions education can notably and positively impact attitudes towardchange, addictions, and persons with addictions.

KEYWORDS addictions education, stigma, experiential educa-tion, self-awareness, counselor education, creativity

During the last 10 years, addictions counseling has dramatically changed dueto numerous factors such as evidence-based treatment, integrated substanceabuse and mental health models, additional standards and requirements fortraining and licensing, managed care, health insurance, and consumer-drivendemands (Hohman & Loughran, 2003; McLellan, Carise, & Kleber, 2003;Sheehan, 2004; Sheehan, Walker, & Reiter, 2007). In 2009, the Council for theAccreditation of Counseling and Related Educational Programs (CACREP)

This research was supported by an Assessment Assistance Grant from the University ofWyoming Ellbogen Center and the Assessment Coordinators Program in July 2008.

Address correspondence to Jane A. Warren, Department of Professional Studies,University of Wyoming, Room 338, Education Building, Laramie, WY 82071, USA. E-mail:jwarren4@uwyo.edu

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identified addictions counseling as a specialized treatment area requiringtraining in core knowledge, counseling, prevention, intervention, clinicalskills, assessment, research, evaluation, diagnosis, diversity, and advocacy(CACREP, 2009). Academic training programs for addictions counselors needto recognize the changes in addictions counseling and effectively preparestudents for “tomorrow’s clinical demands” (Sheehan et al., 2007, p. 58);however, there is evidence that counseling programs are not adequatelypreparing the future generation of counselors for addictions work (Cellucci &Vik, 2001; Madson, Bethea, Daniel, & Necaise, 2008; Ong, Lee, Cha, &Arokiasamy, 2008). Preparation needs to address negative attitudes and stig-mas (Chappel & Veach, 1985; MacMaster & Holleran, 2005; Madson et al.,2008; Richmond & Foster, 2003). Differential cognitive, affective, experien-tial, and physiological responses are influenced by attitudes, even at timesbelow awareness. For example, a “wino” (p. 394) may not receive the sameemergency intervention response as the well-to-do businessman (Chappel &Veach, 1985).

Although attitudes about substances change (Stolberg, 2009), addic-tions and persons with addictions continue to be viewed negatively inthe treatment world (Adams & Madson, 2007; Kelly & Westerhoff, 2010;Lay & McGuire, 2008; Myers, 2002; Spaid & Squires, 2005). The per-son with an addiction is subject to stigma of which the focus is onthe alleged defects of an individual’s status, physical characteristics, orcharacter. Stigma evolved originally to define a lower moral status of aperson or group of persons (Lay & McGuire, 2008). The general public isreported as viewing persons with drug addiction negatively, blameworthy,and dangerous (Corrigan, Kuwabara, O’Shaughnessy, 2009; Lloyd, 2010).Stigma for addictions also manifests in punitive legal responses and pris-ons overflowing with inmates who have substance abuse problems (Kelly &Westerhoff, 2010; Lauen & Merkle, 2005; Nellis, Greene, & Mauer, 2008).Treatment providers need to recognize their own attitudes or they toocan perpetuate negative biases and impair effective treatment (AmericanCounseling Association [ACA], 2005; Kelly & Westerhoff, 2010; Koch, 2008;Madson et al., 2008; Peyton, Chaddick, & Gorsuch, 1980; Richmond &Foster, 2003; Stein, 2003). “An attitude is a predisposition that can promptan individual to react to events and other people in neutral, negative,and positive ways” (Koch, Sneed, Davis, & Benshoff, 2007, p. 98). Allprofessionals are “shaped by both the dominant culture and the inter-play of personal experience, [and] negative attitudes and stereotypes canadversely affect treatment outcomes” (Lay & McGuire, 2008, p. 148). In theirstudy on mental health professionals’ attitudes toward those who abusesubstances, Richmond and Foster (2003) reported that elements of postgrad-uate courses can contribute to reducing moralistic attitudes and increasingtreatment optimism with addictions work. They encouraged researchersto identify elements in postgraduate education that may contribute to

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constructive attitudes toward substance abuse work. Educators can engagestudents to help them develop self-awareness to mindfully examine theirbeliefs and experiences (Arthur & Achenbach, 2002; Nagda, Gurin, &Lopez, 2003).

