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This research study explored Master´´s level counselor education students´´ perceptions and experiences of being exposed to popular film clips for pedagogic purposes in the classroom. Participants´´ descriptions of their experiences and perceptions indicated that students engage in a complex experiential meaning-making process as a result of exposure to and discussion of their film experiences. This experiential meaning-making process involves students making assessments regarding the level at which they will engage with the film experience, and includes personal reactions that surface for students. A constructivist grounded theory of student engagement with popular film clips used as a pedagogic tool is introduced, and professional implications and limitations for future research are also addressed.

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Charles Vance Lindsey is a professor in the Department of Professional Counseling at the University of Wisconsin Oshkosh, and a child and adolescent counselor in Sun Prairie, Wisconsin. Charles has a deep interest in using the power of popular film for both pedagogic and therapeutic applications.

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