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Digest #145: Elaborative Interrogation

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Digest #145: Elaborative Interrogation
  1. What is the Elaborative Interrogation Strategy? by Professional Learning Board

    This quick post gives a quick overview of what elaborative interrogation is, how it works, and a few ways teachers can use it in the classroom

  2. Elaboration and Elaborative Interrogation by Dr. Chris Nickson for Life in the Fastlane

    Another quick overview of elaboration/elaborative interrogation with some discussion of the advantages and limitations of this strategy.

  3. Elaborative Interrogation from Kingsbridge Community College

    For a closer look at some of the research on elaborative interrogation, check out this resource from Kingsbridge Community College.

  4. Elaboration: A strategy in the Learning to Learn Series from UA Learning Initiative at University of Arizona

    This list of resources from the University Arizona has some helpful videos to explain elaborative interrogation.

  5. Learning Scientists Podcast: Episodes 6 and 7 by the Learning Scientists

    Episode 6 of our podcast explains elaborative interrogation and Episode 7 is a bite-sized research episode reviews research by Woloshyn & Stockley (1995) demonstrating how elaborative interrogation worked with 6th and 7th grade students (1).

References

(1) Woloshyn, V. E., & Stockley, D. B. (1995). Helping students acquire belief-inconsistent and belief-consistent science facts: Comparisons between individual and dyad study using elaborative interrogation self-selected study and repetitious-reading. Applied Cognitive Psychology, 9, 75-89.

Summer Reading Contest Week 3: What Got Your Attention in The Times This Week?

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Summer Reading Contest Week 3: What Got Your Attention in The Times This Week?

“Black trans lives matter!” “Black trans lives matter!” “Black trans lives matter!” “So let me tell you something: Voguing has always been a protest. The dance itself, in all of its campy glory, has always been about, ‘Look at me. I’m here. I matter, and look what I can do.’ So doing it on the streets, doing it, you know, in front of a cop car is letting you know, ‘I’m here. I matter.’ ” “The ballroom is not just voguing. The ballroom is art. The ballroom is fashion. It’s theater. It’s political. Remember, you have all these houses. You have the House of Mugler, you have the House of Mizrahi, and we call ourselves the House of Xtravaganza, the most fabulous of all time!” [laughing] “The ballroom scene has made it through past pandemics and past protests, from police brutality to the AIDS crisis, to losing a lot of the elders of the scene, to finding spaces.” “For a lot of people, ballroom is life, voguing is life. And so, when these things are kind of shut down, you’re basically kind of shutting down the lifeline of the community.” “I had balls in North Carolina that was canceled. I had balls in Florida that was canceled due to quarantine and corona, and it’s — what do we do now?” “First, we were seeing the at-home challenges happen.” ♫ “I don’t want the corone-rone. Just FaceTime me on the phone, phone. You got to get up out my home ’cause I don’t want corone.” ♫ “Wash your hands, hands, hands, hands, hands, hands, hands.” “Then we saw the rise of the Bigo balls —” “Ready?” “— a virtual ballroom —” ♫ “Ah, giving me hands. Giving me hands. Serve your hands like this, yes. Giving me hands. Giving me hands. Serve your hands like this. I’m stuck in the room. I can’t get out. This corona’s taking me out.“ “I remember, my friends, well I had close to like 3,000 people watching. It was like people were thirsty. They were yearning for a ball. They were just like, ‘Oh my God, yes.’ “ “And there was almost like a resurgence of ballroom in a new format.” “And just like in [snaps] the whole world has just stopped.” “Layleen Polanco!” “Say her name!” “Layleen Polanco!” “Say her name!” “Tony McDade!” “Say it like you mean it!” “Tony McDade!” “Nina Pop!” “Nina Pop!” “Say her name!” “Nina Pop!” “Say her name!” “Nina Pop!” “When black trans lives are under attack, what do we do?” “Stand up, fight back!” “Stand up, fight back!” “Stand up, fight back!” “Stand up, fight back!” “Stand up, fight back!” “Especially because black trans women, Afro-Latina trans women, are being murdered in the streets, we’re here to stand up. We’re the House of Xtravaganza. We’ve always been standing up against injustice and speaking out to make equality and justice for everybody.” “With Layleen, I was the mother of her house. She was one of my kids.” “Our house has always been a very trans-friendly house. Even if I did not know her personally, as a trans man, for me, she was my sister. It’s obviously hard losing a sister.” “It’s amazing just seeing her name everywhere, her pictures everywhere, and her story just reaching so many lives and so many souls and so many people.” “She had her chosen family and her biological family by her!” [cheering and applause] “Yes!” “The House of Xtravaganza!” “Yes!” “I love you guys!” “Yes!” “I love all of you!” “Yes!” “Thank you so much!” [cheering and applause] “Yes!” “I was wearing a mask, and I was scared. But I wasn’t thinking about that. There’s an abuse of power, and people are fed up.” “What do want?” “Justice!” “When do we want it?” “Now!” “I mean, L.G.B.T. culture is rooted in the battle against police brutality from Stonewall.” “No justice!” “No peace!” “No justice!” “No peace!” “And I think in the last couple of months, the last couple of weeks especially, we are waking up people faster.” “And it’s kind of using what we do to just voice our outrage and kind of honor our L.G.B.T. ancestors, with voguing being the resistance dance.” ♫ “We have $160 for whoever wins the ball today.” “I thought it was —” “It was more, but I decided to put the rest of that money that was more — into Black Trans Lives collectives.” [cheering] “And yes I am [expletive] hype because this is my [expletive] community. What?” ♫ “All these people that were voguing during the protests, it made me feel like, we have to fight for something. And what we’re fighting for is rights, and even in the time that we’re fighting for Black Lives Matter, you have to remember. We’re black and we’re queer, too. We’re black and we’re gay. We’re black and we’re trans. So, us going out there and voguing and being unapologetically us while protesting told them that, ‘Hey, don’t forget us either.’ ” “Period. That’s it.”

