What if I am the story? Using self-disclosure as a teaching tool
DOI:
https://doi.org/10.47408/jldhe.vi32.1410Keywords:
self-disclosure, teaching, neurodiversity, autism, storytellingAbstract
Self-disclosure (SD) in teaching helps students link theory to practice, scaffold learning, show our human side (Rasmussen and Mishna, 2008), and encourage student−teacher interaction (Jebbour, 2018). Teachers must weigh the pedagogical risks versus rewards (Tobin, 2010), as negative SD can raise incivility in the classroom (Miller et al., 2013). Self-disclosures can be about ourselves or our practice experience (Rasmussen and Mishna, 2008). In nurse education, we frequently share stories from clinical practice. But what if I am the story?
After teaching neurodiversity to nursing students, I wanted to tell my own story of being autistic and having ADHD. I did not find the permission that I was looking for from the literature. Would this be ethical? Would my students see this as self-indulgent? Would self-disclosure allow neurodivergent students to feel included when their experience is often one of exclusion (Griffin and Pollack, 2009)? The idea of self-disclosure made me feel vulnerable. Following the disclosure, my students were shocked, but this led to discussions of harmful stereotypes and masking. Since my self-disclosure, my students see me as authentic, imperfect, and credible. Neurodivergent students seek me out for support. More importantly, my students understand more about autism and ADHD through my lived experience to apply this to clinical practice.
This presentation told my story of self-disclosure, how it felt, how the literature guided me, and how self-disclosure can be an effective teaching tool. I used objects as metaphors to tell my story like I did in my teaching.
References
Griffin, E. and Pollak, D. (2009) ‘Student experiences of neurodiversity in higher education: insights from the BRAINHE project’, Dyslexia, 15(1), pp.23–41. Available at: http://doi.org/10.1002/dys.383
Jebbour, M. (2018) ‘University students’ perceptions of the effects of teacher self-disclosure in the English Language classroom’, Journal of English Language Teaching and Linguistics, 3(3), p.275. Available at: http://doi.org/10.21462/jeltl.v3i3.166
Miller, A.N., Katt, J.A., Brown, T. and Sivo, S.A. (2013) ‘The relationship of instructor self-disclosure, nonverbal immediacy, and credibility to student incivility in the college classroom’, Communication Education, 63(1), pp.1–16. Available at: http://doi.org/10.1080/03634523.2013.835054
Rasmussen, B.M. and Mishna, F. (2008) ‘A fine balance: instructor self-disclosure in the classroom’, Journal of Teaching in Social Work, 28(1–2), pp.191–207. Available at: http://doi.org/10.1080/08841230802179274
Tobin, L. (2010) ‘Self-disclosure as a strategic teaching tool: what I do — and don’t — tell my students’ College English, 73(2), pp.196–206. Available at: http://www.jstor.org/stable/25790469
Verschelden, C. (2022) Battle of the bandwidth: how we can help students regain lost brainpower. Available at: https://www.aacu.org/liberaleducation/articles/battle-of-the-bandwidth (Accessed: 8 July 2024).
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