This article presents a brief discussion of how understanding isfacilitated through experiential learning. Five experiential classroom activ-ities are described to enable replication of the teaching strategies used.A summary of the perceptions of students in the class indicates that theexperience impacted attitudes toward change, addictions, and persons withaddictions.

CREATING UNDERSTANDING THROUGH EXPERIENTIAL LEARNING

Although knowledge and evidence-based practices (Marotta & Watts, 2007)are important, information alone may not fully enable students to recognizetheir own emotional predispositions. Chappel and Veach (1985) reported thatcognitive aspects of attitudes are more easily changed than emotional dimen-sions, and that educational impact may be less significant when students areunder intense academic pressure and time constraints. Counselors-in-trainingneed to be aware of their own attitudes, upbringing, and experiences (Arthur& Achenbach, 2002; Lum, 2002; Spruill et al., 2004). Addiction problems areoften part of the background of counseling students, who may come withtheir own rules of not talking, not feeling, or not trusting (Black, 2001).Exploring one’s attitudes, beliefs, and culture, being exposed to diverse pop-ulations, and experiencing intervention with diverse clients are all essential(MacMaster & Holleran, 2005; Spruill et al., 2004). Competent counselorsrecognize cultural values and beliefs, are able to see the differences inworldviews between themselves and clients, and implement interventionsappropriate to a client’s unique worldview (Sue, Arredondo, & McDavis,1992).

Counselor educators work in increasingly diverse worlds (Sheehanet al., 2007), and formal courses are realistically limited in fully preparingfuture practitioners to obtain a broad understanding of differing world per-spectives (Arthur & Achenbach, 2002; Leuwerke, 2005; Madson et al., 2008).How does an emerging practitioner understand the impact of addictions,poverty, race, prison time, felonies, family abuse, trauma, and discriminationthat may accompany the life of any person? How does the counselor notpersonally react to experiences he or she has had or never had? One methodto enhance understanding may be through simulated experience.

Experiential learning is a means of acquiring knowledge through actionand feelings; it creates an emotional understanding and changes attitudes.“An experiential exercise, grounded in narrative and critical thinking,provides the opportunity for stigma to be challenged” (Lay & McGuire, 2008,

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p. 151). To address attitude changes, addictions training curricula need tocontain strong affective components with opportunities and educationalstrategies using safe settings and simulations (Robertson, 2007; Stein, 2003).Grant (2006) reported how experiential training methods in work with com-plex clients enhanced the therapeutic alliance with “therapist self-insight,self-integration, anxiety management, empathy, and conceptualizing skills”(p. 219).

To effectively use experiential education in the classroom, it is impor-tant to select and plan activities that are clear, connect to learning outcomes,and include student reflection related to the activities (Edmundson, 2008).Dialogue promotes critical thinking and internal reflection (McAuliffe, 2002).When students interact with their peers, they enhance the depth and reten-tion of knowledge and are active instead of passive learners (Ballon & Chaim,2006). The classroom becomes a community of inquiry where the teachercan “awaken the students’ attention to some aspect of their experience thatis problematic and provide the environment, materials, and coaching thatwill guide them to inquire, read, think, dialogue and experiment their wayinto . . . knowing” (Gregory, 2002, p. 407).

Counselor educators are encouraged to connect training, counselingcurriculum, and theory to real-world experience (Arthur & Achenbach,2002; Gregory, 2002; Kolb, 1984; Lauen & Merkle, 2005; Lay & McGuire,2008; Nagda et al., 2003; Villalba & Redmond, 2008). Students learn moreeffectively when approaches are grounded in real and concrete life eventsand provide connections between new concepts and those already known(Ferch, St. John, Reyes, & Ramsey, 2006; Reis, 2008a).

Studies support the effectiveness of experiential and interactive learn-ing activities to simulate the barriers faced by vulnerable populations andto enable understanding and knowledge in addictions training (Bailey, 1970;Ballon & Chaim, 2006; MacMaster & Holleran, 2005; Spaid & Squires, 2005;Villalba & Redmond, 2008). When using any experiential activities, proce-dural cautions must be taken to address potential evocation of negativereactions, clarify the purpose, and identify the limitations of the experi-ence (ACA, 2005; Arthur & Achenbach, 2002; Edmundson, 2008; Robertson,2007). Ethical strategies to protect the well-being of students may include theinformed consent, voluntary participation, debriefing, and skilled facilitationof the dialogue process.

