[NLA] Discussion: Adult Learners with Trauma

Fri Jan 24 12:29:53 EST 2003

Actually, Connie, we have the same "policy" in regard to the rudeness of
"standing up" a tutor by persistent absence with no contact, because this
behavior causes the loss of tutors.   The tutor is reassigned to another
learner. But this happens very rarely.  Almost all call with various
reasons, and we accept this at face value. Even if the learner just
disappears, s/he is not barred from returning to the program anytime he/she
is ready, and receives another tutor as soon as we have one, no questions
asked. Once in a while it takes the learner some time to realize the
consequences of failure to pick up a telephone, but not often.  Most who
don't come and don't call are gone for good, or at least for many months
until the next time they are able to work out a commitment. If it is going
to take longer than two weeks to get a new tutor, we welcome the learner
into our comoputer lab until one is available.   

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: Connie Archambault <carchambault at haverhill-ma.com>
> To: <nla at lists.literacytent.org>
> Date: 1/23/2003 6:00:49 PM
> Subject: RE: [NLA] Discussion: Adult Learners  with Trauma
>
> First let me say, I like the idea of the Island of Peace corner and I am
> going to try it. We have many parents who will call in due to an at home
> crisis, this may help.
> Second we have a three strikes and your out policy. Students are both
> provided with a student policies and procedures manual and instructed in
the
> expectations for attendance and made aware that we have a lengthy waiting
> list if they are not committed to attending. All students sign a contract
> with us indicating that they understand the attendance expectation.
Students
> are given the benefit of the doubt and exceptions are made; however should
> students not call or show up for three consecutive days a letter is sent
to
> them and they are returned to the wait list. We do have students who will
> say that they did not receive the policies and procedures or the letter
but
> having the contract in their files is a visual reminder of their
> understanding.
> We find that the students who are not committed do not stay long.
> Connie Archambault
>
>
> -----Original Message-----
> From: nla-admin at lists.literacytent.org
> [mailto:nla-admin at lists.literacytent.org]On Behalf Of Debbie Yoho
> Sent: Monday, January 20, 2003 10:56 AM
> To: nla at lists.literacytent.org
> Subject: Re: [NLA] Discussion: Adult Learners with Trauma
>
>
> From Janet:  "It seems
> more reasonable to think about policy that allows adults to seek time
> away for personal, health-related reasons; to have access to choices
> about how to address their issues without losing a spot in a learning
> program."
>
> It is a revelation to me that adults can "lose their spot" in a learning
> program.  Does this mean some programs have policies that kick adults out
> due to absences?  If so, maybe it is the absence of a policy that is
> necessary!  I can't imagine running an adult ed program without open
> enrollment.  What's going on?
>
> 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: Janet Isserlis <Janet_Isserlis at Brown.edu>
> > To: <nla at lists.literacytent.org>
> > Date: 1/20/2003 9:33:30 AM
> > Subject: Re: [NLA] Discussion: Policy or Legal Challenges on behalf
> ofAdult Learners  with Trauma
> >
> > David, Nancy and all,
> >
> > First - thanks, the pushing us to consider the policy implications of
> > the questions of working with adult learners who have experienced (or
> > are experiencing) trauma of one sort of another.
> >
> > These learners (and colleagues) are not only those participating in
> > basic level classes -- there are men and women who have experienced
> > political, personal trauma in their countries of origin, in the
> > immigration process, in daily fear of abusers  --  some of these men
> > and women are participants in adult education classes and programs.
> >
> > It's important to stress that knowing *who* has experienced trauma is
> > not the issue so much as creating learning environments that are safe
> > for all involved.  This does not mean finding out who may be in need
> > of counselling, but making known that counselling services are
> > available in the community -- or at the learning site, when this is
> > the case.  Making known the availability of resources by leaving
> > brochures in common spaces, hanging posters that give information
> > about community resources (victims of crime hot line numbers, as well
> > as posters giving information about general health care, shelters for
> > women escaping domestic violence, etc) is part of helping adults see
> > the range of possibilities available to them.
> >
> > The policy issue is one that I think requires much thought.  I'm
> > aware of at least two programs in Providence that have re-thought
> > their policies about attendance requirements.  While not publicizing
> > their decisions broadly, they have made it known to their teachers
> > that if students have concerns (e.g. one woman afraid to leave a
> > child in the house when a potentially abusive relative was visiting)
> > , that teachers can tell students that if they have pressing family
> > matters, they can speak to their teachers about a need for an
> > extended absence without fear of losing their place in the program.
> > To "formalize" a program to allow women or men to ask for time out
> > because of trauma, per se creates other potential problems.  It seems
> > more reasonable to think about policy that allows adults to seek time
> > away for personal, health-related reasons; to have access to choices
> > about how to address their issues without losing a spot in a learning
> > program.  Some learners are able to stay in school; others need time
> > to stop out for a while.
> >
> > Other policy areas -- particularly WIA work requirements -- are
> > similarly tricky.  Many adults receiving government benefits do have
> > case workers -- sometimes for better, sometimes for worse.  There are
> > domestic violence waivers (so that an errant parent cannot trace
> > his/her spouse or partner) vis a vis child maintenance payments;
> > domestic violence, however, is not the only issue on the table.
> >
> > More germane to our work, I think , is finding ways to broadly frame
> > policy to accommodate both the needs and strengths of adults for whom
> > trauma is an issue -- by extending attendance policies, by helping
> > teachers know more about a broader range of teaching and learning
> > strategies, by learning, more, ourselves, about how people learn and
> > teach while dealing with issues of trauma in their lives.  Some
> > people view school as a respite from other ongoing issues they face;
> > for others, it's necessary to take some time away.  Each person deals
> > with stressors and trauma in her/his own way.
> >
> > Have a look at the Canadian Centre for Victims of Torture's work
> > http://www.icomm.ca/ccvt/; consider that a program in Providence (and
> > other programs as well) have sought and received funding for the
> > services of a counsellor on site; please browse through some of the
> > resources at http://www.brown.edu/lrri/screen.html.
> >
> > I know many of us are working on this issue and I'm hopeful that in
> > raising a question of policy we may be able to move further (despite
> > the harsh economic outlook before us) to ensure that programs provide
> > access to learning for all who wish to seek it.
> >
> > Janet Isserlis
> >
> > >Nancy Hansen wrote me to raise a public policy question about
> > >support for learners who have been traumatized.  I wonder if anyone
> > >is aware of proposed or actual policy, or legal challenges, in the
> > >U.S. or elsewhere which address this issue.
> >
> >
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