In search of how the different Theoretical frameworks can affect or relate to the students with trauma and or stressor related disabilities, through which would have the best probable solution that promotes a positive outcome in their academic pursuits. First off, an understanding how and what the trauma and stressor related injuries are and how they affect cognitive and critical thinking skills in students with diagnosed trauma and stressor related injuries.

The Diagnostic and Statistical Manual of Mental Disorders (DSM-5) is the reference manual mental health professionals and physicians use to diagnose mental disorders. In Post-traumatic stress disorder (PTSD), Trauma and stressor related injuries studies using neuroimaging have concluded the three areas within the brain that show dramatic changes in the functioning and structure are the hippocampus, the amygdala, and the medial prefrontal cortex. Bremner, (2006) explains how PTSD, trauma and stressor related injuries affect the brain’s functioning ability. The hippocampus is responsible for storage and memory retrieval and differentiating between past and present experiences, PTSD, trauma or stressor related injuries affect the synaptic connections within the hippocampus. These disrupted connections no longer allow the brain to differentiate between past memory and present situations. The Amygdala in a hyper stimulated state appears to be the prominent factor in human anxiety disorders, such as trauma and stressor related injuries. The Amygdala has also been referred to as the Lizard Brain or primitive brain controlling the Fight, Flight, Freeze, and Flop responses found in survival mode or when perceived or actual danger exists. In a hyper-aroused / triggered state will over-ride the normal functions of critically thinking through the frontal cortex reducing or even shrinking the size of medial prefrontal lobe and limiting the function of the critical thinking part of the brain.

There is some good news though, the damage done to the brain can be repaired or the disrupted synaptic connections re-trained, concluding the brains ability to adapt is achievable with the right circumstances and tools in place.  Bremner (2006)

Theoretical frameworks that will accommodate the issues listed above all the while allowing for growth and healing, has lead me to inquire how the variation within the learning theories such as social cognitive theory, transformative learning theory, complexity theory, constructivism theory, and self-efficacy meet these issues.  However, since cognitive load has a bearing on students with ptsd, trauma and or stressor related disabilities, and utilizing a theory that will help build cognitive load capability may provide suitable direction. Cognitive Load theory and the schemas approach that is cascaded through the use of micro goals that helps motivate and engage while enabling the prior knowledge to be assimilated all of which to build on previous knowledge to incorporate ever increasingly more difficult problems Kalyuga, Singh, (2016). My intent is in continuing to research on how or which theories best meet the practices in both therapeutic practices and in improving the ability to grow academically.

References

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed). Arlington, VA: American Psychiatric Association.

Kalyuga, S. & Singh, AM. Educ Psychol Rev (2016) 28: 831. https://doi-org.ezproxy.royalroads.ca/10.1007/s10648-015-9352-16

Douglas Bremner, (2006). Traumatic stress: effects on the brain. Dialogues in clinical neuroscience, 8(4), 445-61.

Brunzell, T., Stokes, H., & Waters, L. (2016). Trauma-informed positive education: Using positive psychology to strengthen vulnerable students. Contemporary School Psychology: The Official Journal of the California Association of School Psychologists,20(1), 63-83. doi:10.1007/s40688-015-0070-x

Gina L. Forster, Andrew M. Novick, Jamie L. Scholl and Michael J. Watt Division of Basic Biomedical Sciences, Sanford School of Medicine, University of South Dakota, Vermillion, SD, USA The Role of the Amygdala in Anxiety Disorders http://dx.doi.org/10.5772/50323

As we are nearing the end of our MALAT program, not only do we now need to focus on what our research question but also how, and where do we publish the research. With my end goal being to assist students with disabilities such as Traumatic Brain Injuries (TBI). I would like to publish my research in an open source journal. While looking into where to publish this research paper, looking for the right journal (one which has published similar articles) may be the starting point to look as Klingner, Scanlon, & Pressley (2005) suggest. The goal of being able to provide the research to the VA and The Legion’s service officers and the instructor’s to better understand what theories and best practices are available in providing the learning opportunity for people with mental disabilities such as PTSD, or Anxieties.  The National Center for Learning Disabilities, suggests the opportunity gap is widening with the approach that students with a disability require the self-advocacy skills built on awareness of personal strengths and limitations.  The student therefore has to know if they have the needed skills in place and tools available prior to attempting an postsecondary online program. Having the support in place is one thing, being able to use it, having the skills and understanding the triggers that could distract from completing assignments or participating in conversations is another issue all together. I’m therefore still investigating where the best place to publish is, but also understand the importance of placing this requirement early into the decision making process.

Klingner, J. K., Scanlon, D., & Pressley, M. (2005). How to Publish in Scholarly Journals. Educational Researcher, 34(8), 14–20. https://doi.org/10.3102/0013189X034008014

© [2014) National Center for Learning Disabilities, Inc. All rights reserved. Reprinted with permission. For more information, visit N. org. (no date) ‘Agents of Their Own Success : for Students With Disabilities in the Era of Personalized Learning’. Available at: ncld.org/personalizedlearning.