Although experiential learning allows students to integrate self-knowledge through change opportunities, dialogue about the experience isfundamental to increasing understanding and promoting empathy (Gregory,2002; Kolb, 1984; McAuliffe, 2002; Nagda et al., 2003; Reis, 2008a; Villalba &Redmond, 2008). The teacher may structure the dialogue, ask probingquestions, and encourage silence (Reis, 2008b); however, it needs to bean interactive process, open-ended without predetermined outcomes. TheSocratic method of dialogue encourages questions without answers. Socrates

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was well known for saying “the unexamined life is not worth living.” TheSocratic technique creates an opportunity for discomfort to be productive(Overholser, 1991; Reis, 2008b) and allows students to move beyond rightand wrong solutions.

THE CLASSROOM ACTIVITIES

As part of a counseling and addictions class in a CACREP-certified counseloreducation program located in a Midwestern public university, students wereintroduced to the five classroom activities outlined below. The activitieswere designed to be similar to that experienced by a person who is incounseling for addictions. The first activity occurred in the first class wheneach student was asked to choose a behavior they believed would bepersonally beneficial to commit to for the semester. This behavior wasreferred to as a change behavior.

Change Behavior

Each student chose a behavior change they wished to commit to andbelieved would be in their best interest or well-being. This change behav-ior included diverse choices such as giving up something (e.g., TV, Internetgames, fast food, favorite food, clothes purchases, smoking, text messag-ing) or committing to adding something (e.g., an exercise program, yoga,meditation class.

Clients in addictions treatment are required to engage in change. Mostoften, what they have been doing has contributed to negative outcomes intheir lives, such as poor health, legal problems, impaired relationships, joblosses, and pending prison time. Addictive behaviors usually begin to enablea person to feel better, they offer relief, and they are usually accessible,available, and reinforcing. Change means withdrawal, discomfort, andeffort and requires social, lifestyle, and cultural adaptations. The students’behavior-change choices were framed as if they were clients, simulating atreatment experience.

Throughout the semester, classroom activities and content were con-nected to the change behavior experiences in Socratic dialogue specificallyfocused on the change behavior experience. Assigned readings, videos, casediscussions, and recovering persons’ presentations were related back tothe students’ own experiences. Topic content included etiology, diagnosis,withdrawal, readiness for change, triggers, relapse, self-monitoring, socialsupport, high-risk settings (e.g., holidays, friends, illness), medications,spirituality, treatment, and prevention. For additional information aboutthe course content, please contact the first author for a copy of the coursesyllabus.

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The Journal

Each student kept a weekly one-page journal of struggles, challenges,successes, thoughts, feelings, and behaviors with their change behaviorexperience. Journal writing is a way to express, consolidate, and iden-tify experiences and insights and can enhance self-reflection (Gladding,2007; Griffith & Frieden, 2000; La Torre, 2005; Mio & Barker-Hackett, 2003;Pennebaker, 2004). For a student, the experience of writing can serve as aparallel process to that felt by the client going through change and givesvoice to the learning experience.

The writing process can help the student to walk in the shoes of another.Griffith and Frieden (2000) posit that, “Writing about the experiences helpsthe student to think critically and develop keener insights into assumptionsand beliefs that can interfere with clinical judgments” (p. 86). Reflectionof an experience is critical to change (McAuliffe, 2002). Reflection meanslooking into the light within to discover a wider view and is a contem-plative process of uncovering knowledge and creating transformation (LaTorre, 2005). From transformative educational experiences, students utilizeinternal wisdom, explore personal issues, learn to integrate and trust theirnatural helping instincts, and identify the impact of preexisting knowledge(Guiffrida, 2005).

The Piggy Bank

At midterm, each student was given a piggy bank, which was intendedto represent “prefer immediate gratification.” Prefer immediate gratification(PIG) referred to the common experience of wanting the immediate rewardof the old behavior, not engaging in the change behavior. The PIG was tobe used as the container into which the students were asked to put pen-nies to count (i.e., validate) when they were successful with their changebehavior. Although the students had to supply their own pennies, the actof recognition and self-reward was reported as encouraging change. Thisintervention simulates contingency management and is based on the princi-ple that rewarded behavior will continue. In treatment settings, clients areoften given incentives such as a coupons, vouchers, or monetary rewardsfor successes. Research demonstrates that incentives such as restaurant giftcertificates, clothing, sports equipment, movie theater tickets, and electron-ics enhance drug abstinence and help sustain positive changes such asemployment (Higgins & Petry, 1999).

The Coin

On the last day of the class, each student was given a “coin” with an engravedinspirational quote to celebrate the completion of the assignment and the

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“graduation” from the class. Upon receiving the coin, each student sharedtheir stories identifying what they learned and presented their own futurechange behavior action plans.

As milestones of success with sobriety, in the real world, clients receivecoins. These coins recognize a defined time period of sobriety such as 1 yearor 20. They validate and celebrate success (Hazelden, 2009).

The Change Plan

For their final assignment, the students were asked to write a three-pagepaper answering the following questions:

1. What was it like to commit to change (readiness for change)?2. How difficult was it to make this change (withdrawal/treatment

acceptance)?3. How difficult was it to be honest (treatment acceptance)?4. What will you do (specific actions) to maintain a “posttreatment” change

behavior?5. Identify your vulnerabilities to not continuing the change (relapse

potential).6. Identify ways to stay motivated (recovery environment/emotional

conditions/physical health).

These six questions are based on the six criteria in the American Societyof Addiction Medicine (ASAM) placement form (Mee-Lee, Shulman, Fishman,Gastfriend, & Griffith, 2001). The ASAM is one of the most widely used place-ment guidelines for initial treatment, continued stay, and discharge for clientswith alcohol and other drug problems. It has been reported as a valuable toolfor treatment and aftercare planning. The six ASAM placement conditionsfor adults are: (a) acute intoxication/withdrawal potential; (b) biomedicalconditions and complications; (c) emotional, behavioral, or cognitive condi-tions and complications; (d) readiness to change; (e) relapse potential; and(f) recovery environment (Mee-Lee et al., 2001). The students were asked torefer to these six levels in their final-class “aftercare” plan. Recovery planshave been found to enhance postcounseling outcome goals (Lee et al., 2010).The change behavior, journal, piggy bank, coin, and change plan combinedwith weekly dialogue can parallel the processes found in a real treatmentsetting.

STUDENT FEEDBACK

At the completion of the final class, students were asked to provide voluntaryfeedback via written responses to four questions:

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1. Before completing this class, how difficult did you believe it would be fora person to change an addictive behavior?

2. Now that you have finished the class and have had a change behaviorexperience, how difficult do you think it would be for a person to changean addictive behavior?

3. How successful were you in achieving your change behavior? If you weresuccessful, what helped you?

4. How much has this experience changed your attitudes toward workingwith a person who has an addictive behavior?

These voluntary reflections were anonymous and were not connected togrades. Students were not given any direction regarding how long theirresponses should be.

Three primary themes around the experiential process surfaced withinthe students’ reflections: (a) Change is a complicated process; (b) to changerequires support and understanding; and (c) experiencing a behavior changeenhances empathy for persons with addictions. The following descriptionsof these themes include students’ quotes.

Change Is a Complicated Process

The students reported diverse insights about change. Initially change wasreported as easy (i.e., honeymoon); however, over time, it became diffi-cult. One student stated, “Not drinking coffee was easy the first 2 weeks,then I started craving it and seeing it everywhere.” Topics typically confinedto addictions, such as stages of readiness, etiology, harm reduction versusabstinence, impact of social support or absence, shame and embarrassmentaround perceived failures, and relapse, were found to be paralleled in anytype of change. For example, one student reflected, “I never realized howbad I would feel about not being able to exercise as much as I had committedto doing. The change I am making is no different than the change a personin treatment is making.” Change was recognized as a fragile commitment,easily impacted by access and availability of the change behavior (e.g., drugof choice). For example, one student stated, “If it is there, I will use it. If thegym is closed, I won’t work out.” A number of students were surprised athow many old memories and seemingly unrelated issues were brought aboutby change—one change is often the tip of the iceberg for many other issues.One student wrote, “I never realized how much my overeating was con-nected to anger.” Most students reported initially life seemed “better” beforethe change (i.e., euphoric recall). For example, “I never knew how much Iloved sugar foods.” A common insight reported about change was how easilydevious thoughts arise in reaction to change. As stated by one student, “Noone will know if I use. One time won’t hurt anyone.” Every student reportedthat change created significant emotional reactivity; for example, one student

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reflected, “I felt huge emotional reactivity at my failure to change and at theloss of the behavior given up.”

