“My PTSD is Better than Yours”
This is probably one of the most difficult topics and one of the most controversial topics I will have to tackle but I believe if I do not, I won’t be able to let go of the trauma I personally experienced by someone who says he suffers from PTSD.
Let me preface this by saying I cannot get into total detail of all the events, as I may need to seek counsel to aid me in my mental wellness, but I’ll just give the basics.
I had a patient who was not in need of treatment. He insisted his dentist told him that he can come in for dental appointments every two weeks if he wanted to. I tried to explain that it was unnecessary and it would take away from other persons in need of an appointment. He got louder and screamed that he had PTSD and he was told he was able to come in every two weeks and he deserved to come in whenever he wanted. I tried to explain to him but he would cut me off mid-sentence. I told him to hold on so I could get his dentist to speak to him. I think he didn’t even hear me because when I brought in the dentist he absolutely flipped out. (I brought the dentist in because he knew him , he didn’t know me and I thought a familiar face would help him be calmed). He started screaming. He said he couldn’t believe that I was disrespectful to get the dentist to speak to him, that I should’ve just talked to the dentist outside of the office. He screamed I was rude. He screamed that he had rights. He screamed that he had PTSD. He then began screaming obscenities. Escalation. He said and did whatever he felt like to demand he get his way not knowing that in his fit of anxiety he triggered mine.
Male. Over-powering. Verbally Abusive. Derogatory. Flailing his arms.
His actions took me to a place I thought was long gone. After hearing the F-word I blacked out. Usually when I black out, I hit someone. This time I hit the panic buttons. I cannot remember what he said after the first time he said the F-word. I remember looking at the dentist, hitting the panic buttons, and walking outside my operatory, shaking, parched, faint. The police came.
The aftermath- I was to fill out an incident report. I couldn’t even think. I didn’t even remember some words. My head hurt. I was still shaking. My body begin to let down and I was mentally drained.
The next day I had a patient who winced and squirmed during the procedure. I nearly cried. That small movement seemed like a huge one to me and it set off my anxiety. I messed up three things in my records, something I never do. I suppose I still was suffering after effects from the event.
Today I decided to go grocery shopping and had an anxiety attack. Another thing I haven’t had in a long time. I decided to do some wellness exercises when I returned home to aid in relaxation. I also decided that I will seek counsel to help me heal. I also took it upon myself to investigate more about PTSD to help me understand my reaction to this incident. I read some interesting articles and found this informative chart:
Here is the biggest problem I have with all of this. Who thinks their PTSD is better than another’s. Who feels that their problems are weighted more than someone else’s? Who gives someone the right to judge how each person’s trauma is measured.
I do not care who you are. You have NO right to insist your mental issues are greater than another’s and/or that you are more worthy of care than another person who is also suffering from mental illness. If you suffer from any type of PTSD you must realize others do. You must try to be kind as others try to be kind to you. In your anxiety, you can be causing anxiety for others. It is a two way street. It is not fair to assume that others must always be gentle to you, and in turn you have a total disregard for your actions towards others.
I see this meme posted all over Facebook and it bothers me.
What bothers me about it is that everyone tries to convey that they should be kind, but no one actually tries to do it. It is hypocritical. Kindness should be given and received. It can’t be a one way street.
Everyone has feelings. I have feelings. I now have to explore my feelings because of an individual who cared nothing about mine. Yet I should continue to car for others? Yes, I will because of who I am. I will seek assistance because I realized I need to work on handling myself better if another situation like this arises. And I will help to better myself because of who I am.
Here is the biggest problem I have with all of this. Who thinks their PTSD is better than another’s. Who feels that their problems are weighted more than someone else’s? Who gives someone the right to judge how each person’s trauma is measured.
I do not care who you are. You have NO right to insist your mental issues are greater than another’s and/or that you are more worthy of care than another person who is also suffering from mental illness. If you suffer from any type of PTSD you must realize others do. You must try to be kind as others try to be kind to you. In your anxiety, you can be causing anxiety for others. It is a two way street. It is not fair to assume that others must always be gentle to you, and in turn you have a total disregard for your actions towards others. If you lapse, tell your counselor, seek more help. Don’t seek pain on another innocent person who is trying their best to be kind to you.
