Experiential Learning in Mental Health Diversion: Interdisciplinary Approaches Using Kolb’s Learning Theory

Abstract

The overrepresentation of mental health issues within the criminal justice system is a critical issue in the United States. Preparing emerging professionals to effectively work within this system is vital to meeting the complex needs of individuals with undiagnosed and untreated mental health issues, a highly vulnerable population. Purpose: This study evaluated student responses to an interprofessional experiential learning opportunity (ELO) grounded in Kolb’s Learning Theory. Materials and methods: Students from several disciplines, including Social Work, Criminal Justice, Communication, and Teacher Education, were placed in various internship roles within the court system to provide interventions, services, and resources to low-level offenders and families as an alternative to criminal consequences. Qualitative data from student discussions and reflections was reviewed using a thematic approach. The research sought to find meaningful patterns that emerged and better understand student experiences and perspectives as they developed throughout the project. Results: Students who participated in this study demonstrated increased empathy, critical thinking, self-efficacy, and enhanced professional skills. Discussion: This project offered students a real-world experience to develop practical knowledge and skills for increasing mental health literacy and effectively serving those with mental health issues within the criminal justice system.