To Change Requires Support and Understanding

Students recognized change is easier when support from others is available.One student wrote, “Every week I looked forward to the class support andknew they would not judge me if I failed.” Another student emphasizedthe “importance of human connection.” In validating this human connec-tion, one student identified the importance of “forgiveness and celebratingsmall successes.” Students reported dialogue, accountability to the class, andjournaling enhanced the change process. For example, “I felt relief onceI shared. No matter how much I may want to change, the reinforcementof others impacts my success.” Overall, change was described as a processneeding patience and support; secrecy negated change. As well stated byone student, “I thought if I did not tell anyone, they would not know; I didnot fool anyone, they all knew.”

Experiencing a Behavior Change Enhances Empathy for Persons WithAddictions

The students indicated they developed an increased compassion for thepower of addictions, reported more empathy for addicts, and believed theywere better prepared to work with addictions. The following samples of thestudents’ written feedback illustrated these empathetic changes:

● “I thought if you wanted to change you would. I did not understand howdifficult change truly is.”

● “I had a difficult time and at times was irritable about quitting. I quitcaffeine. I can only imagine what it is like to quit a harder substance.I have a more empathetic attitude to clients dealing with addictions.”

● “This experience was extremely beneficial to understanding how to beeffective when working in addictions. I value the experience.”

● “Understanding it goes beyond ‘choice.’ Addiction can spread throughouta person’s life in many ways—not just drugs/alcohol . . . understandingthe struggle of changing an ordinary behavior opened my eyes and gaveme a new and better perspective on how to help others with addictions.”

For the students, the real-life simulation offered an experiential under-standing of addictions and included the recognition that addictions arepervasive in daily life. One student stated, “I never realized the impact andaccessibility of fast food, overspending, phone texting, and sugar foods.”The universality of addictions was frequently mentioned. For example, onestudent reflected, “Anyone can struggle with change . . . an understanding

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that most habitual behaviors are very difficult to change.” The majority of stu-dents reported that in addition to the change behavior itself, secondary andunexpected benefits and insights resulted. The piggy banks were reportedas very helpful as students reported they would feel rewarded when theyhad a successful day. For example, a student wrote, “I put the pig by mydesk to remind me of success and of my change behavior.” The first authorhas heard from previous students during the years that they still have theirpigs and coins and clearly remember the experience in the class and theircommitment to change.

The students shared a whole range of emotions from sadness and angerto fear and relief. It seemed change was hard for everyone; support wasimperative; and empathy was enhanced through experiential learning, dia-logue, and journaling. The students reported impacts beyond the classroom,with a number indicating they would continue with their own commitment tothe change behavior, and several reported they had gained a greater senseof compassion for their peers. Overall, the students realized they wouldnow not assume that change is easy. Because they do not change quickly,sometimes clients struggling with addictions are judged as lazy or lackingwillpower. The students reported they would not judge another based ontheir inability to change. Several students reported an increased desire towork with addictions.

DISCUSSION

The primary purpose of this experiential activity was to obtain feedbackfrom students to explore the impact on attitudes toward addictions. Thecourse introduced students to the addictions counseling field and providedthem with five creative experiential activities. Through reviewing the stu-dents’ responses, it appeared the activities did simulate a perspective into theclient’s world. The experiences illustrated the difficulties inherent in changeand represented what a client might want a counselor to know about theuniversal challenges of addictions, change, and life.