EDU 623- FINAL PROJECT
EDU 623- Designing Learning Environments – FINAL PROJECT
This course, EDU623, proposed to promote effective design of learning experiences and events. The ADDIE design model was introduced and at each stage students were able to express examples of the design model to learn about each stage more thoroughly and adapt it into use. Students also learned other complementary or competing models of design, such as ASSURE, ARCS, SAM and Rapid Prototyping. Introduction to these principles of design assist an instructor in finding a design model that will work with the development of their own learning design project(s). Bloom’s Taxonomy and its hierarchy was another topic students were given to research to understand its use in the design of the learning project.
All these methods and models introduced in this course helped me understand the design process clearer. I was able to form better objectives for lesson plans and prepare more detailed storyboards prior to creating actual presentations. For the final project, I am submitting the copy of the storyboard I created along with my final paper:
Hope you enjoy my work. Thanks to all my classmates for all their comments on the discussion boards, and also to Professor Milhauser for being instrumental in my learning journey.
EDU 623- UNIT 7.2 BLOG- IMPLEMENTATION
Implementation phase of ADDIE
The Implementation phase of ADDIE is the final phase I will blog about in course EDU623. The Implementation phase is where information contained in the course created is ultimately presented to the learners. Implementation consists of the following customizable list of essential tasks common to all Instructional Design projects
- Examine existing materials for possible use in the current project
- Identify project management requirements
- Identify production tasks (general and specific)
- Establish standards for accessibility, safety and privacy, and quality
- Manage the production and formative testing of the instruction
- Guide implementation and promote adoption
- Evaluate and revise for continuous improvement
Larson (2014) writes, “Successful instructional design projects are both planned and managed effectively. Every project will have unique production and implementation elements that must be identified and carefully planned and executed” (p. 223).
Let’s look at each task individually to get more insight and demonstrate how each task assists in the implementation process:
Examine existing materials for possible use in the current project.
Begin your project by researching past and/or existing content and materials. These materials may aid you in your project design, and/or may lead you in an alternate direction with it, based on the successes and/or failures. If you use any existing material(s), be sure to check copyright information prior. Also, give credit to past author(s), developer(s) or instruction designer(s) in the process. These steps will ensure less problems with your content. It is also wise to also check the reliability and validity of sources, especially any web related resources used in the creation of existing materials.
Photo by Aaron Burden on Unsplash
Identify project management requirements
This task consists of taking all properties in the learning project, identifying them and integrating all phases to develop an overall schedule. Effective planning and project management is essential to the success of your effort. This is achieved by establishing the project tasks, determining specifications, scheduling milestones, communicating procedures , and setting quality standards. Assigning roles and responsibilities to those involved is also an important factor, whether based on an individual or in a team effort.
Identify production tasks (general and specific)
Tasks here include identifying material needed for the project. For instance, written instructions, web-based activities, software, hardware, graphics (including digital graphics), record- tracking, and other tools needed to produce the learning project.
Photo by Ben Mullins on Unsplash
Establish standards for accessibility, safety and privacy, and quality
Constructing the learning project so that it can be available to all learners involved, even those with disabilities. This confirms accessibility. One way this can be done, if possible, is to provide multiple learning forums but keep in mind the time and budget constraints from stakeholders. Safety and Privacy must be acknowledged in creation of a web-based learning forum. A designer must take into consideration a learner’s safety on the internet when using this platform as to not cause danger or harm to a learner during the activity and to not damage their future reputation. Quality standards will ensure an effective, professional instructional design and also form the basis for accessibility, and safety and privacy.
Manage the production and formative testing of the instruction
This task involves managing costs, production, and Instructional content. Input can come from stakeholders and anyone else involved in the learning project, including the instructional designer.
Guide implementation and promote adoption
Being directly involved in the process will help guarantee a successful flow of the project’s implementation. It shows dedication and the commitment to the project design, which is reflected to those involved in it. It may sway others to become more committed to the project and assist in creating a more collaborated concept.
Evaluate and revise for continuous improvement
Larson (2014) states, “Planning for a successful instructional design means beginning with the end in mind”. The chapter discusses summative evaluations where all measures are calculated based on the content in the design, therefore try to design the learning activity with a number of assessments that will be able to be measurable in the evaluation process. Feedback will permit assistance on the evaluation process in Implementation because the feedback can be a basis to improve the course content so it can be modified to serve the target audience more effectively in the future.
