Trauma and Adult Learning Essay -- Adult Education Learning Essays

Trauma and big(p) Learning Effects of Trauma on LearningAdults experiencing the effects of foregone or current trauma may display such symptoms as difficulty beginning new tasks, blame, guilt, concern for safety, depression, inability to trust (especially those in power), fear of risk taking, disturbed sleep, eroded self-esteem/confidence, inability to concentrate, or panic attacks (Mojab and McDonald 2001). Some people may manifest no symptoms at the other cobblers last of the spectrum is Posttraumatic Stress Disorder, characterized by flashbacks, avoidance, numbing of responsiveness (including substance abuse), persistent expectation of danger, constriction (dissociation, zoning out), and memory impairment (Isserlis 2001). It may not be pronto apparent that a learner is experiencing the effects of trauma. Instead, such manifestations as missing class, avoiding tests, spacing out, and having what may be interpreted as inappropriate or positive reactions to class discussions or a ctivities may actually be responses to trauma. It is true that learning may be impeded by fear, anxiety, poor concentration, and the enormous energy entangled in hiding abuse or struggling with immediate survival needs. However, interpretations of trauma and its effects on learning are shaped by schooling discourses (Horsman 1997, 2000b Isserlis 2001). A deficit perspective suggests that the learner, not the social system, must change. A medicalizing discourse emphasizes that healing, getting over it, must take place before learning is possible. Discourses of educational practice may view dropping out, stopping out, or spacing out/dissociating as lack of motivation or persistence rather than survival mechanisms. Discourses focused on outcomes and account... ...all/fob/2002/morrish.htmlPearce, C. E. Informal Learning of Homeless Women A Feminist Study of Surviving the Everyday. In 40th Annual Adult Education Research Conference Proceedings, compiled by Amy Rose. De Kalb Northern Illinois University, 1999. (ED 431 901) http//www.edst.educ.ubc.ca/aerc/1999/99pearce.htm Rosenwasser, P. Tool for Transformation Cooperative Inquiry as a Process for Healing from Internalized Oppression. In AERC 2000 An internationalistic Conference, edited by T. Sork, V.-L. Chapman, and R. St. Clair, pp. 392-396. Vancouver University of British Columbia, 2000. (ED 452 417) http//www.edst.educ.ubc.ca/aerc/2000/rosenwasserp1-web.htm Williamson, B. Learning in Extremis. In Lifelong Learning inside and outside Schools. Collected Papers, vol. 2, edited by P. Alheit et al., pp. 676-697. Roskilde, Denmark Roskilde University, 2000.