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The purpose of this paper is to examine the effects of education and experiential learning on counseling student’s perceptions of substance use and counseling those with substance-related problems. Some counselors report having had negative experiences and beliefs about substance use, abuse, and persons with substance related-problems. A counselor’s negative beliefs and experiences can impair their capacities of working effectively and empathetically with persons who seek help for substance abuse problems. Research reports that education can assist helping professionals to be able to work more efficiently with clients with substance abuse struggles by increasing awareness of substance abuse problems, enhancing empathy, increasing professional’s ability to relate with what clients may be experiencing, training in appropriate interventions, and referral skills.

This study measured changes in students’ attitudes toward addictions following completion of a 15-week addictions counseling course, which incorporated multiple experiential activities in conjunction with information about the effects of various substances and different treatment modalities.

The results revealed significant changes in treatment intervention and non-stereotyping.

These changes suggest education might affect attitudes toward substance abuse. The implications of this study can guide counselor educators in designing effective addictions courses and can lead to future discussions on how to use experiential learning in the classroom.

This paper aims to identify both the traditional and novel forms of marketing behind New Zealand Prime Minster Jacinda Ardern’s landslide victory in the 2020 New Zealand General Election during the COVID-19 pandemic.

This research analysed both qualitative and quantitative data, including over 70 primary sources, the perspectives of practitioners, polling and data from surveys with over 450,000 respondents. The qualitative data was analysed interpretively against established theoretical concepts, whereas the quantitative data was analysed through descriptive statistics.

This research found that COVID-19 drastically changed what the public prioritised, allowing Ardern and Labour to position themselves as guardians of government stability, while camouflaging previous delivery failures. Labour also used a more emergent market-oriented and “polite” populist political marketing strategy.

While the survey data used is not a perfect sample of the population, it is the largest public opinion survey in New Zealand and, given its convergence with other sources, provides valuable insights into political marketing during a crisis more broadly.

This research reinforces marketing’s most important aspect; the market should drive action. How decision makers respond to the market should depend on the environment. Thus, up-to-date market research becomes even more important during a crisis, as the environment changes rapidly. This leaves prior assumptions obsolete and implies strategy needs to be adaptive. Additionally, greater public attention provides governing leaders with the opportunity to present a more well-rounded leadership image.

To the best of the authors’ knowledge, this is the first research to look at marketing while in government and election campaigning in the context of successful management of a global pandemic.

The purpose of this article is to explain and demonstrate a critical disciplinary read aloud strategy that has both an equity goal and a social studies goal.

The authors begin by explaining background information on read alouds and critical disciplinary literacy. Then, the authors explain the four steps in the critical disciplinary literacy read aloud strategy. As the authors do so, they share important research that supports each of the four steps. Next, the authors offer a sample lesson plan using the informational picture book, Carter Reads the Newspaper.

The lesson plan uses a 5E template to promote critical disciplinary literacy before, during and after reading in such a way that teachers can foster inquiry through the use of social studies read alouds. After reading this article, teachers will understand more about what critical disciplinary literacy means, what it looks like a lesson plan and how to create their own similar plans using the template and resources provided.

The critical disciplinary literacy strategy offers teachers a way to engage elementary students in work that highlights social justice topics and inquiry.