The feedback from the class experience parallels that reported by clientsin treatment who confront the realities and difficulties of change. Every day,a person in treatment faces barriers to change similar to those faced by thestudents with stress, lack of time, inability to prioritize, fear of failure, influ-ence by people, places, and things, emotional overload, and emergenciescompeting with success in change. All of the students reported they wouldhave been less honest about their struggles and relapses if a grade had beenattached to success (e.g., sobriety). This permission to “fail” provides insightinto challenges that clients face in being honest, given “failure” is not oftenan option for them. The consequences of failure for a client can result in

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prison time. The power of unconditional caring is enhanced when coun-selors understand the world of clients (Adams & Madson, 2007; Lambert &Barley, 2001; Miller & Moyers, 2006; Rogers, 1975; Thoma & Cecero, 2009).Stigma is reduced with understanding (Lay & McGuire, 2008). When coun-selors and clients have similar psychological worldviews, they “are morelikely to understand one another,” and this can strengthen the therapeuticrelationship (Beitel, Ferrer, & Cecero, 2004, p. 571).

Implications for Counselor Educators

The literature identifies a need for enhanced training in addictions to addressskills, knowledge, and attitudes (Koch et al., 2007; Lay & McGuire, 2008;Richmond & Foster, 2003). The classroom can be a learning laboratory forself-awareness and attitude change (Reis, 2008a, 2008b). Educators need tochallenge students and practitioners to think critically and reflect upon theirinternal narratives, myths, and misunderstandings about addictions (Lay &McGuire, 2008; Myers, 2002). In addition to the content information in addic-tions (etiology, diagnosis, physiology, etc.), addictions education needs toinclude recognition of students’ biases, stigmas, and limits (Richmond &Foster, 2003). Choice, impairment, readiness to change, recovery environ-ment, and relapse potential become real when experientially understood;and they are challenges in work in mental health and addictions counseling.

Implications for Practitioners

These activities could be replicated and adapted to many settings. They couldserve as a catalyst for enhancing awareness, reflection, and cultural compe-tencies, and for expanding empathy for complex challenges and change(Ballon & Chaim, 2006). To be in the shoes of a person trying to changecan result in improved understanding of the change process experienced bypersons in counseling in general, and particularly for working with addic-tions. Without challenging myths about addiction, the complexity of changeis not well understood, and the best-intended treatment interventions maynot support recovery. To enhance understanding and meet the client in acollaborative, respectful, and client-centered way, one should contribute toan approach that allows the client to change in an autonomous and self-directed manner (Miller, 2000; Rogers, 1975). An effective response is freefrom negative attitudes, promotes change, and offers empathy, hope, andopportunity (Lauen & Merkle, 2005).

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Research Implications

While this experiential classroom exercise was implemented to provideinsight and empathy around the change process within addictions counsel-ing, it parallels various research studies conducted on similar topics (Arthur &Achenbach, 2002; Bailey, 1970; Ballon & Chaim, 2006; Lay & McGuire, 2008;MacMaster & Holleran, 2005; Mio & Barker-Hackett, 2003). However, thereare unique aspects to this educational experience including the choice ofany change behavior. Frequently, the approach is to require students to giveup an addictive substance. For students who do not identify with having anaddiction, giving up an addictive substance may fail to inspire the empathyand recognition of change. Additional unique activities included the use ofthe piggy bank and the coin, which seem so simple; however, the studentsreported they impacted change.

In replication of this activity for research purposes, valid and reliableinstruments could be used to measure the impact on substance abuseattitudes. Such instruments could include the Substance Abuse AttitudeSurvey (Richmond & Foster, 2003) and the Counselor Trainee AttitudesMeasure (Koch et al., 2007). Preclass and postclass evaluations would addto the credibility of the effects. Replicating this activity within a researchframework may be beneficial to identify the impact and the resiliency ofthe change behavior effects over time. This experience could be replicatedin various educational and work settings such as criminal justice, nursing,and law. Imagine a judge who intrinsically understands addiction and thechallenges of change, or a legislator who understands the “war on drugs”is a war on human dignity. Treatment providers can benefit from walkingin the shoes and understanding the choices of a person with addictions.Creative experiential activities can be an effective means to address stigmaand promote understanding of addictions.

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Jane A. Warren is Assistant Professor in the Department of ProfessionalStudies at the University of Wyoming, Laramie, Wyoming.

Kiphany R. Hof is a clinical practitioner in Kearny, Nebraska.

Deborah McGriff is Associate Professor in the Department of ProfessionalStudies at the University of Wyoming, Laramie, Wyoming.

Lay-nah Blue Morris is a doctoral candidate at the University of Wyoming,Laramie, Wyoming.

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