Working With Refugees With Complex Trauma | |
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Pennsylvania is home to thousands of refugees from countries around the world. Here are three key things to keep in mind to better understand the challenges that need to be considered and addressed when working with this unique and highly varied student population:
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While the adult educator’s role is not meant to provide mental health support, we have to be realistic that they are working with complex trauma-impacted students who may be triggered by certain topics or materials and that they may have very different contextual perspectives on everything from how classes should be conducted to interacting with their teachers and fellow students and accessing support services (i.e., accepting mental health support is considered shameful and highly stigmatizing in some cultures).
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Along with this consistent underlying challenge, educators need to have greater cultural sensitivity and an understanding that some refugees come from countries with an oral tradition and may not have been exposed to written language, which lengthens the time needed to learn English. (Illiteracy in L1 indicates significant language learning challenges so lesson plans cannot depend on students accessing translation apps or making written notes). On the other hand, some refugee students may have advanced degrees and be multilingual. These examples demonstrate how important it is that incoming students’ skills be assessed using more than just a reading test. All four skills eventually need to be evaluated and may lead to skill level surprises.
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The educational focus for this group needs to start with active communication skills. These students need to be able to communicate their needs and understand the information they are being provided, sometimes very rapidly and by people who are unaccustomed to talking to ESL/EFL learners. Working on daily basics and pronunciation is vital; will not only help these students as they work to sort out the basics of their new lives and interact with support and community members, but it will help the students develop rapport with their fellow classmates and confidence in their studies with the agency. It can greatly aid in retention as the students will quickly see how the class can help lower one of the main stresses of their new environment and provide a significant tool to their overall adjustment.
While these challenges can feel overwhelming initially, acknowledging the potential challenges and perspectives of these groups and preparing class lessons with these points in mind can certainly help in providing truly life-changing educational services to people who are in great need for this vital element of their new life chapter.
Further resources:
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Teaching Tips and Resources | |
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Open Office Hours for Career Pathways Student Reports and IELCE Program Student Reports
The Workforce Development System Liaison Project staff will hold open office hours for anyone seeking assistance with completing and/or submitting Career Pathways Student Reports or IELCE Program Student Reports. IELCE Program Student Reports open office hours will be Tuesday, May 9, 10:00-11:00 a.m. and Tuesday, June 8, 10:00-11:00 a.m. and 1:00-2:00 p.m. Career Pathways Student Reports open office hours will be Wednesday, May 10, 10:00-11:00 a.m. and Thursday, June 8, 11:00 a.m. to 12:00 p.m. and 1:00-2:00 p.m. If interested in attending the open office hours, please contact Loretta Lininger (lml160@psu.edu) for the meeting link.
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Map of Digital Skills Training in PA
The PA Adult Ed Resources website recently added a resource to the Digital Literacy webpage. The interactive map of Digital Skills in Pennsylvania shows dozens of digital literacy programs across the state, organized with icons for various categories such as public library, workforce, education, and others. Shared on data.pa.gov, this website can be a resource for students and agencies. Not only does the map help Pennsylvanians find low-cost or free digital skills training opportunities, but it can also be used to see where there is a need for more offerings. Scroll below the map to see a wealth of other related resources.
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Professional Development Opportunities | |
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Professional Learning for Adult Education and Family Literacy Staff
Staff at PDE-funded adult education and family literacy agencies can view a list of upcoming courses now available for enrollment in the PD Portal. For more information about any of these courses, please visit the PD Portal, open the course catalog, and review the syllabus. If you are interested in enrolling in a course, please consult with your in-house professional development specialist (IHPDS) to determine if the course meets your professional learning goals.
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Webinar: Characteristics of a Highly Effective Adult Education Program
As a state, Indiana regularly performs at high levels on outcomes such as MSGs, certifications, and HSE credentials. This can be attributed to strong programs and directors at the local level. Over the course of several months, Indiana state leadership brought together directors from a variety of high-performing programs to learn their secrets and to understand what practices were instrumental to their success. Their responses were then used to create a guide for program excellence. This webinar, "Characteristics of a Highly Effective Adult Education Program," will present those findings so that others can learn from Indiana's success. The webinar will be on Wednesday, May 10, 2:00-3:00 p.m. on Wednesday, May 10. Register online.
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Webinar Series on Trauma and Healing-Centered Workforce Development
A series of webinars is already underway, hosted by Employment and Training Administration (ETA) presenters that focuses on trauma and healing in the workforce system. For workforce professionals, this is an introduction to the topics of toxic stress, trauma, and healing, including definitions, neuroscience, the impacts on program participants and staff and ways that professionals in the workforce system can use this information to better serve people and cultivate healthier workplace cultures. The first introductory webinar, "Introduction to Trauma and Healing-Centered Workforce Development," will discuss the neuroscience behind toxic stress, trauma, and healing and offer practical strategies and tools for workforce professionals to cultivate healthy and more effective services and workplaces for staff, organizations, and participants in workforce programs. It will take place on May 2, 2:00-3:00 p.m.
The second webinar will be on Thursday, May 11, 2:00-3:30 p.m., and is titled "Trauma and Substance Use Disorder." The focus will be trauma, healing-centered care, and the public workforce system. Discussion will include the intersection between trauma and substance use disorder and the role of the workforce system in supporting recovery.
The third and final webinar in the series, titled "Youth, Trauma, and Healing," will be held on Tuesday, May 30, 2:00-3:30 p.m. This session will focus on the importance of healing-centered care for youth in the workforce system, and guide professionals in the workforce system on how to use this information to better serve youth program participants and support them on their healing and mental health.
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Four-Part Webinar Series on AI in Adult Education
World Education will present a series of four webinars in May to discuss and explore how generative artificial intelligence (AI) has and will continue to impact adult education and what this could mean for educators and workforce developers. Webinars will be held at 1:00 p.m. on the four Fridays of May. Learn more about the specific weekly topics and register online.
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State and National Adult Education News | |
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Research Study of Students Who Have Attained Their HSE
Steven Hess, a doctoral student in the School of Education at Duquesne University, is conducting a research study that highlights success stories of individuals with disabilities who successfully attained their high school equivalency (HSE) by participating in federal and state-funded adult education preparatory programs. He is currently recruiting individuals who meet the following criteria:
- Attained their high school equivalency (HSE) while enrolled in your program (or within the timeframe as stipulated by the National Reporting System for Adult Education (NRSW
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Were enrolled in your program with a documented disability as outlined in Policy D.120: Guidelines for Special Needs Student Assessment
Participants will be asked to take part in a 60-90 minute semi-structured Zoom interview. Interested individuals may email Steven at hesss1@duq.edu, and he will reach out to them directly with more details. He can be contacted at 717-725-3839.
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New Director of the U.S. Division of Adult Education and Literacy
The Office of Career, Technical, and Adult Education (OCTAE) is excited to announce that Ms. LaToya Newson will serve as the new Director of the Division of Adult Education and Literacy at the U.S. Department of Education. Ms. Newson joins OCTAE from the Tennessee Department of Labor and Workforce Development, where she has served since 2017, first as Director of Performance and Compliance and, more recently, as Assistant Administrator in the Adult Education Division. Prior to her work at the Tennessee Department of Labor and Workforce, Ms. Newson had a varied career as an educator in Tennessee and Mississippi, serving as an adult education instructor, professional school counselor, and high school science teacher. She has earned an Education Specialist (Ed.S.) degree from Lipscomb University, a Master of Education with a concentration in school counseling, and a bachelor’s degree in biological sciences. She is currently enrolled in the Education Learning and Leadership doctoral program at the University of Tennessee at Chattanooga.
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Families Learning Conference
The 2023 Families Learning Conference will be held October 23-25 in Omaha, Nebraska and registration is now open. This conference gathers passionate professionals and community members to learn and share best practices and ideas for supporting families in reaching their academic and economic goals. Sessions will be available in five content strands: Family Literacy, Family Engagement, Family Leadership, Research and Evaluation, and Policy and Advocacy. Several registration options are available.
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COABE Conference Recap
April 3-5, 2023, Workforce Development System Liaison Project staff Loretta Lininger and KayLynn Hamilton attended the National Coalition of Adult Basic Education (COABE) Conference in Atlanta, Georgia. They presented a very well-attended session titled “Building and Growing WIOA Partnerships.” Presenters shared strategies and tools to build, maintain and grow partnerships within the workforce development system.
A common theme among some of the sessions was how to engage and grow partnerships to increase access to services for adult learners. A session on professional development was focused on the coaching impact cycle (Identify, Learn, and Improve). Some presenters highlighted that their process with professional development is to identify by setting goals for professional staff and learners, learn with discovering tools and processes to achieve the set goals, and improve by creating action steps for self and program improvement. Another presenter focused on putting adult education in line with workforce preparation through collaboration, braided funding, and integrated student support.
A session on increasing employer engagement highlighted that the key is to have trust, mutual respect, communication, and shared characteristics. The presenter reported that their partnership between adult education programs and employers has resulted in programs increasing enrollment, support services, and performance outcomes, while employers have said they reduce unemployment, have a higher skill level in workers, and increase productivity and profit. For more information on working collaboratively with WIOA partners and increasing employer engagement, please contact KayLynn (klh267@psu.edu) or Loretta (lml160@psu.edu).
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Listening Session for National Apprenticeship System Enhancements
On January 4, 2023, the Office of Management and Budget’s (OMB) Fall 2022 Regulatory Agenda published in the Federal Register with an entry for proposed rulemaking, Regulation Identifier Number (RIN) 1205-AC13: National Apprenticeship System Enhancements. In support of the proposed rulemaking, The Office of Apprenticeship is hosting a 90-minute listening session to hear ideas from the public on what policies and practices could serve to strengthen the National Apprenticeship System. This listening session will take place on Friday, May 5, 3:00-4:30 p.m. Registration for this event is limited. Register today.
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PA Adult Education Resources | |
Upcoming State and National Conferences
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State and National Newsletters
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State and national organizations' newsletters are listed below and may be of interest to you. To receive the most recent editions by email, please subscribe directly to the newsletter.
Early Childhood Education Recap, PA Office of Child Development and Early Learning Features weekly and monthly news and information relating to early childhood education.
Apr. 24 Apr. 17 Apr. 10 Apr. 3 Mar. 27
Families Learning, News of the Week, National Center for Families Learning
Features information and resources for family literacy, early childhood education, and parent education.
Apr. 14 Mar. 31
WorkforceGPS, Workforce3 One Features career pathways and workforce development information.
Apr. 25 Apr. 18 Apr. 11 April Newsletter Apr. 4
COABE Connects, Digital Equity, Coalition On Adult Basic Education Features national information, resources, and initiatives for adult basic education.
Apr. 21 Apr. 14 Apr. 7 Mar. 24
World Education/U.S. Features resources and information from World Education projects including EdTech Center News, The Change Agent, College for Adults, E-Learning, LINCS Region 1 Professional Development Center, National College Transitional Network, and many others.
Apr. 26 Apr. 19 Apr. 12 Apr. 3 Mar. 29
OCTAE Connection, US Department of Education, Office of Career, Technical, & Adult Education Features news and resources for adult basic, career, and technical education.
Mar. 29
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