Have Yourself A Merry Little Christmas

Philosophy of Teaching

Philosophy of Teaching – Ashlee Lakin – Christian Perspective

We all have a story. Our stories contribute to the greater story that is being told all around us by our Creator. As we walk through life, it is this greater story that compels us to have our stories be significant…to make a difference in the world. Some pieces of our stories are ones that we cannot change and others, we can. It is our story and the stories of others that bring us joy and tears. Here is a part of my story for you.

S – Stone. Dweck (2006) defines a “fixed mindset” as “believing your qualities are carved in stone” (p. 186). The “growth mindset” is just the opposite, displaying effort, learning, and the willingness to seek help when obstacles get in the way. The teacher and teachings that have most influenced my life have been the teachings of Jesus Christ. He is a Master Teacher and his ability to speak the truth in love to others is something that I strive to emulate in my own teaching environments and relationships. Jesus was able to both speak truth boldly and passionately to others as well as to demonstrate a growth mindset in the way that he interacted with all people. He was the ultimate servant-leader and the person I most desire to model my life after, believing God is able to help me to grow and that my qualities are not carved in stone.

T – Teaching. Teaching is an adventure, much like the rest of life. I am a life-long adventurer with a growth mindset and am always striving toward learning. I am committed to cultivating the soil of my personal learning as well as that of my students. Teaching is a privilege and one that I take seriously. It is not only the communication of concepts and ideas, but the nurturing of hearts, minds, and lives. I believe it is God’s plan for us to live our lives to the fullest. In John 10:10, Jesus states that “I have come that they might have life, and have it to the full.” Teaching is an opportunity to help others live full lives and a great story. This requires hard work, dedication, diligence, and consistency.

O – Outcomes. Outcomes are up to God. It is important to me as an educator, to work diligently at crafting my classroom and relationships to hope for the best possible outcomes in students’ lives. This, of course, is not in my control. It is God who works in and through us to produce fruit, and that fruit is evident to all. This is not to say that we do not work hard. It is my belief that God has designed us to work hard at all that we do, and then the work of believing in his best possible outcomes follows.

R – Relationships. As one of my favorite professors told me when I was in college, “You can’t make a life out of what you do for a living” (Dr. Nancy Midgette, Elon University). While teaching is very important to me, it is life and relationships outside of the classroom that make up the most of our time. Having respect and kindness for students and other educators in the teaching environment is key to building healthy relationships. Healthy relationships build healthy learning environments.

Y – Yes. This word is at the core of my teaching philosophy. I want to be consistently willing to try new things, to say “yes” as much as possible! I enjoy all things creative and love to incorporate popular culture through music, television, film, & art. Incorporating the latest Disney movie trailer or a new Coldplay song can take a classroom lecture from the head to the heart. Focusing on active learning strategies and exercises assist students in saying “yes” to learning and help me to say “yes” to the story of adventure that is being written.

Philosophy of Teaching Paper – Secular Perspective

We all have a story. Our stories contribute to the greater story in the world that is being told all around us. As we walk through life, it is this greater story that compels us to have our stories be significant…to make a difference in the world. Some pieces of our stories are ones that we cannot change and others, we can. It is our story and the stories of others that bring us joy and tears. Here is a part of my story for you.

S – Stone. Dweck (2006) defines a “fixed mindset” as “believing your qualities are carved in stone” (p. 186). The “growth mindset” is just the opposite, displaying effort, learning, and the willingness to seek help when obstacles get in the way. I strive to demonstrate this growth mindset in my own teaching environments and relationships. This is accomplished by encouraging students to seek knowledge and opportunities to expand their educational horizons.

T – Teaching. Teaching is an adventure, much like the rest of life. I am a life-long adventurer with a growth mindset and am always striving toward learning. I am committed to cultivating the soil of my personal learning as well as that of my students. Teaching is a privilege and one that I take seriously. It is not only the communication of concepts and ideas, but the nurturing of hearts, minds, and lives. I believe this story that we are living should be a great learning adventure!

O – Outcomes. It is important to me as an educator, to work diligently at designing my classroom and relationships to strive for the best possible outcomes. This applies to the classroom and in students’ lives. I believe this is not in my control but is the combination of hard work, dedication, diligence, and consistency. All of these contribute to create a welcoming classroom setting in hopes of fostering learning and a willingness to take academic risks.

R – Relationships. As one of my favorite professors told me when I was in college, “You can’t make a life out of what you do for a living” (Dr. Nancy Midgette, Elon University). While teaching is very important to me, it is life and relationships outside of the classroom that make up the most of our time. Having respect and kindness for students and other educators in the teaching environment is key to building healthy relationships. Healthy relationships build healthy learning environments.

Y – Yes. This word is at the core of my teaching philosophy. I want to be consistently willing to try new things, to say “yes” as much as possible! I enjoy all things creative and love to incorporate popular culture through music, television, film, & art. Incorporating the latest Disney movie trailer or a new Coldplay song can take a classroom lecture from the head to the heart. Focusing on active learning strategies and exercises assist students in saying “yes” to learning and help me to say “yes” to the story of adventure that is being written.

Sample Lesson Plan for MA Level Course

COUC 747 – Narrative Therapy Lesson Plan #1

Lesson Theme Description

The theme of Lesson Plan #1 will be an overview of the history and development of Narrative Therapy for a 5 week, MA-level graduate Counseling class. It will include education on the theoretical perspective, but will also strive to bring clarity to abstract concepts within the theory. In this first lesson, there will be a focus on the specific Intervention of Externalization. In addition, there will also be an Active Learning activity to demonstrate this concept to the students.

