Teaching Students to Deconstruct Life Experience with Addictions: A Structured Reflection Exercise

摘要

Students come to the classroom with life experience that may reinforce stigmatization of those who struggle with addiction. Educators must address this dynamic directly if addiction practitioners are to move beyond their personal experiences and come to understand the neuroscience of addiction, evidence-based practices, and the human potential for recovery. This article provides a structured reflection exercise that challenges future practitioners to deconstruct dominant narratives that foster stigma while making space for emerging possibilities of new learning.