Return-Path: <nifl-womenlit@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id f2GCPrg24376; Fri, 16 Mar 2001 07:25:53 -0500 (EST) Date: Fri, 16 Mar 2001 07:25:53 -0500 (EST) Message-Id: <sab1c014.082@langate.gsu.edu> Errors-To: alcrsb@langate.gsu.edu Reply-To: nifl-womenlit@literacy.nifl.gov Originator: nifl-womenlit@literacy.nifl.gov Sender: nifl-womenlit@literacy.nifl.gov Precedence: bulk From: "Daphne Greenberg" <ALCDGG@langate.gsu.edu> To: Multiple recipients of list <nifl-womenlit@literacy.nifl.gov> Subject: [NIFL-WOMENLIT:1297] EMDR and adult literacy-xpost from NLA and NIFL-LD literacy X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: multipart/alternative; boundary="=_92C91774.C7A6DA75" X-Mailer: Novell GroupWise Internet Agent 5.5.3.1 Status: O Content-Length: 6560 Lines: 137 Content-Type: text/plain; charset=US-ASCII Content-Transfer-Encoding: quoted-printable The Ohio Department of Education, Adult Basic Education and the Ohio Department of Rehabilitation and Corrections, Central Ohio School System, funded a project to research the effects of Eye Movement Desensitization and Reprocessing (EMDR) with adults identified as having severe learning difficulties and reporting early educational experiences that could be called traumatic. EMDR is a clinical procedure, done by a licensed therapist, that is used to most often to treat post traumatic stress disorders (PTSD). Our hypothesis was that adults in literacy programs who could be identified as having severe learning difficulties (with a high likelihood of being able to be diagnosed as learning disabled) had emotional issues with learning stemming from traumatic early classroom experiences. We believed -- from dialogs with adult literacy students -- that these early classroom traumas continued into adulthood as flashbacks and illicit a 'flight or fight' response along with emotional flooding that got in the way of learning new skills and being returning to/staying in literacy programs. In our first study, 1995 - 1996, we found trends that indicated the treatment group (receiving three 90 minute EMDR sessions with a licensed psychologist) showed greater reading gains, had longer program participation, and showed greater grow in self esteem in a learning environment than did the control group. Our second study data (1996 - 2000), using adult literacy students in both a community-based setting and in a male correction facility, is still being analyzed. On the surface, the community-based program had 100% of the control group drop out of the program within 3 months. All of the treatment group was retained for 6+ months. We hope to have our findings completed by June and will post the study. If you are interested in learning more about EMDR -- visit www.emdr.com If you have any questions about the study protocol please contact: Laura Weisel, Ph.D. at PowerPath@aol.com Dr. Weisel will be speaking about this study along with the role of emotions and learning at COABE in Memphis (April 1), in a session called Emotions! The Prerequisite to Learning. This session will be repeated at the Arkansas Literacy Council Conference (April 5), at the Ohio Association for Adult and Continuing Education Conference (April 7), at the Virginia Association for Adult and Continuing Education Conference (May 4), and possibly at the VALUE conference in Columbus, OH in partner with Dale Sherman, Medina, OH.
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