Return-Path: <nifl-fobasics@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id gBIHfGX08400; Wed, 18 Dec 2002 12:41:16 -0500 (EST) Date: Wed, 18 Dec 2002 12:41:16 -0500 (EST) Message-Id: <37964640587FD31195CA00105A1C4BB797349C@NTSERVER0> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-fobasics@literacy.nifl.gov Originator: nifl-fobasics@literacy.nifl.gov Sender: nifl-fobasics@literacy.nifl.gov Precedence: bulk From: SAM MCGRAW III <Samm@seattlegoodwill.org> To: Multiple recipients of list <nifl-fobasics@literacy.nifl.gov> Subject: [NIFL-FOBASICS:635] Re: Response to "Trauma and Adult X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; X-Mailer: Internet Mail Service (5.5.2653.19) Status: O Content-Length: 4474 Lines: 125 Robin, Is it possible to share a copy of your paper on adults and trauma? sam Samuel McGraw Instructor & Librarian Adult Basic Education Programs Seattle Goodwill 1400 South Lane Street Seattle, Washington 98144-2889 Dl: 206 - 860 - 5789 Tl: 206 - 860 - 5791 Fx: 206 - 325 - 9845 samm@seattlegoodwill.org www.seattlegoodwill.org www.soundwavesseattle.org Operating in partnership with the communities of the North Central Puget Sound, Seattle Goodwill provides quality, effective employment training and basic education to individuals experiencing significant barriers to economic opportunity. Together, we change lives! -----Original Message----- From: Robin Millar [mailto:r.millar@uwinnipeg.ca] Sent: Wednesday, December 18, 2002 6:37 AM To: Multiple recipients of list Subject: [NIFL-FOBASICS:633] Re: Response to "Trauma and Adult I have conducted research around this topic and fine that power relations between teachers, peers, and family were the most compelling reasons to drop out. Also students didn't just suddenly one day, drop out. They slowly dropped out of school due to shame and blame attached with a variety of reasons including being 'different', not being successful, being treated as an outcast, being shunned or shamed. Robin Millar University of Winnipeg Dr. Robin Millar Executive Director Centre for Education and Work 515 Portage Avenue Winnipeg, MB R3B 2E9 204-786-9395 >>> arthur@ellijay.com 12/18/02 08:20 AM >>> Anne, NIFL, NCSALL, etc, I'm further curious as to what, if any, current or future projects might be planning on looking back in the adult learner's history in an effort to identify some of the causal factors for the 'drop-out' condition. I personally have strong feelings in this direction that is supported by many years of playing 20 questions with adult students. It appears to me the emotional factors generated by children who experience early life situations that are difficult for them to resolve create a scenario wherein they are unable to focus on school-work for a time and from that point on it appears to be a downhill run culminating in drop-out. This can and often does include the issues mentioned in Anne's statements below, and can include family crises, personal crisis, embarrassments, or some other experience that diverts attention away from 'school' for a long enough time that they miss integrating some of the critical issues of math, or reading, or language, etc. It also appears that this is most prevalent in the K-6th grade range which would coincide with the 6-11 year old range of development. I would think that NIFL and or NCSALL might look closer into this area. It could be easily accomplished by recruiting practitioners nationwide and provide them with a standard question bank for their students. It wouldn't have to be very formal just to get an idea as to the reality and depth of the issue and then develop a more thorough investigation. Does anybody else have thoughts in this direction? Art Art LaChance Gilmer Learning Center Ellijay, GA Anne Murr wrote: > Another prevalent trauma for adults in basic education classes is the > emotional abuse they suffered in school because of their learning > difficulties. These memories cause blocks to learning in their > present setting. I'm angry because it's not their fault that they > didn't learn. They simply were not taught in a way in which they > could (and can now) learn. There is injustice in their experiences. > > Their traumas include being made fun of, being required to read aloud > and feeling that they made fools of themselves, being made to feel > it's their fault for not learning, being told is so many different > ways that they are stupid, suffering the anger of the frustrated > teacher, suffering abuse from frustrated parent, etc, etc. You've > heard the stories too. The result is a litany of negative messages > which must be "reprogrammed" before learning in the present can occur. > > Laura Weisel calls emotions the prerequisite for learning. As > educators, we are not therapists, but we can help our students > "reprogram" with positive messages as simple as "I can learn, I am > learning, I will do my best now." > > What other ways do you address this issue? > -- > Anne Murr, Coordinator > Adult Literacy Center > School of Education > Drake University > 3206 University Ave. > Des Moines, IA 50311 > anne.murr@drake.edu > Tel 515-271-3982 > Fax 515-271-4544
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