Trauma and Adult Learning. ERIC Digest.

Autor/in	Kerka, Sandra
Institution	ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH.
Titel	Trauma and Adult Learning. ERIC Digest.
Quelle	(2002), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications; ERIC Digests in Full Text
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Adjustment (to Environment); Adult Education; Adult Educators; Adult Learning; Adult Students; At Risk Persons; Attendance; Classroom Techniques; Curriculum Design; Dropouts; Educational Finance; Educational Policy; Family Characteristics; Holistic Approach; Holistic Evaluation; Learning Processes; Literature Reviews; Narration; Partnerships in Education; Postsecondary Education; Posttraumatic Stress Disorder; Prior Learning; School Policy; Social Development; Stress Variables; Student Attitudes; Student Behavior; Student Characteristics; Teacher Burnout; Teacher Responsibility; Teacher Role; Teaching Methods; Test Anxiety + Suchen Sie Ihr Suchwort? Schulleistung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Adulte education; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Risikogruppe; Anwesenheit; Klassenführung; Lehrplangestaltung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Bildungsfonds; Politics of education; Bildungspolitik; Holistischer Ansatz; Holistische Methode; Learning process; Lernprozess; Hochschulpartnerschaft; Post-secondary education; Tertiäre Bildung; Vorkenntnisse; Schulpolitik; Soziale Entwicklung; Schülerverhalten; Student behaviour; Burnout-syndrom; Burnout; Burnout-Syndrom; Lehrverpflichtung; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode; Examination phobia; Testangst; Prüfungsangst
Abstract	Adult learning can be challenging and traumatic events can exacerbate the process. Symptoms such as difficulty beginning new tasks, fear of risk taking, eroded self-esteem, or inability to concentrate can be evidence of past or current trauma and may be manifested by a learner missing class, avoiding tests, or behaving inappropriately during class discussions. Educators can use the following responsive strategies: (1) design a curriculum that focuses on incremental improvement; (2) help learners recognize when symptoms are more or less present; (3) give feedback while respecting boundaries; and (4) accept a continuum of appropriate responses. Educators' responses to learners dealing with trauma can be constrained by personal beliefs and ignorance. To overcome these and to help learners, educators might adopt a multifaceted approach that includes the following: (1) a holistic perspective; (2) creation of a safe learning environment; (3) story telling; (4) collaboration with appropriate agencies; (5) educator self care and professional development; and (6) policy and advocacy. (Contains 12 references.) (AJ)
Anmerkungen	For full text: http://www.ericacve.org/pubs.asp.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC