Easier Said Than Done: The Behavior Change Experience

Background Experiential learning activities have demonstrated superior learning outcomes for students in addiction psychology courses. In this project, we asked students to select a behavior they would like to change and to actively work to reduce it throughout the semester. Students were asked to submit an assignment detailing their experiences with the behavior change process. Purpose We aimed to examine if this experiential learning activity would provide students with an opportunity to recognize course concepts reflected in their lives and behaviors. Method Twenty-two students agreed to have their assignments analyzed and to complete a post-experience survey. Survey responses were examined using descriptive analyses, and student assignments underwent thematic analysis. Findings Descriptive analyses of survey responses from students appeared favorable toward the assignment. Thematic analysis of the assignments revealed three major themes: recognizing course concepts, managing and contending , barriers and conflicts . Implications Findings from the current project highlight the value of experiential learning in situations where student understanding is best achieved through active, personal engagement with the topic, rather than through lecture-based instructional methods.