Learning Outcomes

Narrative Therapy – Student Learning Outcomes

This course is designed and shaped to meet the academic standards so that students in an MA Clinical Mental Health Counseling program become well equipped in Narrative Therapy concepts and techniques. Though this first class does not meet all of the learning outcomes outlined by CACREP Standards, the few addressed here have been taken from the following source: CACREP 2016 Standards Section 2: Professional Counseling Identity

(https://learn.liberty.edu/bbcswebdav/pid-14393642-dt-content-rid-120266673_1/courses/COUC747_398_201640/COUC747_398_201640_ImportedContent_20160829071951/CACREP%202016%20Standards.pdf)

 

Learning Outcomes 1 & 2
1. Foundations of Narrative Therapy	Class 1: Students will identify Narrative Therapy and its models, as they relate to clinical mental health counseling. Assignments: Chapter 1 (White & Epstom) Meets CACREP Standard – II. F. 3. a. & II. F. 5. a.
2. Specific Technique – Externalization	Class 1: Students will take part in understanding and practicing the concept of Externalization, in explanation and practice. Assignments: Article 1; In class “Externalization” exercise Meets CACREP Standard – II. F. 5. j.

 

 

Resources

 

1. White, M. & Epston, D. (1990). Narrative Means to Therapeutic Ends. Norton and Company, New York, NY. https://www.amazon.com/gp/product/0393700984/ref=oh_aui_detailpage_o00_s00?ie=UTF8&psc=1#reader_0393700984
2. Jensen, Povl (2014). Narrative therapy: Wanderings with king Arthur and Dr. Watson. The International Journal of Narrative Therapy and Community Work, 3, 67-71.
3. Stern, Dafna (2011). Narrative therapy at any age. The International Journal of Narrative Therapy and Community Work, 1, 57-65.
4. http://dulwichcentre.com.au/narrative-therapy-research/
5. Power Point Presentation
6. Computer
7. Projector

 

Class Knowledge

While there may be some general knowledge of Narrative Therapy, students will need to be educated on the theory, techniques, strengths, weaknesses, and clinical implications. Narrative Therapy is a relatively new technique that students will need to explore individually, through the text and subsequent articles, in addition to class lecture and participation in active learning strategies.

Strategies

1. Technology Tools – We will be using a movie trailer a the beginning of the presentation to help students begin to evaluate the idea of the power of story. This will bring the abstract concept of story to a more concrete and practical level of utilization.
2. Think, pair, share – The Externalization exercise will begin as a personal reflection (drawing and journaling), then move into pairing up with someone in a smaller group, then, if they are willing, to share their ideas with the class.
3. Journaling – Students will begin to analyze their own stories to further understand the theoretical basis of Narrative Therapy.

Timeline:

Time allotted	Teaching Activity	Resources Needed	Rationale
1 minutes	Introduction to Narrative Therapy – everyone has a story. Share brief learning outcomes.	PowerPoint slide 2 with graphic picture of a story.	Learning Outcome 1. It’s important for them to know the content of the class period.
3:30 minutes   Think (watch) 1 min, Pair (discuss) 2 min, Share (with class) 1 min	Example of Story: Moana Trailer	You Tube link to the official Moana movie trailer on PowerPoint slide 3.	This will be shown to help students begin to understand the power of story and the potential impact the interpretation of a story can have on a person’s life. The hope is that this will begin to translate to personal application.
2 minutes	Intro to founders of Narrative Therapy & discuss the main focus of the theory.	PowerPoint slide 4	Learning Outcome 1. It is important for students to understand the history and foundation of the theory.
2 minutes	Sharing the graphics and ideas behind strength-based therapy.	Power Point Slide 5	It is important to emphasize that this is a strength-based theory and that it can be used with diverse populations.
1 minutes	What are the benefits of Narrative Therapy?	Power Point Slide 6	A client’s perspective is critical to this theoretical perspective.
1 minutes	Where do symptoms originate?	PowerPoint slide 7	This is the first step toward our Active Learning practice technique.
1 minute	Why is avoiding diagnosis important in Narrative Therapy?	Power Point Slide 8	I want them to begin to understand this concept of Externalization as we move toward the activity.
1 minute	Active Learning: Practical application of the Externalization Technique	Handout drawing paper and colored pencils & explain Learning Activity; Power Point Slide 9	Attempting to keep them engaged on personal application.
1 minute	Brief class-individualized summary of key points	Power Point Slide 10	I will briefly summarize the information most pertinent to facilitate class learning from the presentation and practice of the technique.

 

Sample Syllabus for MA Level Course

Narrative Therapy – A 5-Week Course

Course Dates: January 10 – February 7, 2017

Location: On Campus at the Carter Building (Liberty University-Lynchburg, VA)

Day and Time: Tuesdays, 9 am – 12 pm

Instructor: Ashlee K. Lakin

Office Hours: By Appointment

Office Phone: 540.314.8252

Email: aklakin@liberty.edu

1. COURSE DESCRIPTION

This course is about the emerging field of Narrative Therapy. Narrative Therapy is designed to treat various forms of anxiety and depression. This course will explore the genesis of Narrative Therapy, its founders, its theoretical perspective and approach, case conceptualization, and the evidence base that is at its root. Narrative Therapy methods and protocols will be discussed and students will also receive practical training as counselors and counselor educators in the use of Narrative Therapy. Students will be asked to contemplate how Narrative Therapy could fit into their community, school, institution, hospital, or private practice settings and how or if it aligns with their theoretical perspective.

1. RATIONALE

Counseling theories and techniques are consistently emerging and changing. It is imperative that students who desire to become counselors and counselor educators be on that cutting edge of development. This course is designed according to Liberty University’s Master’s program and will help to equip students with the information, data, expertise, and skills in the field of Narrative Therapy. These skills can be used in formal and informal treatment settings to better serve clients and students who present with symptoms of anxiety and/or depression.

III.       PREREQUISITES

Students must complete COUN 500 Orientation to Counselor Professional Identity & Function prior to entering this class. If there are any questions or special considerations, please contact the instructor (information listed above).

