[NLA] Discussion: Adult Learners with Trauma

[Debbie Yoho]

from Andrea:  "...I must also say that great suffering (trauma) may not
leave much residue of 
kindness in those who have suffered, and that students who have suffered 
greatly may not be easy to teach." 

There is something missing in this discussion.  Although I would not hold
up my own program as a state-of-the-art model (there is always so much more
we could do), we do operate as a WIA-Title II funded member of Sticht's
AELS under the same guidelines and pressures as all the others in the
system.  We have a very large commitment to clients served by state, local,
and private Mental Health programs, and many of them have experienced
unspeakable trauma. We also work with the homeless and women sheltered from
abusive situations.   (Incidentally, in most cases our admin staff knows
the details but the info is NOT shared with instructors/tutors except on a
need to know basis).  Anyway, we treat these learners no differently from
the rest--through a customized learner-centered program.  Nearly all
progress very well, and we have experienced no substantial problems we
couldn't anticipate or address. I will say we operate as a private
non-profit outside the pressures of a lot of bureaucracy.

My question is, why are policies (evidentally made at the state and local
level)which impede quality service promulgated in some places while such
barriers seem to be non-existent in other locations? 

The only situation I can imagine goes back to funding and accessibility.  I
know that in some places the demand for services is so high and the supply
of programs so low that long waiting lists are created.  In those
situations there are bound to be steps taken to see who gets to the head of
the line first, and yes, we have discussed the "creaming" phenomenon bred
by accountability pressures.  But aren't local decision-makers able to act,
or not act, in such situations according to their best judgement?

Is the issue policy, or is the problem self-imposed?    

Deborah W. Yoho
Co-moderator, NIFL-Health Listserv
President, SC Adult Literacy Educators
Executive Director, Greater Columbia Literacy Council
2728 Devine Street,  Columbia, SC  29205
803-765-2555   Fax  803-779-8417   dwyoho at earthlink.net


> [Original Message]
> From: <AWilder106 at aol.com>
> To: <nla at lists.literacytent.org>
> Date: 1/21/2003 6:59:05 AM
> Subject: Re: [NLA] Discussion: Adult Learners  with Trauma
>
> Nancy,
>
> Besides funding problems (enormous) there is also much ignorance about 
> trauma.  Remember Bosnia and systematic rape?  It was only after Bosnia
that 
> (I think) the first large progam on trauma was begun in this country,
perhaps 
> at NYU, I have to track this down.  This is a very complex area, and in
my 
> experience even those in the field who say they want to change policy can 
> draw back from the realities that traumatized people bring to the
classroom.  
> In my view, these are three reasons that advocacy is difficult:
> 1)  funding
> 2)  ignorance
> 3)  denial
>
> However, pooling of resources such as studies, successful interventions
and 
> self-education can help advocates formulate and push for specific
policies so 
> classrooms and programs can be better structured to meet student needs.  
>
> I must also say that great suffering (trauma) may not leave much residue
of 
> kindness in those who have suffered, and that students who have suffered 
> greatly may not be easy to teach.
>
> Andrea
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