Literaturnachweis - Detailanzeige
Autor/in | Kerka, Sandra |
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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 |
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 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 |