1. MATERIALS LIST

The main text for the course will be by White, M. & Epston, D. (1990). Narrative Means to Therapeutic Ends. Norton and Company, New York, NY.

Rationale: These two authors are the founders of Narrative Therapy and their text gives a comprehensive overview of the theory and its practices. This text brings knowledge and understanding of abstract concepts within Narrative Therapy and makes them more accessible and understandable for those who are just learning about the theory. It also gives practical advice and exercises to better equip counselors and counselor educators who want to incorporate Narrative Therapy into their practice or classroom. Students will be assigned readings from this text each week to further their knowledge about the subject.

There will also be 3 scholarly, peer-reviewed articles that students are required to read on weeks 1, 3, & 4 (listed below). The Dulwich Center website http://dulwichcentre.com.au/narrative-therapy-research/ will also be a valuable resource for our in-class active learning experiences. Students are encouraged to investigate this resource outside of class, in addition to these hands-on shared learning experiences.

Articles:

1. Jensen, P. (2014). Narrative therapy: Wanderings with king Arthur and Dr. Watson. The

International Journal of Narrative Therapy and Community Work, 3, 67-71.

2. Stern, D. (2011). Narrative therapy at any age. The International Journal of Narrative

Therapy and Community Work, 1, 57-65.

3. Haugaard. C. (2016). Narrative therapy as an ethical practice. Journal of Systematic

Therapies, 35 (1), 1-19.

Disclaimer: Liberty University does not necessarily endorse specific religious, philosophical, or political positions found in these texts.

1. MEASUREABLE LEARNING OUTCOMES

When learning about a new subject, it is important to keep in mind the reasons that we are pursuing this knowledge. Building our knowledge and skills helps us lead and serve more effectively as future counselors and counselor educators.

1. Develop an understanding of the history and birth of Narrative Therapy. There will be a focus on the concept of “Externalization” & other techniques in the theory.

1. Comprehension of the theoretical background and model of Narrative Therapy in practice.

1. Understand the evidence base that exists and is growing for this theory.

Application of specific skills, strategies, and activities to promote healing through Narrative Therapy. Practice those skills, strategies, and activities.

1. Knowledge of Case Conceptualization for community, school, institution, hospital, or private practice settings.

1. Begin to evaluate and analyze skills to teach the concepts of Narrative Therapy to others.

Course Teaching Outcomes	Assignments
Develop an understanding of the history and birth of Narrative Therapy.	Week 1: Assignments VI.A.C.D.
Comprehension of the theoretical background and model of Narrative Therapy in practice.	Weeks 2 &3 : Assignments VI.A.B.D.
Understand and evaluate the evidence base that exists and is growing for this theory.	Weeks 2 & 3: Assignments VI.A.B.C.D.
Application of specific skills, strategies, and activities to promote healing through Narrative Therapy. Evaluation and practice of those skills, strategies, and activities.	Week 4: Assignments VI.A.B.C.D.
Knowledge and analysis of Case Conceptualization for community, school, institution, hospital, or private practice settings.	Week 5: Assignments VI.A.C.D.

 

LU’s Master of Arts in Professional Counseling Learning Outcomes “Our mission is to produce ethically and spiritually aware mental health counselors who possess the knowledge, values, skills, and personal disposition to promote the mental health and holistic wellness of clients across diverse populations” (http://www.liberty.edu/online/masters/professional-counseling/)	Assignments
1. The student will be able to illustrate appropriate knowledge in all core curricular areas of counseling in preparation for certification and/or procuring employment in the mental health field.	Assignments VI. A. B. C. & D. – Each course assignment fulfills these goals.
2. The student will be able to demonstrate appropriate research and report writing skills including the use of current APA format and computer technology.	Assignment VI. B.   The Literature Review evaluates both technology and APA formatting skills.
3. The student will be able to integrate biblical principles and secular theories in a responsible, eclectic manner.	Assignment VI. A.   This integration will take place in class discussions and active learning exercises.
4. The student will be able to incorporate ethic and legal standards in the counseling arena.	Assignments VI. A. B. C. D. – Each assignment requires the incorporation of ethics and legal standards.
5. The student will be able to assess, diagnose, and treat clients with a broad array of presenting problems and mental disorders using multiple counseling skills in established best practices.	Assignment VI. A. & D.   – Students will practice these skill in their Video Role Play as they take on the roles of counselor, client, and observer. These will all be a part of regular classroom interactions.
6. The student will be able to evaluate diverse individual, group, and family populations in order to effectively determine treatment for clients.	Assignment VI. A. & C. – Classroom discussions will bring clarity to these issues, along with the readings and Weekly Quizzes.

 

2016 CACREP Standards Counselor Education and Supervision	Assignments
II. F. 5. a-d. a. theories & models of counseling b. a systems approach to conceptualizing clients c. theories, models, and strategies for understanding and practicing consultation d. ethical and culturally relevant strategies for establishing and maintaining in-person and technology-assisted relationships	Class Participation – Students are required to participate in classroom discussions and activities.   They are also required to participate in the online portion of the class, posting their Video Role Plays for their triad. This helps students to apply the concepts and skills that they are learning in class.
II. F. 8. a. & II. F. 5. a. a. the importance of research in advancing the counseling profession, including how to critique research to inform counseling practice   a. theories & models of counseling	Literature Review – Students are asked to complete a literature review on Narrative Therapy to help them analyze and synthesize the research that is currently available.
II. F. 5. a-d. a. theories & models of counseling b. a systems approach to conceptualizing clients c. theories, models, and strategies for understanding and practicing consultation d. ethical and culturally relevant strategies for establishing and maintaining in-person and technology-assisted relationships	Weekly Review Quizzes – These quizzes are based on the readings from the text. It is important to evaluate students’ ability to comprehend their weekly readings.
II. F. 5. g. & II. F.5. j. g. essential interviewing, counseling, and case conceptualization skills j. evidence-based counseling strategies and techniques for prevention and intervention	Video Role Play – For this assignment, students will choose one technique and provide a 15-20 minute role-play that will be posted online and evaluated by their triad. The goal is to help students demonstrate their application of the theory & practices.

 

1. COURSE REQUIREMENTS AND ASSIGNMENTS

Information about each assignment is listed below, along with the Course Calendar. See the chart above for the Measurable Learning Outcomes for the assignments.

1. Class Participation – It is the expectation that you attend all classes. During our Tuesday classes, it is the hope and expectation that you will interact with both the content being taught and the students in the course. It is important for future counselors and counselor educators to be able to dialogue about theories and active learning exercises, while demonstrating the ability to synthesize information and be gracious to others. The Video Role play will require both your feedback to other students in your triad, as well as your ability to receive feedback about your own video. Both are important skills to develop and we will work on them in this course. As a class we will discuss Biblical integration and application from our readings and assignments. Kindness and respect are goals as you consider class participation.
2. Literature Review – Students are asked to complete a literature review on Narrative Therapy to help them analyze and synthesize the research that is currently available. Students will use Liberty’s online library or the on-campus library to locate at least 4 scholarly Journal articles that discuss Narrative Therapy. Students will then read these articles (not including the ones listed in the syllabus) and determine the main ideas discussed in each article to determine what links them together with the other articles. Students will then write a “Literature Review”, reviewing the articles and their commonalities. This paper should be written using APA formatting and should be 4 pages in length, not counting the title page, abstract, or reference page. See this link https://www.youtube.com/watch?v=2IUZWZX4OGI for more detailed instructions.
3. Weekly Quizzes – Evaluation of the student’s ability to comprehend and synthesize weekly readings from the text is an important part of the course learning. These quizzes will be taken each class period after a short review discussion takes place with the professor and the students. These quizzes are designed with 10 questions, each worth 10 points, and will be covered in the review at the start of each class. Again, being on-time to class and present in class is imperative to your grade. If you do miss class, these quizzes will be available online after the class is over. The student may request the “review” notes from the professor prior to taking the quiz. The quiz is due by the next class period.
4. Video Role Play – For this assignment, students will choose one technique and provide a 15-20 minute role-play that will be posted online and evaluated by their triad. (Don’t worry, triads will be assigned during our first class on January 10.) The goal is to help students demonstrate their application of the theory & practices. See Appendix A for more detailed instructions.

VII. COURSE GRADING

Every assignment must be finished to pass the course.

Evaluation	Points
Class Participation	100
Literature Review	200
Weekly Quizzes (100 per quiz)	500
Video Role Play	200

Total Points                                                                                            1000

Grading Criteria

A = 940–1000   A- = 920–939   B+ = 900–919   B = 860-899      B- = 840–859

C+ = 820–839   C = 780–819   C- = 760–779   D+ = 740–759   D = 700–739

D- = 680–699   F = Below 679

VIII. ATTENDANCE POLICIES

1. Dress Code

Students are expected to maintain a neat, professional appearance while in class. Consult your department for additional guidelines.

1. Class attendance and participation is expected except for emergency situations or medical illness. Documentation such as a doctor’s note may be requested. If you cannot attend or will be late to a class session, please call in advance to discuss the circumstances of your absence or tardiness. Arriving to class late unexcused will result in a significant reduction in your participation grade. I reserve the right to modify the amount of deduction for those students who call or email me prior to the class to discuss the reasons for their absence and I deem it appropriate on a case-by-case basis.

1. Classroom Policies

      Students may not “multi-task” during class time. Multi-tasking includes surfing the web, texting, anything non-class related. Usage of technological resources is restricted to activities specifically related to class assignments. Multi-tasking will result in a reduction in your participation grade. I will not necessarily disrupt class to inform you of this penalty. You are warned in reading this policy.

1. Agreement and/or respectful disagreement with others in the class is expected. Learning to accurately communicate beliefs, attitudes, and emotions about important issues is a crucial part of both personal and professional development as a counselor educator. Engaging in this process in an appropriate manner is expected.

1. OTHER POLICIES

1. Academic Misconduct

Academic misconduct is strictly prohibited. See The Graduate Catalog for specific definitions, penalties, and processes for reporting.

1. Disability Statement

Students with a documented disability may contact the Office of Disability Academic Support (ODAS, dlpodas@liberty.edu ) in DH 2016 to make arrangements for academic accommodations.  For all disability testing accommodation requests (i.e. quieter environment, extended time, oral testing, etc.) the Tutoring/Testing Center is the officially designated place for all tests administered outside of the regular classroom.

1. Drop/Add Policy

Consult the Graduate Catalog for drop/add policies.

1. Check for class announcements weekdays on Blackboard. Your Liberty email account will be used for email communications.

1. Honor Code Policy

Each student is expected to complete assignments (including discussion boards or group projects on Blackboard) in a manner consistent with the Liberty University honor code (Ex., no cheating or plagiarism) and other LU guidelines. The quality standards for work submitted is expected to be appropriate for graduate level work. These expectations include excellent grammar/spelling, coherent paragraphs, APA style, and sufficient levels of written organizational structure for the assignment. First person is allowed in the cultural background and immersion papers.

