Fear and learning: Trauma‐related factors in the adult education process

Abstract

Adverse learning experiences in childhood may affect the adult's capacity to learn throughout the lifespan. Suggestions for adult educators are provided.

Is Online Learning a Viable Training Option for Teaching Sexual Assault Forensic Examiners?

“…Although this finding has not been examined in online learning research, prior research has suggested that those who have experienced rape or intimate partner violence have more difficulty with sustaining auditory attention and have delayed free recall and poorer working memory (Jenkins, Langlais, Delis, & Cohen, 1998;Lindauer, Olff, van Meijel, Carlier, & Gersons, 2006;Stein, Kennedy, & Twamley, 2002). Furthermore, these students may experience feelings of distress when hearing violence-related clinical case material, which may lead to reduced engagement as a coping strategy (Perry, 2006;Zosky, 2013). It is important to note that students were not asked if they had experienced a sexual assault.…”

Factors affecting the confidence of surgical trainees: a systematic review and thematic analysis

“…Fear, often stemming from uncivil behaviour, stifles learning and curiosity. This is reflected in reports of trainees feeling nervous about asking questions or making mistakes under such circumstances 43 …”

‘Beyond Being Nice’: A model for supporting adult ESOL learners who have experienced trauma

“…Presented in the literature (Milligan, 2018;Morgan-Short et al, 2014;Perry, 2006;Van Der Kolk, 2015;Williamson et al, 2014;Yehuda et al, 2015), trauma-related signs exhibit themselves in the ESOL classroom. For example, mood swings, avoidance, lack of portrayed emotions, being overly emotional, refusing to work with others, difficulties to focus on tasks or memorise new lexical items can indicate that a learner is dealing with the aftermath of trauma.…”

“…For example, mood swings, avoidance, lack of portrayed emotions, being overly emotional, refusing to work with others, difficulties to focus on tasks or memorise new lexical items can indicate that a learner is dealing with the aftermath of trauma. These behaviours can be mistakenly taken as 'bad' or as a lack of interest or preparation rather than a protective strategy (Kerka, 2002;Perry, 2006) in turn creating an additional obstacle that impedes the learning process (Medley, 2012). Although the possibility of an alternative answer explaining the causal factors for these behaviours can be argued, the impact of trauma cannot be underestimated.…”