[NLA] Discussion: Adult Learners with Trauma

[Nancy Hansen]

Janet, Andrea, Debbie et all interested parties:
Janet wrote:
<< "In some programs, waiting lists are so long that students are given 
[x] number of absences before they do, yes, lose their place in the 
program." >>

A brief comment:  This is really a sad commentary on our adult population's access to education. I do know that for the larger programs it likely has to be that way in order for the use of staff to be facilitated.  But it's still sad.  

Debbie Yoho wrote and Janet also advocates ("perhaps not everything can or should be addressed through policy"):  I'm >not< an advocate to write small /p/ policies for everything.  Don't take me wrong. That isn't the point.  It just troubles me to read the Horseman statement reading "due to policies".  Sensitivity to need is the highest priority in the program I work with.  How about other places?  With me patience and kindness and referral for "other help" and services are all ripples on the waters of every match with a volunteer that I do here.  I don't turn them away because they have been traumatized, may miss a few lessons and might be hard to teach.

Andrea, you made a point about traumatized students are not easy to teach.  Every single one of the 1-to-1 matched volunteers I have must be really fine professionals then because week-in and week-out that is exactly what they are working with.  I have had more than one volunteer tell me this isn't an easy volunteer role I have offered them, but they feel great about the skills they are offering their assigned adult, with my training help.

Nancy Hansen, Sioux Falls, SD

sfliteracy at yahoo.com


 Janet Isserlis <Janet_Isserlis at Brown.edu> wrote:To all

>It was "a revelation" to >me< also to read on >ERIC< in a 
>document the statement (page 4 under the sub-head "Policy and 
>Advocacy" by Horseman 2000b) that "institutional policies and 
>funding structures can make it less possible for educational 
>programs to be sensitive to the needs of learners affected by 
>trauma." It went on to detail that there are examples "out there" 
>somewhere in which "time-limited literacy" "assessment practices" 
>and "attendance policies" >>prohibit<< sensitivity to traumatized 
>adults' with needs, if I'm reading this document correctly.

In some programs, waiting lists are so long that students are given 
[x] number of absences before they do, yes, lose their place in the 
program.

> So my question is, why do we not have policies >against< such 
>limitations established by literacy program 
>administrations and >block< such limitations against traumatized 
>learners from happening? Is it all because of >funding< regs and 
>who is setting those policies?

Debbie's point that perhaps not everything can or should be addressed 
through policy is something I tried to allude to in my post 
yesterday. While 'small p' policy (attendance, for example) 
*should* be addressed, I'd hate to see us fall into a place where 
people are asked to prove 'trauma' in order to be eligible for x,y or 
z. Rather, we need to be looking at policy that accommodate 
learners' needs and strengths broadly -- allows time needed to 
complete courses - including stopping out, as necessary - and funds 
ancillary services -- either counsellors on site, or referrals 
(gathering accurate information takes time and energy).

Quick note about EMDR - it's a very intensive process, and as far as 
I know, not limited to only 'educational' experiences of trauma. 
Some resources: http://www.emdr.com/, 
http://www.emdr-practitioner.net/

I don't know enough about it all to recommend one or the other, but 
these can give a sense of what the process is about.

Having said all this, and being mindful of the potential cuts to 
systems, I'm reminded of the need to collaborate with agencies that 
work with immigrant, refugee and adult populations in our 
communities, to find ways to bring our collective knowledge and 
skills sets together to assist and support learners and teachers 
coping with various degrees of trauma.

Janet Isserlis

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