Learner Story – Rosie

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Learner Story – Rosie

Rosie Youngman, 20, used FutureLearn to supplement her revision for her A-Level exams. Here she shares how one of FutureLearn’s courses helped her to achieve higher than her predicted grade in A-Level biology and how she is now using the platform to prepare for the world of work.


FutureLearn was recommended to Rosie by her college while she was studying for her A-Levels. She took the University of East Anglia’s ‘Biochemistry’ course as a new method of revision for her biology exam. 

“Biochemistry forms the basis of biology, so I chose to take the UEA course to cement my knowledge and help me to remember different facts for my exams. I really enjoyed using FutureLearn to supplement my studies and found it a great way to revise – It’s nice to do something different, instead of just looking at a textbook and making notes.”  

One of the things Rosie enjoyed most about using FutureLearn for her studies was the flexibility and interactivity it offers. 

“The course provided a really interactive way of engaging with different topics in biology and the quiz at the end of the course helped me to test my overall understanding of the subject. I also really liked the fact that once I had completed the course, I could share this to social media. I was proud about finishing it and shared it to my Facebook page! I also liked that I had the option to upgrade to receive a digital certificate.” 

 Revising using FutureLearn helped Rosie to pass her A-Level biology exams and surpass her predicted grade. 

“It’s safe to say I was failing biology throughout the eternity of year 12 and FutureLearn helped me to go from a U grade to receiving a C in my exams, something I am extremely proud of.” 

Rosie encourages students who may be doing their GCSEs or A-Levels to try out FutureLearn. 

“I would recommend FutureLearn to everyone I know, just to learn something new but specifically those who are studying for exams. FutureLearn’s courses in biochemistry or Shakespeare can really complement the subjects you learn at school or college”. 

