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Group B: Chapters 1 and 2.

Wlodkoswki (2008)
ROLE: Creative Connector:
Below are some professional and personal connections I made with
Chapters 1 & 2
1. COUNSELING: The first connection I made with this reading is
working with my profession of counseling and the treatment module of
Motivational Interviewing. Motivational interviewing is a theoretical
orientation that consist of basically practicing therapy in in a way to
“enhance someone’s motivation” and this leads to change and
improved wellness.
I found this largely connected to Wlodkowski’s Chapter 1. One the very
first page Wlodkowski states “no motivation to learn, no learning”.
Same goes for no motivation to change, no change. Wlodkowski also
states “Rather than trying to figure out what to “do to” learners, we
should “work with” them to elicit their intrinsic motivation” (p. 21).
Miller and Rollnick coined MI and indicate there is a “spirit” to MI that
includes a partnership and encouraged collaboration with counselor
and client as well as eliciting motivation. MI is used a lot with drug and
alcohol counseling. One of the most difficult fields, because you also
are dealing with a physiological dependence, but also because most
research shows individuals will not begin recovery unless they are
motivated and ready. Losing jobs and relationships may not be
enough. Sometimes though there are other factors that motivate
someone. For example, often times, one may have minor problems
with their addiction. Maybe they missed work once or twice, feel
hungover, argue with their partner, but things haven’t got really bad.
Usually, and this is a generalization, there isn’t enough to want to
change yet. I LOVE that the author quoted Freud! “One cannot explain
things to unfriendly people” (p. 7). As sometimes in counseling, one
will not change if they are not motivated. This is not addressing
individuals who may have a chronic mental health diagnosis, then
motivation may be more of a brain chemical issue. This is addressing
people who may be unhappy with an aspect of their life or engaged in
unhealthy behaviors but are having difficulty finding their motivation
and empower themselves to make changes.
2. MULTICLUTRAL: In the counseling filed “multicultural awareness” is
very important working with clients. Knowing what one’s world view
and their cultural background can really help a clinician assess and
best work with an individual. We also reference “schemas.” You see
this a lot referenced in almost every counseling orientation, especially
Cognitive Behavioral Therapy. Our schemas affect our thoughts and

feelings. We believe we are “bad” based on various events in
childhood, we feel bad, we act bad…that is an over simplification.
This is very connected to the discussion regarding neuroscience and
building off experiences. Wlodowski states, “involving all learners
requires us to be aware of how they make sense of their world and how
they interpret their learning environment.” If I interpret the world as
scary based on a traumatic experience then I will feel anxious and act
scared or even feel depressed. If I have always experienced males as
authority figures in my culture then what is it like for me having a
woman instructor or counselor? The reaction to learning and the
counseling relationship would be very different.
For example: Derald Wing Sue and David Sue write in, Counseling the
Culturally Diverse, about “Ethnocentric Monoculturism.” They write it
consists of 5 elements and awareness of these elements is required in
order to “deconstruct” a system that has been created based in EuroAmerican beliefs and values. The five elements include, 1. Belief in
superiority, 2. Belief in inferiority i.e. speaking with an accent or
“uncivilized” 3. Power to impose standards 4. Manifestations in
Institutions- policies 5. The invisible veil-unconscious awareness of
bias- yes, we all have it.
Sue & Sue (2008) continue throughout their text discussing cultural
context of various racial and ethnic group, further explaining
considerations how different reactions and feelings based on one’s
culture. For example, they way different cultures conceptualize time.
Euro-American culture is very forward thinking as Native American
Culture is very present time thinking.
this connection personally as first generation college educated woman
from rural Appalachia. Not until adulthood did I realize how my culture
and limited access affected my learning. Not that I am dumb, but for a
long time being “from the mountains” was being dumb. Appalachians
weren’t good enough. I grew up in a coal town. You were in medicine,
a teacher, or something related to coal mining. You got “out” when
you go “educated” then you were “better.” My culture affected my
worldview. I also didn’t have access to certain things so sometimes it
was difficult for me to build of previous experiences and make
meaning. My parents went to work and came home, there wasn’t much
time or money for much “cultural endeavors” or travel. It affected
how I learned. I was highly stressed and always felt “less than” in most
of my classes. My feelings were negative about learning. I also chose
to attend graduate school in a city with a very different culture that
only new one thing about mine… bad portrayal of reality shows and my
thick mountain accent. Not Southern, Mountain. People would make

fun of my accent back to me, it didn’t help me learn! I didn’t feel
inclusive, I didn’t feel respected. I am quiet when I feel dumb. This is
my personal connection to culture and learning.
4. Aging and emotional intelligence: This was the connection of
currently being an adult learner. I wanted to address relevance and
experience as important to adult learning as noted in our text.
I believe in most cases the older we become the more we know
ourselves and improve the ability to process our feelings and why we
feel a certain way. As noted, this is related to our neuronal networks as
well. In counseling, we believe emotional intelligence is key for being
able to gain coping skills and empowerment. If I am not aware of my
feelings and why they were triggered then it is difficult for me to find
the best way to cope. If I can’t express my feeling then how can one
find a way to manage that feeling?
I also believe more life experience has made be a better learner. I can
make things relevant, at 18-20 my work experience consisted of the
pool in my small town. I had the content but little to help me apply it
and help me make meaning to it. Thus, I probably forgot most of it. I
would say my ability to learn increased after I had work experience
increased. As indicated in Ch. 2, usefulness and purpose are