Photo by Dustin Lee on Unsplash
In construction of the instructional design of the learning activity I want to produce, I will have to try to keep in mind the goals I want the learners to achieve from the learning activity and construct around those goals, so those intended goals are achieved. I will have my hand in producing the learning activity, proposing it to the stakeholders and others involved its fruition, and fostering it in the direction I intend it to go. The more involved I am in the Implementation process, I can guarantee integrity of the course, thus producing a quality project. In guiding the instruction design, I would have to communicate with learners, management, technical staff and others in preparation for the activity. I would assess the learning environment(s) and consider it in the design. I would provide technical support, references or training, if need be to myself and/or others involved in the design processes. I would include Implementation tasks above to successfully complete this phase in ADDIE.
Larson, M. B. (2014). Streamlined ID: A practical guide to instructional design. New York: Routledge. Retrieved from: http://web.a.ebscohost.com.postu.idm.oclc.org/ehost/ebookviewer/ebook?sid=56601b4a-1360-41b4-bb45-aac1d57ed5f6%40sdc-v-sessmgr03&ppid=pp_131&vid=0&format=EB
EDU623- UNIT 5.2 BLOG- DEVELOPMENT
The Development Stage of ADDIE is an expansion of the Analyze and Design stage. Basically, the Development stage takes what is to be learned and the process of how it will be learned and builds upon those factors.
Let’s use my topic, Workplace Drama, as an example. In the development of the educational activity, I decide the title alone may cause some drama or disharmony amongst the audience. It may cause participants to feel as though they are being singled out for their behavior. The audience may show a lack of interest and/or increased unwillingness to participate fully. In the development of my learning activity, based on discussions with staff and supervisors, I realize changing the title may persuade participation by piquing interest not irritation.
Let’s switch the title of Workplace Drama to Diffusing Differences in the Dental Office. Not only does it soften the title, but it sounds more professional. Using the word differences is something all can relate to since all may have differences in opinions and reactions. These differences may cause tension amongst each other. Some people may not know how to deal with differences effectively. The change in the title alone may promote attentiveness from those in the audience that do not, or can not handle difficult situations alone, and can guide them to the assistance they need to do so.
Changing the word workplace to the dental office, is more specific in regard to the audience the learning activity is to be created. Not too many training opportunities in the VA setting deals directly with dental setting or staff. Most courses are composed with the medical and/or clerical staff in mind. Catering the course to the dental department will make the audience feel important that their concerns are recognized.
The development stage also deals with materials needed to produce the learning activity. This is where collaboration with IT department, for hardware and/or accessibility for visual media aids and software, for computer training if, necessary. It also includes adding interactive media to the design structure to it to make a more stimulating presentation. Conferring with supervisorial staff for input and for timelines on when the training activity can be given without compromising patient care is a must to assure the course will run smoothly.
Incorporating elements of design are also part of the development. In developing quality design CRAP should be considered. CRAP? That seems crass! CRAP is an acronym for principles of design. Here’s a description of what CRAP stand for:
C- Contrast
R- Repetition
A-Alignment
P- Proximity
Contrast it using colors, shapes, sizes, etc. that vary to create compelling imagery to the design to attract attention from the audience.
Repetition is to take an element in the design and repeat it throughout the design to create cohesiveness. For example, using the same font on each slide in the presentation. Another example to repeat the same color pattern or layout on each slide.
Alignment is to line up different elements to each other. It should show a visual connection between these elements, so it conveys a clean, organized design to the audience.
Proximity involves the space between different design elements. This effects audience interpretation. Proximity can convey chaos or order depending on the design.
All these principles of design can be checked and evaluated by those who have influence on the educational activity to determine their opinions on the design. The feedback can be instrumental in the development process and aid in constructing a training program that is cohesive in design, but also fluid in the presentation.
The design principles listed above will be utilized in the educational activity I plan to construct. Referring back to my slide above. Does it meets the CRAP principles of design? In which ways is it following the principles and in which ways is it lacking? This is how I will continue forward with construction on the presentation. I will have to consider the four principles of design in the development of the learning activity to produce an interesting presentation that is not only visually entertaining but also contains content conducive to the educational concept the lesson involves.