During the COVID-19 outbreak, Rosie also joined Maudsley Learning’s ‘COVID-19: Psychological Impact, Wellbeing and Mental Health course’, to help manage some of the anxieties the pandemic has brought on. 

“The COVID Psychological Impact course is incredibly relevant at the moment and is a great way of making sense of what is going on in the world. Having a better understanding of the virus allows you to reflect and cope with the impact it has had on you personally.”

Now Rosie has finished her A-Levels and is looking to the future, she has been using FutureLearn to help develop skills for the modern workplace. 

“I’m currently looking for a job and would like to pursue a career in journalism. In the meantime, I have been taking more FutureLearn courses to boost my CV and develop my technological skills. I recently finished The University of Leeds and Institute of Coding’s ‘Create a social media marketing campaign’ and am in the process of doing Bond University’s ‘Introduction to Excel and Data Analytics’, in order to demonstrate to employers that I am capable of using computers and different technology”. 

For Rosie, FutureLearn has benefits no matter what level of learner you are.

“I love that you can use FutureLearn at different stages of your life, at school or college to supplement your studies or later in life to help you develop skills for work.”

 

Learner story – Amy

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Learner story – Amy

Amy Clarkson, 25, is a genomic counselling trainee. She shares how FutureLearn helped her land her current job by enhancing her application, building her knowledge, and increasing her confidence. 


Before her current role in genetics, Amy worked in the third sector and then for an investment company. She decided to switch careers into genetics as she had previously studied the topic during her undergraduate degree.

To refresh her knowledge and help her return to the field, Amy took several genetics courses on FutureLearn from Health Education England, St George’s, University of London and The University of Manchester. 

“I started using FutureLearn prior to applying for my current job in genetics, which was a career change, as a way to learn more about the field and to enhance my application. I found it extremely useful and much of what I learned helped me in both my written application and interview, as well as in the job. Doing the courses gave me more confidence in my knowledge going into the interview, which in itself is a massive help.

“Overall, FutureLearn has really helped me to get into the field and specific job role that I am in today, by improving my knowledge and strengthening my application.”

Having landed her job as a genomic counselling trainee, Amy regularly uses FutureLearn to refresh her knowledge and upskill. 

“Genetics is a fast-paced field. The ‘Bioinformatics’ course from the University of Manchester, for example, was extremely valuable to keep me up to date with this area of genomics. I also find the opportunity to discuss issues with people in the comments sections really valuable professionally, as you can engage with perspectives from outside of your field.” 

Most recently, Amy also took UNESCO’s ‘COVID-19: Pandemics, Modelling, and Policy’ course to expand her knowledge of healthcare policy, as well as a way to gain reliable information on the virus. 

“It’s so easy to feel out of control in a pandemic and the information we get from the media can be difficult to digest, but by understanding the principles that this course explores, you can learn to make rational judgements based on facts. This course has helped me to manage information overload and allowed me to critically analyse all of the updates we are constantly provided with around COVID-19.” 

“As I work in healthcare, policy will affect my working life too, so I joined this course to gain relevant knowledge in this area and to enhance the skills I already have in modelling”. 

Amy is due to qualify in her new role in September 2021 and aims to continue using FutureLearn to further her career journey. 

“FutureLearn helped me to apply for and obtain the job I have today and I recommend FutureLearn to people in all different situations, such as applying for jobs, keeping up to date with a field, or just for fun! Having accessible online courses is a fantastic resource – I love just taking courses to learn something new.”  

“I anticipate myself using FutureLearn courses between now and then to keep engaged in different areas of the field. When I qualify, I will be applying for jobs, and am highly likely to call upon FutureLearn again to help me to prepare for this, giving me information and confidence for applications and interviews!”

 

Share your learning story with Coursera

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Share your learning story with Coursera

Has learning on Coursera impacted your life in any way, big or small? Whether you transformed your career, created change in your community, or came to see the world a little differently, we want to hear your story!