1. If you are aware of problems that may limit your performance on any of the assignments (e.g., inadequate writing skills, Blackboard skills deficiency, test anxiety, speaker’s anxiety, a learning disability, etc), please let me know early in the semester and take steps to address these limitations by seeking other assistance as needed. As noted previously, for learning disorders and other special needs, contact the Office of Disability Academic Support (582-2159) and notify the instructor to make arrangements for accommodations. If you are unaware of where or how to receive assistance for a particular issue, please see me or your academic advisor for an appropriate referral.
2. Email Correspondence: Students are expected to communicate in a professional manner at all times whenever emailing classmates, professors, or any employee of Liberty University. Because there is no accompanying tone of voice, facial expressions or body language, email communication is more easily misinterpreted than face-to-face. Your emails should be courteous and well thought out to avoid knee-jerk responses that will be interpreted as “flaming” or sarcasm. Communicate complaints directly to the individual involved. Do not send a blanket email to everyone in the class or to administrative personnel until you have communicated your concerns directly to the person involved and allowed them time to respond. Do not post a message to the class on Blackboard that is more appropriate for an individual. Avoid offensive language of any kind.
3. Dual Relationships: The faculty is responsible to interact with counseling students in a supervisory capacity/role. As such, faculty may provide students professional principles, guidance, and recommendations as it relates to the context of the student-client setting. The faculty are responsible to avoid dual relationships with students such as entering a student-counselor or student-pastor relationship. Thus, the faculty do not provide personal counseling addressing student personal problems. If a faculty member perceives that a student is in need of personal or professional counseling then that faculty member will recommend that the student pursue either pastoral or professional assistance from a counselor in their community.
4. Limits of Confidentiality: In the event of a student’s disclosure, either verbally, or in writing, of either threat of serious or foreseeable harm to self or others, abuse or neglect of a minor, elderly or disabled person, or current involvement in criminal activity, the faculty, staff, administrator or supervisor, will take immediate action. This action may include, but is not limited to, immediate notification of appropriate state law enforcement or social services personnel, emergency contacts, and notification of the appropriate program chair or distance learning dean. The incident and action taken will become part of the student’s permanent record.
5. FN policy: Students who begin a course, but at some point in the semester cease attending, and do not provide official notification to withdraw, will be assigned a grade of “FN” at the discretion of the instructor, dated to the student’s last date of academic activity. A grade of “FN” will be assigned when a student stops attending and/or participating in a class for a period of 21 consecutive days or longer. “FN” indicates that the student ceased attendance and failed to complete the course objectives. The last date of attendance will be based upon the last date that a student submitted an academic assignment (such as an examination, written paper or project, discussion board post, or other academic event).

1. COURSE CALENDAR

 

Week	Topics	Assignments	Course MLO’s for Assignments
1 1.10.16	Overview of the history and development of Narrative Therapy; It will include education on the theoretical perspective, but will also strive to bring clarity to abstract concepts within the theory. Focus on the specific Intervention of Externalization with Active Learning Exercise.	Text & Article #1 readings; Externalization Active Learning Exercise; Weekly Quiz;   Students put into Triads for Final Video Role Play Project	VI. A. B. C. D.
2 1.17.17	Comprehension of the theoretical background and model of Narrative Therapy in practice.	Text readings Ch. 1; Article #2 reading in class; Weekly Quiz	VI. A. B. C.
3 1.24.17	Continue discussions in class to understand and evaluate the evidence base that exists and is growing for this theory.	Text readings Ch. 2-3; Weekly Quiz; Active Learning Exercise	VI. A. C. D.
4 1.31.17	Visualizing the application of specific skills, strategies, and activities to promote healing through Narrative Therapy. Evaluation and practice of those skills, strategies, and activities.	Text Readings Ch. 4-5; Weekly Quiz; Discuss Video Role Play; Meet in Triads; Professor demonstrates Video Role Play for students	VI .B. C. E.
5 2.7.17	Knowledge and analysis of Case Conceptualization for community, school, institution, hospital, or private practice settings.	Text Readings Ch. 7-8; Weekly Quiz; submit Video Role Play	VI. D. E. F.

 

Resources

1. White, M. & Epston, D. (1990). Narrative Means to Therapeutic Ends. Norton and Company, New York, NY. https://www.amazon.com/gp/product/0393700984/ref=oh_aui_detailpage_o00_s00?ie=UTF8&psc=1#reader_0393700984
2. Jensen, Povl (2014). Narrative therapy: Wanderings with king Arthur and Dr. Watson. The International Journal of Narrative Therapy and Community Work, 3, 67-71.
3. Stern, Dafna (2011). Narrative therapy at any age. The International Journal of Narrative Therapy and Community Work, 1, 57-65.
4. Haugaard. C. (2016). Narrative therapy as an ethical practice. Journal of Systematic

Therapies, 35 (1), 1-19.

5. http://dulwichcentre.com.au/narrative-therapy-research/

Appendix A

Our first day of class is January 10. On that day we will divide into triads (groups of three) where we will be practicing the Narrative Therapy techniques we learn in class.

For this project, you will use the counseling rooms in the Carter building.   One person will be the counselor and one person will be the client.   The third person of the Triad will be an observer off camera. You will take on each of these roles for this assignment.

ROLE OF THE COUNSELOR:

Choose a technique from Narrative Therapy and practice that technique with your client. Your session should begin by talking about a real problem in the client’s life. This should be something that they’re willing to talk about in the session and on camera. Your role as the counselor is to practice the technique you have chosen and the session should last between 15 and 20 minutes. Feel free to use whatever tools necessary to practically apply the technique. This might mean you bring in paper and colored pencils, clay, other craft supplies, stuffed animals, or whatever you’ve decided to use for your active learning exercise.

ROLE OF THE CLIENT:

Your only job as the client is to decide on a real issue or problem from your life that you are willing to share and talk about on camera with your counselor.

ROLE OF THE OBSERVER:

As the observer, you will not be on camera but will be somewhere in the room to be able to see and hear the “session” that is taking place. The observer will be giving a short paragraph of feedback to the counselor after the session. You will write it down on a piece of paper and hand it to the counselor after the session. That feedback will include:

1. One thing the counselor did well:
2. One thing they could improve:
3. Other comments:

Your professor will review the video and the peer feedback and assign a grade. You should be able to receive full credit as long as you are prepared and familiar with the technique and are able to practice it with your client. You must also fulfill each role listed above to receive full credit (counselor, client, observer). Grading rubric below.

