Exploring the Learning Experience of Higher Education Students in a Midwestern University Who Suffered Childhood Trauma

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Autor/in	Washington, Dora Jean
Titel	Exploring the Learning Experience of Higher Education Students in a Midwestern University Who Suffered Childhood Trauma
Quelle	(2018), (250 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Lindenwood University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4381-9225-6
Schlagwörter	Hochschulschrift; Dissertation; Trauma; Learning Experience; Graduate Students; Undergraduate Students; Posttraumatic Stress Disorder; College Faculty; Knowledge Level; Learning Disabilities; Case Studies; Journal Writing; Anxiety; Fear; Time Management; Social Support Groups; Personality Traits; Learning Strategies; Student Attitudes; Teacher Student Relationship; Learning Processes; Problem Solving; Educational Needs; Child Development + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lernerfahrung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Fakultät; Wissensbasis; Learning handicap; Lernbehinderung; Case study; Fallstudie; Case Study; Zeitschriftenaufsatz; Angst; Furcht; Zeitmanagement; Social support; Soziale Unterstützung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Learning process; Lernprozess; Problemlösen; Educational need; Bildungsbedarf; Kindesentwicklung
Abstract	This study explored the learning experiences of higher education students who suffered childhood trauma (CT). Eleven participants both undergraduate and graduate who attended a Midwestern university self-identified as CT survivors. There was research on the negative impact of CT on learning in children and adolescents, as well as posttraumatic stress and veterans. However, the PI was unable to find research on the impact of CT on adults in higher education. Higher education institutions and professors may benefit from understanding how to help these students who often have an invisible learning disability. Research questions asked, what is the learning experience of higher education CT survivors, what can be learned that could help other CT survivors in higher education, and what do they need to be successful. Multiple case studies was the qualitative method used to explore the participants' learning experiences. Instrumentation included an Adverse Childhood Experience study (ACEs) questionnaire with self-scoring guide, 14 initial interview questions, structured ongoing journaling entries, and exit interviews. Data analysis resulted in nine emerging themes: challenging, learning strategies, anxiety, fear, time management, support groups, determined, personal character traits, and adult learning principles. Four themes described the particpants' negative learning experiences--challenging, anxiety, time management issues, and fear. Two described the positive--determined, and personal character traits (e.g., resilient, confident). One described techniques they use to help them be successful--learning strategies (e.g., [all said] face-to-face learning). And, two described what they need from professors and higher education--support groups (that include professors) and application of adult learning principles--attend to the characteristics of adult learners (e.g., self-directedness, immediate application to solve real-life problems), and use a learning process by which adults learn best (e.g., prepare the learner so as to avoid emotional trigger experiences, shift from subject- to performance-centeredness). The salient finding was that CT survivors in higher education are the same as any adult learner, but may benefit from an informed level of sensitivity to their learning needs. Allowing new students to self-identify as CT survivors and the general application of adult learning principles may allow all higher education learners to be successful. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01