To submit your story, please fill out this short form (or open survey in browser):

While we can’t publish every story, we look forward to reading them all, and we’ll let you know directly if we want to publish your story on Coursera!*

Thanks for sharing your story with us!

*Please note that Coursera reserves the right to edit and revise to meet our grammar and brand standards.

 

Alison’s Coronavirus Course Translators: Lerato Matsoso

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Alison’s Coronavirus Course Translators: Lerato Matsoso

To help the world combat the Covid-19 pandemic, Alison launched the course Coronavirus – What you need to know. In order to make sure that no one was excluded from accessing possibly life-saving information, Alison committed to translating the course into as many languages as possible. To achieve this ambitious goal, Alison reached out to its community of Learners, seeking volunteers willing to use their language skills to help translate the course and spread important information on coronavirus. Lerato Matsoso translated the course into Southern Sotho and played her part in spreading free learning that has helped save lives.

 

Lerato, tell us a bit about yourself and your background.

My name is Lerato Matsoso, a 34 year old woman from Rustenburg, North West Province in South Africa. I studied Climate Change Mitigation, Adaptation and Legal Regime under the United Nations Framework Convention on Climate Change. 

How did you learn that Alison was looking for translators for its corona-virus course?

I learned after I received an email from Alison in which we were invited to participate.

What was your experience of Alison before volunteering to translate? Had you studied with Alison before?

Yes, I had studied courses with Alison before volunteering. I had an invaluable experience studying with Alison.

Why did you offer to translate our coronavirus course?

It’s my UN Human Rights obligation to extend my help to people who can’t afford to learn the English language, especially people in deep rural parts of my native language geographical area. It was going to be easier for them to learn in their indigenous language.

Why is it important that everyone has access to important information on coronavirus?

It’s an Obligation under the UN Human Rights Declaration, Articles 26, and the WHO International Health Protocol, Article 2005, that people have this information at their disposal. 

 

Tell us a little about your method when translating.

This was my first time translating. Certain English words were easy to translate into my language but some other English words I found difficult. I used an extensive collaborative mechanism to resolve the translation of challenging English phrases to Southern Sotho.

Why is free learning so important and why is it important to translate it into many languages?

In terms of the UN Human Rights Declaration, Article 26, everyone has the right of access to free learning. Translating the course will also promote a language’s dignity.

Have you been learning through Alison during the pandemic? How has the lockdown been for you?

No, I haven’t been learning with Alison through the pandemic period. The lockdown measures resulted in not an easy situation. It’s the first time we have experienced national disaster measures like this.

What would you say to people who might be interested in translating for Alison?

I would encourage them to translate for Alison because they will get the chance to work with a cohort of educators and a supporting team.

If you’d like to play your part in overcoming the coronavirus pandemic by helping Alison give people access to the information necessary to keep themselves and their loved ones safe, please get in touch.

Alison’s Coronavirus Course Translators: Hazhan Nuri

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Alison’s Coronavirus Course Translators: Hazhan Nuri

To help the world combat the Covid-19 pandemic, Alison launched the course Coronavirus – What you need to know. In order to make sure that no one was excluded from accessing possibly life-saving information, Alison committed to translating the course into as many languages as possible. To achieve this ambitious goal, Alison reached out to its community of Learners, seeking volunteers willing to use their language skills to help translate the course and spread important information on coronavirus. Hazhan Nuri translated the course into Kurdish and played her part in spreading free learning that has helped save lives.

 

Hazhan, tell us a bit about yourself and your background.

My name is Hazhan. I was born in Sulaymaniyah and I am 21 years old. I’m currently a student in the College of Nursing, stage 3. I’m also working as a volunteer with the Kurdistan Medical Science Organisation and the Rema Group. I have also got certificates in several different scientific courses related to nursing, in order to improve my knowledge about my future job.

How did you learn that Alison was looking for translators for its coronavirus course?

My friend Bryar Ghafoor (another Alison translator) told me about this project. 

Why did you offer to translate our coronavirus course?