Skill	Points Possible	Points Awarded
Helps client to identify a problem that will be the focus of the session and technique.	50
Clearly articulates which Narrative Therapy Technique will be used during the session	50
Has all necessary “supplies” and leads the client through the technique with clear instruction and steps	50
Takes on all 3 roles of the project (counselor, client, & observer)	50
Total:		/200

 

Instructor’s Comments:

 

Peer Feedback

From Patricia Kimball, MA, LPC:

Positive- Great PowerPoints, good use of video, good grasp of theory

One thing to improve – maybe shorten videos

Other comments – so neat to see you clearly love a topic!  I love your PowerPoint slides!

From John Harrichand, MA:

YOUR STORY TELLING LECTURE ROCKED!!!!!!

Positive – The video demonstrations were very appropriate in driving home the lesson/topic; very appropriate and appealing graphics in ppt slides; and good class discussion

One thing to improve – You addressed some important points verbally during the lecture and it might be helpful in having some of those on ppt. for students to have when studying/taking notes in class.

Other comments- Good review of previous class content, good grasp of knowledge, good eye contact with class

From Brittany Lashua, MA:

Positives- great illustrations, you really seemed like you knew the content, I liked how you looped in how to apply this to counseling

Work on- Looking less at notes

Other- Liked slide set-up

Teaching Video Demonstration

Teaching Demo – Ashlee Lakin

Professional History

Ashlee K. Lakin, MA

1918 Queensmill Dr.

Salem, Virginia 24153

(540) 314 – 8252

aklakin@liberty.edu

 

OBJECTIVE_____________________________________________

Provide Christ-centered, academic, professional and student-centered instruction to increase education and overall quality of life

 

EDUCATION____________________________________________

Master of Psychology (Community Counseling), May 5, 2003

Lynchburg College, Lynchburg, Virginia, GPA 3.75

Currently a 3^rd year PhD student at Liberty University, Lynchburg, VA GPA 3.9

 

WORK EXPERIENCE_____________________________________

Liberty University

Salem, Virginia: August 2006 – Present

Contracted Adjunct Professor

l Provide professional, academic instruction for Liberty          University Online Psychology students

l Initiate, cultivate and encourage Christ-centered         relationships with students

l Maintain academic excellence by taking advantage of Continuing Educational opportunities in the Psychology field

l Demonstrate time management skills

l Strive to maintain and improve academic content in the         specific Psychology courses that are being taught

l Participate in Training and Cohort Groups within the    discipline of Psychology

l Maintain accountability to an Instructional Mentor all other    Liberty University supervisors and Department Heads

 

PhD student Teaching Assistant

l2014-2016 Worked directly with Dr. Fred Volk on a research team; fulfilled various CACREP assignments for the Department of Counseling and Family Services.

l2016-2017 TA for Dr. Denise Daniel assisting in residential class instruction, class management, grading, & supervision of counseling students as they practice counseling skills.

 

Virginia Baptist Hospital

Lynchburg, Virginia: September 2002 – May 2003

Direct Supervisor: Dr. Gary Sibcy, PhD

Intern in Adult Psychiatric Unit and Individual Therapist

l Lead Inpatient Group Therapy sessions with 8-10 patients    daily

l Lead Pain Management Therapy Group for 8 weeks

l Represent the patient and the hospital in placement hearings         with local lawyers and judges

l Meet with Resident Psychologists and Psychiatrists to discuss and determine treatment plans for patients

l Meet with families and patients to discuss treatment options

l Meet one on one with Medicaid patients in Individual Therapy       sessions

l Create curriculum and lead ADHD educational workshop for        parents and educators

l In depth study of Attachment alongside Dr. Gary Sibcy

l Built a positive reputation in the field. Supervisor comments: “I have supervised many students over the years but I have never met someone who has demonstrated such a high level of both academic and relational skills. Ashlee will be an asset to any community that decides to invest in her.”      Dr. Steve Nielsen

 

InterVarsity Christian Fellowship

Lynchburg, Virginia: August 1993 – June 2002

 

Campus Staff Worker

         l Raised personal and ministry funding for ministry at     Randolph-Macon Woman’s College and Lynchburg College

l Pursued, mentored and discipled college students at both    schools

l Invested time to influence a community positively

l Organized weekly events, developed programs and   presented weekly to large groups

l Helped plan and implement large conferences that included          500 students 3 times per year for 9 years

l Wrote curriculum for conferences and taught in front of 500 students

l Lead worship at these same conferences for 500 people

l Managed time to invest approximately 30 hours per week in          relationships on the campuses and in the community

l Lead multiple weekly Bible studies for students and faculty

 

 

 

PRESENTATIONS________________________________________

Lakin, Ashlee. (2000). The Effects of Sexual Abuse. Presented         to Lynchburg Parole Officers, Lynchburg, Virginia. (2001 &

2002) Rockbridge Alum Springs Young Life Camp, Millboro,     Virginia.

Lakin, Ashlee (2000, 2001 & 2002). Emotional Dependency.    Presented to 100 college students, Rockbridge Alum Springs      Young Life Camp, Millboro, Virginia.

Lakin, Ashlee. (2002). ADHD: What Should We Know and How Can         We Help?. Presented to parents and educators. Virginia      Baptist Hospital, Lynchburg, Virginia.

 

CERTIFICATIONS, MEMBERSHIPS AND AWARDS_____________

lMember of the American Association of Christian Counseling         – Active

lMember Chi Sigma Iota Academic Honors Society – 2014-2016

l ”Academic Excellence Award” – Lynchburg College, 2003.

l Received an Academic/Leadership Scholarship – Lynchburg       College, 2000-2003.

l Invitation only Evangelism Travel Team – InterVarsity   Christian Fellowship, 1999.

 

REFERENCES___________________________________________

Dr. Fred Volk, PhD., Liberty University. fvolk@liberty.edu.

Lindsay Ruch, Carillion Hospital ibcaruso@yahoo.com

Josh Yerton, Restoration Church, josh@restorationsalem.org

Inside Out – Deep Thoughts (not by Jack Handey – sorry!)

SPOILER ALERT – If you haven’t seen this movie and don’t want me to ruin it for you, run away!  Read no more!

I know, I know, my family is WAY behind the times because we just saw Inside Out tonight!  Sheesh.  I have seen lots of reviews posted but I have not ready ANY of them.  Not even one!  This is my take with some deep thoughts at the end!

Movie Synopsis

Inside Out is about a little girl named Riley.  And her emotions.  You take a trip inside Riley’s mind and see her emotions where 5 are given names. Joy. Sadness. Anger. Fear. Disgust. All have their own color and unique look.  They stand at a type of “control panel” in Riley’s mind.  If an emotion wants to express themselves, they step up to the control panel and take over.  When this happens, you see that particular “emotion” on Riley’s face or in her words.

Memories

There are spheres that represent memories and each emotion has its own memory color.  Long story made short, Joy and Sadness get swept away after arguing and get lost among all of Riley’s long term memories.  They spend the movie trying to get back to the “command center”.

All this time, Sadness wants to touch these “core memories” of Riley’s.  They are joyful memories about her old home and friends in Minnesota. Joy protects the core memories from Sadness by carrying them in a bag. She doesn’t want Sadness to ruin the joyful memories.

In the end, Riley tries to run away from her parents and get back to her happy life in Minnesota.

Of course running away is a terrible idea and since Joy and Sadness are “missing”, Riley can’t access these emotions.

The Epiphany

Finally, Joy and Sadness find their way back to the “command center” and Joy realizes that the only way Riley’s parents will truly know her heart, and experience family “connection”, is if Sadness is allowed to touch the memories.  So Joy hands the memories to Sadness and as Riley returns home, she begins to cry.  Only then does she tell her parents what’s really going on in her heart.  The joyful memories have become sad reminders of all that she misses in Minnesota.

So What?

It was powerful to me. Here’s why.

My main take away is that I ALWAYS want to shield my kids from Sadness.  Always!  I don’t like her for myself or for them.  But Sadness was the ONE emotion that brought Riley BACK to her parents!!  It allowed her parents to see her heart (and we all long for that!).   From that point on, they acknowledged her sadness and they were able to move forward toward joy!  I like that.

Deep Thoughts

God uses sadness to bring joy.  If we know no sadness, we know no joy.

I think of my son’s last baseball game of the season and how sad he was afterward. He was SO discouraged that he didn’t get a hit in the semi-final game.  He had worked hard for almost 2 weeks on his hitting to prepare for this game!  Oh how I longed to protect him and shield him from that sadness and anger!  Guess what?  I couldn’t!!  NOT ONE BIT!   And it killed me.

Then I think of how heart breaking it must’ve been for Michael Jordan to have been “cut” from his high school basketball team. He was demoted to the Junior Varsity team!  Michael.  Jordan.  Demoted.  But THAT motivated him to become the best basketball player of ALL TIME!!!  Wowza.

Deep Thoughts – Part Deux 🙂

We need not run from Sadness.  Sometimes she is hand in hand with Joy and if we deny ourselves her presence, then we miss all the good that is in store.  This is my prayer for my son.  There is more to his story.  There is more to OUR stories and we need not run away or hide.  Let’s try to run toward God and those we love.  It is there that we find real life.

10 for 10 – Blessing others at Disney

Disney Trip 10 for 10

RITE OF PASSAGE

We have decided that whenever one of our boys turns 10, we will take them on a special birthday trip. A rite of passage of sorts.  This trip is to celebrate them as people and as boys, before they step into middle school and high school.  We want this to be prior to them becoming young men (and getting hairy underarms and whatnot!).  We take this time to reflect on all the good things that God has done in their lives up to this point. We also take this time to intentionally point out the giftedness that we see in them, and draw out the good things in their lives.

THAT’S ME

That’s me and I have the privilege of taking our boys on this 10-year-old trip!  My husband is in charge of the 15-year-old trip. But that is another story. 🙂

HIS YEAR!!!

This year, our middle son, Kade, is turning 10.  In my mind he still sits in a highchair and laughs hysterically at balloons!  But in reality, he is finishing the 3rd grade and is an absolutely huge kid. He is so tall and so strong. In fact, he is the tallest kid in all of 3rd grade at his school and I’m convinced has the heart to match his stature!

10 FOR 10
I have named Kade’s trip this year 10 for 10. Each of my three boys have special gifts and one of Kade’s is his giving heart. He would literally give you the shoes off of his feet in a second!  He is my kid that writes me love notes and shares his birthday money with his little brother.  He helps kids in his class that might need assistance in some area, whether that be school work or carrying their backpack.  These pictures are an example of his heart.

FYI…I chose the omelet and it rocked!  🙂

WHERE WILL WE GO?
So why not capitalize on that goodness in his heart, to draw it out and build it up even more?!  Kade and I will be heading to the Walt Disney World Resort in May for his special 10 for 10 birthday celebration.  10 for 10 stands for 10 things we will do for other people on the special 10-year-old trip for Kade.  He and I have brainstormed  together and here are some of the things that we have come up with so far.

1.  Cast members – The Cast Members at the Walt Disney World resort work so hard to help guests enjoy their vacations. We have decided that we will buy $5 Starbucks gift cards to give to special cast members. These cast members may be having a particularly wonderful, happy day, or they could be struggling. We will keep our eyes peeled for both!

2.  Mouse keeping – These men and women make vacations much more magical with their service. Kade is an excellent artist and will be drawing some pictures expressing our gratitude for these amazing people. We will probably leave them cash too!

3.  Ponchos – I know, I know, some of you think those of us who wear ponchos on Kali River Rapids are wimps BUT, they do help!  So we will buy extra ponchos at the $1 store and hand them out while we stand in line!

