Difficult subjects in education
Delivering sessions which deal with emotive content
I teach foundation degree mental health work students and student nurses. Mental health issues can create strong responses in students who may have personal issues which could affect how they are able to receive the information being delivered to them.
This proposal follows two critical incidents I experienced as a lecturer. Initially I was delivering a session centred on mood disorders. The class discussed various treatment options used to treat depression. I advised the students that in severe depression, when all other options have been exhausted, Electro-convulsive therapy ECT may be utilised (www.rcpsych, 2013). At this point, the whole class became rather distressed; they voiced concerns as regards this. Words such as ‘barbaric’ and ‘inhuman’ were used, they also stated that they had been informed that there was widespread European dissatisfaction with the use of ECT, that it was banned in several other countries. Following a discussion, I became aware that they had been provided with some misinformation as regards this procedure, I attempted to rectify this by presenting the most recent evidence.
On another occasion one student became distressed while discussing self harm. I was surprised as these students do work within the mental health field. I later reflected that my experiences within acute services may not reflect theirs.
My intention is to explore how, as a teacher I may approach discussing emotive or disturbing subjects with a group of adult learners who may not have experienced these situations in their own life, ensuring that the information is well researched and current, all the while being mindful of the effect it may have on them personally.
References will include:
Brookfield, S. 2013. Powerful techniques for teaching adults. San Francisco: Jossey-Bass.
Cleary, M., Happell, B., Lau, S., Mackey, S. and Ra. 2013. Student feedback on teaching: Some issues for consideration for nurse
I teach foundation degree mental health work students and student nurses. Mental health issues can create strong responses in students who may have personal issues which could affect how they are able to receive the information being delivered to them.
This proposal follows two critical incidents I experienced as a lecturer. Initially I was delivering a session centred on mood disorders. The class discussed various treatment options used to treat depression. I advised the students that in severe depression, when all other options have been exhausted, Electro-convulsive therapy ECT may be utilised (www.rcpsych, 2013). At this point, the whole class became rather distressed; they voiced concerns as regards this. Words such as ‘barbaric’ and ‘inhuman’ were used, they also stated that they had been informed that there was widespread European dissatisfaction with the use of ECT, that it was banned in several other countries. Following a discussion, I became aware that they had been provided with some misinformation as regards this procedure, I attempted to rectify this by presenting the most recent evidence.
On another occasion one student became distressed while discussing self harm. I was surprised as these students do work within the mental health field. I later reflected that my experiences within acute services may not reflect theirs.
My intention is to explore how, as a teacher I may approach discussing emotive or disturbing subjects with a group of adult learners who may not have experienced these situations in their own life, ensuring that the information is well researched and current, all the while being mindful of the effect it may have on them personally.
References will include:
Brookfield, S. 2013. Powerful techniques for teaching adults. San Francisco: Jossey-Bass.
Cleary, M., Happell, B., Lau, S., Mackey, S. and Ra. 2013. Student feedback on teaching: Some issues for consideration for nurse
References: will include: Brookfield, S. 2013. Powerful techniques for teaching adults. San Francisco: Jossey-Bass. Cleary, M., Happell, B., Lau, S., Mackey, S. and Ra. 2013. Student feedback on teaching: Some issues for consideration for nurse educators. International Journal of Nursing Practice, 19 (S1), pp. 62--66. Macpherson, A., Lawrie, I., Collins, S. and Forman, L. 2013. Teaching the difficult-to-teach topics. BMJ Supportive & Palliative Care. Fisher, J. 2002. Fear and learning in mental health settings. International Journal of Mental Health Nursing, 11 (2), pp. 128--134. https://sites.google.com/site/psatlg/Home/conference-papers (accessed Nov, 2013)