I decided to translate this course for two reasons. First of all, to help Kurdish people to gain some specific information about coronavirus. Secondly, Islam, my religion, teaches me to work as a volunteer at any time and in any situation.

Why is it important that everyone has access to important information on coronavirus?

Everyone must know about coronavirus and its signs and symptoms so they will be able to recognise it if they are infected. Access to information also allows them to protect themselves and to promote healthy attitudes. Hopefully, this information will allow them to continue to live healthily.

 

Tell us a little about your method when translating.

I translated the course using my own English language skills and sometimes I used a dictionary.

Why is free learning so important and why is it important to translate it into many languages?

Free learning is important to everyone because if learning is going to cost money then there will be some people who have a love of learning but won’t be able to attain it because they lack the money. 

Have you been learning through Alison during the pandemic? How has the lockdown been for you?

Yes, I have learned much about coronavirus that I didn’t know before. Also with the Alison translation my translation skills have improved.

What would you say to people who might be interested in translating for Alison?

I think any translation you do is going to be useful, so go ahead!

If you’d like to play your part in overcoming the coronavirus pandemic by helping Alison give people access to the information necessary to keep themselves and their loved ones safe, please get in touch.

Summer Reading Contest Week 4: What Got Your Attention in The Times This Week?

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Summer Reading Contest Week 4: What Got Your Attention in The Times This Week?

The United States is one of the most unequal countries in the developed world. People who aren’t wealthy have less chance of success and less chance for their children to succeed. When you talk about fixing these things, though, people freak out. Taxing the rich? Helping the poor? To many Americans, that smells like socialism. But there’s one part of American society that has been successfully fighting inequality for years, and right under our noses, because they know just how important it is to make sure everyone gets a fair chance. That’s right, I’m talking about the National Basketball Association. [UPBEAT MUSIC PLAYING] See, in the N.B.A., there are rich teams and poor teams. The New York Knicks, the Los Angeles Lakers and other big-city teams charge more for tickets, sell more merchandise and strike bigger broadcasting deals. They’re rolling in money. Meanwhile, the Phoenix Suns and Minnesota Timberwolves are struggling to get by. Now, you may be thinking, great. That’s competition for you. Let the best team win, right? Well, no. The N.B.A. wants competition on the court. But to maintain that competition and make sure every team has a fighting chance, the N.B.A. imposes strict rules to limit competition everywhere else. Let’s take a look. Rule 1: revenue sharing. The N.B.A. makes about $2.6 billion every year from national television deals. But that money is divided evenly among the teams, regardless of how many viewers each team attracts. Popular teams, which bring in huge audiences, are actually giving up some of their earnings to help out teams that are less profitable. Rule 2: spending limits. There’s this thing called the salary cap. It’s a limit on how much each team can spend on players. Last year, it was about $110 million. And every team has to stay under that limit. So instead of a no-holds-barred free market, the N.BA. is actually stepping in to make sure the wealthy teams don’t always outbid everyone else. And that means poor teams can make competitive salary offers to top players. Rule 3: the Draft. New players enter the N.B.A. through a draft. But how do you decide who gets first dibs on the hot talent? Well, it’s not random. The N.B.A. awards those precious top draft picks to the worst teams. That’s right. Each season’s worst teams are actually rewarded for their failures by getting a better chance at the top pick. And that gives them a head start on building a better team for next season. So why does the N.B.A. do all this? Simply put, they know that unregulated competition would be a disaster. The rich teams would use their mountains of cash to buy up all the best players, and soon, they’d have a chokehold on the league. You’d start to see the same few teams in the championship every year — Lakers, Bulls, Knicks. Lakers, Bulls, Knicks. Just imagine — the Knicks. It would be a lot like the rest of America, where the wealthiest people can set their kids up with trust funds, while everyone else struggles just to pay the rent. But maybe you’re wondering, why do rich teams agree to share their hard-earned profits with their poorer rivals? Well, the answer is simple — the Lakers need other teams to play — good teams. Otherwise, what’s the point? The only reason fans show up for basketball is because we believe it’s a fair fight. We need to know that with enough talent, hard work and good old-fashioned luck, any team has a chance at the championship. Without that level playing field, it would be boring as hell, and bad business for the N.B.A. And here’s the thing — a level playing field would be good for the rest of us too. So what would it take for America to look a little more like the N.B.A.? Well, we would need higher taxes on the wealthy to redistribute money from the rich to the rest of us. And, just like the N.B.A. draft, we would need to give poor folks a better shot at opportunity, like making sure everyone has access to education and good housing. That’s what a leg up looks like. Now, obviously, you can’t run a country like a sports league. And the N.B.A. has plenty of flaws too. The rich owners keep getting richer, just like the rest of the country. And while the players are well compensated, thousands of other workers, the ones who collect tickets, sell popcorn, clean the stands, don’t make very much at all. But we can still learn a lesson from the N.B.A. They haven’t abolished winners and losers. They haven’t abolished capitalism or wealth or profit. They just keep teams from using those profits to rig the system and spoil the game for everyone. That’s not socialism. It’s just fair play. So which world do you want to live in? A society where everyone has a chance to succeed or one where the winners are always the New York Knicks?