4.  Glowsticks – When darkness falls over the Magic Kingdom Park and you hear that wonderful, computerized voice announcing the Main Street Electrical Parade, the carts come out with every lighted gadget known to man available for sale!  So, Kade and I will stock up on glowsticks and other glow in the dark treats and give them away as our favorite parade begins!

5.  Souvenir – We have decided to set some of our spending money aside to buy a Disney Parks souvenir for someone!  Kade will be choosing this person and letting them know.  He is super excited!  Me too!

So, we will let you know how it goes.  I’ll post some pics and share some stories when we return.  Let me know if you have any other ideas for us!  And who said Disney vacations are ONLY about your own family?

See ya real soon!

Do Boys REALLY like Disney?

Do Boys REALLY like Disney?

By Ashlee Lakin (@3disneyboys)

If you’ve ever asked this question, then you must keep reading! (Even if you haven’t, you should still keep reading!) I grew up visiting the Walt Disney World Resort with my parents and my older sister. There was never a doubt that Disney was for us…just look at all of those Princesses!   So, when I became a mom to one boy, then two boys, and now three boys, I had to take a look at this magical place through new eyes (or Mickey Mouse ears!). What I have discovered is amazing! I would argue that the Walt Disney World Resort has as much, if not more, to offer boys than it does girls. Here are my top 5…

1. Adventure! When you take that magical step inside of the Walt Disney World Resort, you are immediately immersed in the adventurous stories of so many brave Disney characters. Whether you are defying gravity on Space Mountain or ready to “dig up diamonds by the score” as you twist and turn on the new Seven Dwarfs Mine Train, the thrills that await you at the Magic Kingdom will leave you wanting more.   At the Magic Kingdom, you can also fight alongside Buzz Lightyear, the Space Ranger, as he battles the Evil Emperor Zurg. Join Br’er Rabbit in his musically entertaining and visually captivating adventure as he stays only steps ahead of Br’er Fox and Br’er Bear!   At Disney’s Hollywood Studios, the Rock’n’Roller Coaster, Star Tours, and Toy Story Midway Mania offer the chance to go wild, defeat the Dark Side, and play the best 4D virtual gaming system around! Disney’s Animal Kingdom offers boys the chance to travel through the Forbidden Mountain pass on Expedition Everest, where it is rumored the Yeti lives. Go in search of the missing Iguanodon dinosaur before the meteor hits you on the Dinosaur attraction. At Epcot, Mission Space is a shuttle simulator that boasts extreme G-force. On Test Track you can help design and ride your own custom SIM vehicle at speeds of up to 65mph!! Clearly, each park offers its own special attractions that will not disappoint a boy’s heart of adventure.

2. Jedi Training! I mean…have YOU ever come face to face with Darth Vader?! Hands down, this is my boys’ favorite activity when we visit our pal, Mickey Mouse. There are select times at Disney’s Hollywood Studios where boys and girls between the ages of 4-12 can put on a Jedi robe and take up a light saber to train under a Jedi Master. The pinnacle of this training is when each Padawan has the opportunity to use The Force against the Dark Side and fight against the Lord Vader himself. At the conclusion of the training, a Jedi Knight certificate is given to each child. These are coveted training spots, so don’t forget to register at the ABC Sound Studio at the park’s rope drop! If you are true Star Wars lovers, Disney also offers Star Wars Weekends each year in May where there are galactic parades and special appearances by your favorite characters from every film!

3. Food! If your boys are anything like mine, the older they get, the more they eat! The Walt Disney World Resort has some of the best buffets around. While it’s not true of every buffet, many of the buffets around this pixie-dusted place are also Character Dining Experiences. That’s like a dose of magic on top of spectacular culinary perfection! My family’s very favorite dining experience is the all-you-care-to-enjoy Character breakfast buffet at Tusker House Restaurant. This beautiful Harambe marketplace eatery showcases African and American fare that my husband and three boys cannot live without! The fact that you step out of this restaurant into the Harambe African preserve makes it most exciting! The Jungle Juice is my boys’ favorite offering while the Mealie Pap takes me “to infinity and beyond”! The characters are dressed and ready for their safaris but they make sure to spend time at each table offering hugs, pictures and autographs making this experience truly magical! A few other favorites include The Crystal Palace inside the Magic Kingdom, Chef Mickey’s located inside the Contemporary Resort and Hollywood and Vine which can be found inside Disney’s Hollywood Studios.

4. Resort Pools! Every Walt Disney World Resort has a very intricately designed pool or pool complex. My boys’ favorite is definitely Stormalong Bay found at the Beach Club Resort. While they are fascinated with the sand bottom pool, it’s the shipwreck slide that takes them “to infinity and beyond!”. From there you can catch magical views of the Fantasmic! fireworks display and splash the night away! Take an afternoon off from Park Hopping and visit your Resort Pool to see what adventures await you! There are also two spectacular Water Parks located at the Walt Disney World Resort. One is called Typhoon Lagoon and the other is called Blizzard Beach. These park experiences require an extra ticket, but if it is more variety and adventure that you seek…these parks are for you!

5. The Pirates League! For a small cost to your wallet, your boys (and girls) can be completely transformed into pirate talking scallywags! This experience is located at the exit of the Pirates of the Caribbean attraction and typically requires an advance reservation. Join Jack Sparrow and his band of scurvy swashbucklers as they sail the seas in search of treasure. Aargh!! Your pirate will receive a certificate with their pirate name and oath, a bandana, an eye patch, a temporary tattoo, a pirate coin necklace and a sword and sheath. They can also participate in a daily Adventureland Pirate Parade!!

I could go on and on because I have only scraped the surface of all of the magic that awaits you and your boys (and girls!) at the Walt Disney World Resort. The next time someone asks you if boys REALLY like Disney, you send them my way and I’ll do my best to “break the frozen heart”. J See ya real soon!