The COVID-19 pandemic made a resounding impact worldwide, forcing brick-and-mortar higher education institutions to move online. During this transition, students had to adjust while attempting to construct meaning amidst myriad of pandemic related challenges. At the same time, educators had to transition from in-person to online course delivery, while navigating their own uncertain circumstances. All the while, learning continued. This article describes experiential education and outlines how educators can use a model that integrates the adventure wave and experiential learning cycle to guide online instruction. The proposed model is useful for enhancing the learning process and promoting wellbeing by providing students the needed time to construct new knowledge about course content within the context of the pandemic. Case examples demonstrating the application of experiential education using the proposed model in a counseling theories course and basic skills course are included. Emphasis is placed on ensuring student welfare so that learning can continue during the disruption of COVID-19.

The relations of parental warmth, self-conscious emotions, and forgiveness were investigated. University students completed self-report questionnaires online through the university-sponsored website. The questionnaires contained measures of five constructs: parental warmth, empathy, shame, self-forgiveness, and interpersonal forgiveness. From the results, the authors concluded that interpersonal forgiveness and self-forgiveness were predicted by parental warmth, empathy, and shame. Empathy mediated the relation of parental warmth with interpersonal forgiveness and self-forgiveness. Parental warmth and self-conscious emotions were important in the prediction of both interpersonal forgiveness and self-forgiveness.

Mental health professionals working in the juvenile justice system work with clients who have complex mental health needs putting them at increased risk of burnout and vicarious trauma. Clinical supervision can help beginning counselors provide competent services and, at the same time, protect them from burnout. This article shows how supervisors can use an Adlerian-informed supervision method that integrates the Respectfully Curious Inquiry/Therapeutic Encouragement (RCI/TE) framework with the discrimination model of supervision to increase the supervisee’s experience of the Crucial Cs. Supervisors can protect supervisees from burnout and vicarious trauma by increasing feelings of connection, significance, competence, and courage.

The lifestyle is a central concept in Adlerian theory necessary for understanding a client and the purpose of behavior. Although there are a variety of methods counselors can employ to explore the lifestyle, to date, no literature addressing the use of Adventure Therapy (AT) exists. Adventure Therapy is a creative and interactive mode of counseling consistent with Adlerian theory that uses creativity and experiential activities to foster insight, awareness, and growth in clients. This article introduces a creative way to explore the client's lifestyle using an AT activity called Ubuntu cards. The authors provide an overview of Adlerian theory, define Adlerian lifestyle, and explore traditional methods of assessing the lifestyle. The article also includes a detailed outline for using Ubuntu cards to assess a client's lifestyle.