A Nostalgic Look at Independence Days of Yesteryear

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A Nostalgic Look at Independence Days of Yesteryear

Thumbing through old photographs is a reliable way of evoking nostalgia. And these black-and-white Independence Day photographs, pulled from The New York Times’s archive, offer a potent dose.

We see holiday crowds, marches, amusement parks, parades. We see friends and families at the beach and in their backyards. We see communal joy. We see the Twin Towers, whose lofty height competes with that of the sky-high fireworks. We see a pre-9/11 world where low-level flybys near Manhattan don’t trigger citywide anxiety.

But today, in the grip of a pandemic, there’s another dimension to the nostalgia that’s evoked while viewing these photographs.

It’s evident in the casual human contact, the close quarters, the lack of social distance.

You’ll find it in the appearances of hands held against bare faces, the unconscious proximity of strangers, the joy of visible smiles. You’ll find it in the apparent freedom of movement. You’ll find it in the relaxed posture of people who aren’t accustomed to — or interested in — keeping their distance.

Patriotism and nostalgia are inextricably linked. Perhaps that’s what makes these photographs so compelling: the juxtaposition of archival expressions of American pride with our contemporary reality — when, from a global perspective, the concept of American exceptionalism is being challenged on multiple fronts.

In the face of great loss, our celebrations persist. Some Americans have even begun to travel again.

But in a year when Easter, Eid and Memorial Day have largely been celebrated without communal gatherings, Independence Day will be another holiday that many of us spend away from our families and friends — another shared tradition deferred to the future, and relegated, for now, to the past.

What is the impact of trauma on mental health?

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What is the impact of trauma on mental health?

Trauma is something that affects many people in the world today. The National Council estimates that up to 70% of American adults have experienced a traumatic event in their lives, while Mind estimates that 4.4% of people in England suffer from Post-Traumatic Stress Disorder.

In the wake of the COVID-19 pandemic, trauma is back in the headlines – as both patients and healthcare workers begin their journey to physical and mental recovery.

Now, the University of Glasgow have launched a new microcredential ‘Impact of Trauma on Mental Health’ that explores what trauma is, and how it can be treated. 

This microcredential is the ideal introduction to the timely topic of trauma, and will help healthcare workers – including carers, councillors, therapists, and allied healthcare workers – gain accredited training in this vital subject.

Join ‘Impact of Trauma on Mental Health’ today


 What is trauma?

The word ‘trauma’ means ‘wound’ in Ancient Greek. Trauma typically occurs as a result of an event that overwhelms an individual’s capacity to cope. Such events can cause or threaten to cause severe injury or death.

A traumatic event can range from bereavement to natural disasters, but they can have a common long-lasting negative impact on mental wellbeing if left unchecked.