Clark, R. C. (August 11,2003). More Than Just Eye Candy: Graphics for e-Learning. The e-Learning Developers Journal, p1-10. Retrieved from https://post.blackboard.com/bbcswebdav/pid-26232164-dt-message-rid-37445728_1/xid-37445728_1
Disagreement.[Image File]. Retrieved from https://binged.it/3364B8r
Lowery, Owen. (2017, Sept 6). C.R.A.P. (the four principles of design). [Video File]. Retrieved from https://www.linkedin.com/learning/after-effects-scripts-tips-2-design-theory-animation/designing-with-c-r-a-p-the-four-principles-of-design?u=74651418
EDU 623- UNIT 3.2 BLOG- DESIGN
EDU623 -Unit 3.2 Blog Post:
ADDIE- The Design Phase
The Design phase of ADDIE
The Design Phase of ADDIE is probably best described as the blueprint(s) for the Instructional Design. The Design phase of ADDIE is where communication, learning content, and sequencing is put into fruition. The Design phase is also where the instructional, visual, and technological components are documented, discussed, reviewed and strategized. The scope of design is collaborated on by all parties involved. The design collaboration will allow for editing and altering so the design will propose what is needed and how those needs are met.
In the Design Assessment portion of the Design phase, Goals are considered, and performance objectives are thought out and used to create the assessments needed to determine if the audience who the activity is directed to learned from the activity. The Design Assessment should use relevant information, nothing unrelated or obscure to the content nor to the learners the activity is presented to. (Gardner, 2011) states, ” the Context of the Design should be as close to the performance setting as possible”. The framework should be as simple as possible to relay the information to the audience. The assessment should be made to match the type of environmental and cultural setting the performance will be instilled. Final assessment should be uncomplicated. They should be written clearly so the learners can understand. Final assessments should not be ambiguous and cause of confusion, but directly linked to the leaning activity so correct evaluations can be made and used to re-design content, if necessary.
The Format, or the delivery system used to present to learning is constructed. There are several different ways to deliver the content to the audience- telecourses, blended learning, the internet, traditional correspondence, are a few. Consideration should be taken as to what medium would best serve the audience involved in the Design Phase.
Instructional Strategies in the Design Phase include any and all readings, lectures, acts, discussions, projects, worksheets, assessments, and activities that provide additional information or assistance in discovering more about the course content. There are five major learning components in Instructional Strategies. They are listed below with a short description of each:
- Pre-instructional Activities– include motivating learners by relating content to them. Finding ways motivate it along with creating ways to illustrate the objectives assist learners with internalizing materials.
- Content Presentation– make sure that the content is concise and precise. Don’t use unnecessary details or history as to bore or disengage learners. Keep the content pertinent to the learning activity.
- Learner Participation – the activity should allow for learners to practice tasks. Make practice related to the content of the activity so it can be reviewed. Practice can also permit discussion amongst leaners to apply content. Also give learners opportunities to provide feedback. Feedback can help determine if the activity was successful or provide ideas for enhancing and altering content.
- Assessment – This includes practice assessments, like a short survey or quiz, to review learner content. Attitude assessment lets learners express what they felt about the course. Both measures, along with the final assessment, help in improving the Design, if needed.
- Follow-Through Activities– Review of all course strategies in relation to the learner to assist them to internalize and apply content upon completion of the course.
The ADDIE Model of Instructional Design
The learning project I will design will address Workplace Drama and how to prevent or avoid it. The office staff should be able to demonstrate effective ways to deter workplace drama before it becomes an altercation or hindrance in the office setting. I would like to assess the needs of the office staff before beginning the design to get their input as to what is important to them regarding the topic. I can use this to determine their needs and to format the design.
According to (Nokes & Sappinton, 2010), More than 80% of the information our brains process is visual, so conclusions we draw about the validity of information are influenced by how information is presented. Thus, the more appealing the design, the more it interests the learner. One can even presume that it also will help a viewer with absorption of the learning content.
I believe a visual presentation, along with role-playing activities can give learners the opportunity to practice effective methods. It will also give them a chance to participate in the activity physically. During role-playing scenarios, pauses can made to address issues, differences, and queries as they arise. Learners can also discuss their ideas, thoughts and questions to supplement or to alter the learning activity, so it fits their needs. I think it is important to involve all aspects of the learning activity with the audience form whom it will be constructed. It displays the audience’s importance in activity . It will help motivate them to be more involved materially and mentally. It also will facilitate the designer to compose a more cohesive and personalized instructional design plan to use in the learning activity.
REFERENCES:
Clark Gardner. (2011, September 25). The ADDIE Design Phase. [Video File]. Retrieved from https://youtu.be/BhLIiF9QyTo
Fosdick, Christopher (2018, July 22). ADDIE Model of Instructional Design. [Video file]. Retrieved from https://youtu.be/JxShaB4R0d8
Nokes, J., & Sappington, E. (2010). At first sight: Improving your training with good visual design . [Article]. T+D, 64(8), 31-33.
Anna Maria Demeter 