I want to thank you for taking the time to join me in the Research Corner. If you would like to read the last installment of my Research Corner, you can check out the Summer 2023 issue of The UAGC Chronicle, where I shared some information on trauma-informed teaching, adverse childhood experiences (ACEs), and the impact of sustained stress or trauma on cognition. I hope you gleaned some helpful information that will benefit you and your students. Please reach out to me (amy.erickson@uagc.edu) if you are interested in continuing this conversation or collaborating on future research submissions. References Cultivating the moral imagination with 2021 ASMCUE plenary speaker Mays Imad. (2021). American Society for Microbiology. https://asm.org/Articles/2021/April/Cultivating-the-Moral- Imagination-with-2021-ASMCUE#Radical%20Hospitality%20in%20Practice Imad, M. (2020, April 13). Trauma-informed teaching and learning (for teachers) [YouTube]. https://www.youtube.com/watch?v=XqcTbipuFDQ&t=37s International Center for Academic Integrity (2021). The fundamental values of academic integrity. https://academicintegrity.org/images/pdfs/20019_ICAI-Fundamental-Values_R12.pdf Miller, C. (2023, October 13). How trauma affects kids in school: Signs of trauma and tips for helping kids who’ve been traumatized . Child Mind Institute. https://childmind.org/article/how-trauma- affects-kids-school/
ADDRESSING DYSREGULATION IN THE ONLINE CLASSROOM Stephanie Adams, Lead Faculty Development and Coaching Specialist, Faculty Affairs
Dysregulation is when a student recurrently loses control of their emotions (Abry et al., 2017). Dysregulated students can exhibit both internalizing and externalizing behaviors in the online classroom. Internalizing behaviors include negative self-talk, anxiety, depressive thoughts, and dissociative attitude (Abry et al., 2017). Externalizing behaviors manifest in visual and audible ways and include, but are not limited to, backlash, crying, self-harm, and physical aggression (Abry et al., 2017). Faculty often cast negative judgments on this
behavior, which then exacerbates the dysregulation and stymies any chance the student might have had to succeed. Faculty need to be aware of dysregulation and how it manifests and then implement strategies to keep dysregulated students engaged and part of the online classroom. The Impact of Dysregulation on Student Learning There can be several causes of dysregulation in adults, the most prominent reasons including childhood trauma, genetics, environmental factors, mental health disorders, and brain damage or disruptions (Quinn & Fletcher, 2023). Common triggers of emotional dysregulation are conflict in relationships, reminders of trauma, stressful situations, and overwhelming environments, which can include being
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