Survivors of trauma often relive a traumatic event throughout their lives. This ‘fight or flight’ reaction is a logical bodily response to the fear created by the initial crisis. Unfortunately, untreated trauma can seriously affect a person’s ability to move freely through life.

Types of trauma in the modern world

We live in an unstable and uncertain world. Behind the headlines detailing a society dealing with intersecting geopolitical, economic, and health crises, are many stories of individual trauma.

Refugees, asylum seekers, and other ‘displaced’ or ‘stateless’ persons have been shown to be more likely to have experienced acute and cumulative trauma – and to be much more susceptible to developing an acute stress disorder or post-traumatic stress disorder (PTSD). 

There are also concerns about the lasting traumatic impact of the COVID-19 pandemic. Leading psychiatrists have urged NHS bosses to regularly screen survivors of COVID-19 for the symptoms of PTSD, underlining the importance of mental health – as well as physical – in recovery from critical care.

What are the symptoms of dealing with trauma?

There are many different signs that someone could be struggling to deal with trauma. These could include:

  • Insomnia
  • Poor concentration
  • Intrusive memories and thoughts
  • Isolation
  • Anxiety and panic
  • Self-doubt
  • Physical symptoms: racing heart, headaches, stomach aches
  • Development of mental disorder, including PTSD.

The role of healthcare workers

Healthcare workers can play an important role in helping people manage their mental response to a traumatic event – either preventing a traumatic episode from triggering PTSD or helping people overcome PTSD itself.

There are many psychological interventions available to assist those dealing with trauma. These are often called ‘trauma-focused psychotherapies’ and include cognitive behavioural therapy (CBT), emotion-focused therapy, psychodynamic therapy, group therapies, and exposure therapies.

CBT is available from the NHS in England, and via private healthcare providers elsewhere. CBT seeks to help people regain a sense of control over their present environment, looking for practical ways to improve daily life.

Furthermore, healthcare workers can themselves fall victim to trauma and PTSD. This is a particular concern for those carers on the frontline of the coronavirus pandemic. 

According to Scientific American:

“Experts believe health care workers as a group could develop high rates of anxiety, depression, substance use issues, acute stress and, eventually, post-traumatic stress as a result of what they are experiencing on the pandemic front lines”.

Just as healthcare workers can aid those dealing with trauma, so they too need to understand how to receive support, and develop positive coping mechanisms.

How coping can help

Coping is key to mitigating the potentially psychologically damaging impact of trauma. While there are recommended ways to channel the pain of trauma into positive behaviour, each individual has their own coping mechanisms for dealing with traumatic events.

Some coping strategies are negative – withdrawing from the pain of emotion, using drugs or alcohol to escape negative memories.

Others can be positive – proactively seeking therapy to deal with a traumatic event, or searching for a renewed sense of meaning and purpose, that can safely locate trauma as part of a ‘broader’ life narrative.

This could involve volunteering – helping others in order to help yourself. Mindfulness – the act of concentrating on the breath and recognising thoughts and feelings to be passing – can also be useful. The Canadian Trauma Recovery group advises that:

“Mindfulness practices can be very helpful in relieving the symptoms of toxic stress and PTSD”.

Trauma and recovery

Trauma is part of the emotional terrain that many of us may have to navigate at some point in our lives.

It can impact how we view ourselves and others, how we regulate our emotions, how we view the world, and our mental wellbeing.

However, with the right interventions, and armed with the best knowledge, trauma needn’t hold us back. In time, trauma can even be seen positively, as a step on the path to change – and deeper meaning.


To learn more about how trauma affects mental wellbeing, join the University of Glasgow’s new microcredential ‘Impact of Trauma on Mental Health’, identifying how we can successfully intervene to tackle the effects of trauma from experts in the field.

Join ‘Impact of Trauma on Mental Health’ today

 

Category Wellbeing & Mindfulness, Healthcare & Medicine