THE INTEGRATION OF EXPERIENTIAL TECHNIQUES IN ADULT EDUCATION AND THE FACTORS INFLUENCING THEIR ADOPTION

The present research is a quantitative approach to the experiential learning provided in adult education. It focuses on the investigation of the experiential teaching techniques adopted and applied by adult educators at Vocational Training Institutes (VTI), based on their individual and work characteristics. The sample consisted of 317 instructors of public and private VTI, which was a product of inventory sampling, and was conducted at national level. A standard questionnaire, that was prepared for the needs of this research was used as a research tool. The results of the research are presented through descriptive, but also inductive statistical methods and confirm that adult educators use a variety of experiential teaching techniques in their work, with some of them being more preferred than others that seem to be less popular. In addition, the individual-work characteristics of educators affect, in some cases, the degree and intensity with which they utilize some experiential techniques, during the teaching process.

Journal of Marketing Education: A Retrospective Overview Between 1979 and 2019

Journal of Marketing Education ( JMED) is an important academic source for the progression of innovative research and experiential wisdom, both of which enhance the knowledge of marketing educators. The primary objective of this study is to provide a retrospection on the emergence and growth of JMED using scientometrics—in simple terms, is the quantification of science. Applying bibliometric methods, the top articles, authors, and topics in JMED titles are identified. A thematic analysis groups JMED articles into 10 semantic clusters: team environment, innovative teaching techniques, students’ evaluation of teaching, qualitative assessment of marketing outlets, technological diffusion in marketing education, experiential learning, marketing values and ethics, self-regulated learning, objective exams, and multiple experiential techniques and student learning. Among these, technological diffusion in marketing education, marketing values and ethics, and multiple experiential techniques and student learning are the most popular and evolving. Apart from informing JMED readers about possible future avenues of the journal, this study may provide valuable information to its editorial board.

A Trauma-Informed Approach to Supervision Using Play Therapy and Experiential Techniques

The focus of this chapter is to provide an overview of a trauma-informed approach to supervision using play therapy approaches. Given the widespread impact of trauma, there is an increasing urgency for therapists to adopt trauma-informed approaches. The necessity of trauma-informed supervision ensures that the current and future generations of clinicians are trained about trauma to ensure the well-being of not only the profession but also the public. The supervisory relationship is an emotional safe and supportive place in which supervisees develop clinical competency, identity as a professional, and self-care. The use of experiential activities provides an avenue for the transformative processes inherent in supervisee development.

Erasing Problematic Emotional Learnings

This chapter examines how the effectiveness and unification of psychotherapy are advanced by neuroscientists’ findings on memory reconsolidation, the brain’s innate mechanism for profound unlearning. Research relevant to psychotherapy is reviewed and mapped unambiguously into a clinical methodology of transformational change, the therapeutic reconsolidation process (TRP), applicable to all symptoms arising from memory contents. The TRP is defined as a set of experiences required by the brain, allowing implementation by any suitable experiential techniques, without dictating particular forms of therapy. Detection of TRP fulfillment in published case studies from diverse therapy systems suggests that the TRP provides psychotherapy unification and, functioning as both a specific and a common factor, may be responsible for transformational change occurring in any therapy sessions, which would confirm and advance the “corrective experience” paradigm. A coherence therapy case example serves to demonstrate TRP implementation, and research priorities are suggested.