Promoting Adaptive Self Care in Abuse Survivors

Kruczek, Theresa; Smith, Christine L.

doi:10.1300/j182v01n03_03

Cited by 2 publications

(1 citation statement)

References 1 publication

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“…Dissociation is a coping mechanism in response to trauma or a trauma-related trigger that is accompanied by the feeling of one's mind and body being separated (Kerka, 2002). Trauma survivors have a difficult time looking inward or reflecting on their experience (Kruczek & Smith, 2001). Moreover, survivors experience emotional disconnection from themselves (BCMHSC, 2013).…”

Section: Humanismmentioning

confidence: 99%

Facilitating Trauma-Informed Pedagogy

Parker¹

2021

JPNEP

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Mental health issues are increasing globally, affecting health outcomes and health care resources. Understanding the andragogical implications for adult learners who are experiencing mental illness, including trauma-related mental illness, is vital for nurses, educators, and community support services. Experiencing abuse can cause mental health issues such as stress, anxiety, and posttraumatic stress disorder. In the context of this article, a trauma survivor is someone who has been the victim of abuse. Trauma survivors can be hard to identify, reach, connect with, and have difficulty reaching specific learning outcomes. This translates into poorer health outcomes within this vulnerable group as trauma survivors may not be able or ready to implement self-care efforts. Trauma also affects how people learn. Because of this, trauma survivors require focused teaching strategies that will support their growth, recovery, development, and integration into the community. Adult educators must hone their ethical pedagogical responsibility in a way that reflects trauma-informed care when providing care for a diverse student population. Understanding how these survivors learn will also help educators and healthcare providers understand the pedagogical philosophies, approaches, and strategies best suited to the andragogy of adult learners who have experienced trauma. To contribute to advancing pedagogical epistemology, the purpose of this literature review is to discuss how learning occurs in adult trauma survivors, and asks: What pedagogical philosophies and approaches are beneficial to understanding and best facilitating the andragogy of adult learners who have experienced trauma? This enhanced understanding leads to stronger advocacy for inclusive and trauma-informed teaching and learning environments.

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Section: Humanismmentioning

confidence: 99%

Facilitating Trauma-Informed Pedagogy

Parker¹

2021

JPNEP

View full text Add to dashboard Cite

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A Learning Model on the Readiness to Learn Self-Care for Trauma Survivors

Parker¹

2021

JPNEP

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Family violence is increasing globally, affecting health outcomes and healthcare resources. Abuse is a form of trauma that can cause mental health issues such as stress, anxiety, disconnection, distortion of reality, and learning difficulties. Trauma survivors are often silent sufferers, who are hard to reach and even more challenging to teach. This translates into poorer health outcomes within this vulnerable group as trauma survivors are not able or ready to implement self-care efforts independently. Therefore, understanding how these survivors learn is vital to facilitate their trauma recovery and empower them to regain autonomy. Educators must hone their ethical pedagogical responsibility in providing care for a diverse learner population which reflects trauma-informed care. Hence, to contribute to advancing pedagogical epistemology, a trauma andragogical model is developed that promotes trauma recovery through the readiness to learn and ability to connect through realities of the self, others, world, and learning environment. This progression reflects a learner’s ability to learn, which influences learner motivation and capacity to pursue self-care behaviors. The Readiness to Learn Self-Care Model for Trauma Survivors, therefore, outlines the steps, or doors, a survivor must go through to reach independent self-care behavior. The model uses ethical principles based on self-determination, autonomy, and health equity to support social justice by providing accessible learning, which is learner centered. The Readiness to Learn Self-Care Model for Trauma Survivors contributes to pedagogical epistemology through articulating anagogical trauma-related principles through philosophical, theoretical, and anecdotal realms.

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Promoting Adaptive Self Care in Abuse Survivors

Cited by 2 publications

References 1 publication

Facilitating Trauma-Informed Pedagogy

Facilitating Trauma-Informed Pedagogy

A Learning Model on the Readiness to Learn Self-Care for Trauma Survivors

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