Program Design (Revision)

Dan Ward commented on Group 1 Experiential Learning Design
Andrea Blaylock commented on Group 4 Narrative Design
Andrea Blaylock commented on Group 5 African Indigenous Design
Tami Grandstaff-Chamberlain commented on Group 4 Narrative Design

Tami Grandstaff-Chamberlain commented on Group 8 Cognitive Apprenticeship Design
Joe Haynes commented on Group 1 Experiential Learning Design
Joe Haynes commented on Group 5 African Indigenous Design
Chris Jones commented on Group 1 Experiential Learning Design
Chris Jones commented on Group 4 Andragogy in HR Department Design 

 

Project Gold Star

Spiritual Learning Journey

Dan Ward

Chris Jones

Andrea Blaylock

Joseph Wayne Haynes

Tami Grandstaff-Chamberlain

Ball State University

March 6, 2016

Dr. Bo Chang

Contributions of Group 2 Program Design

Tami Grandstaff-Chamberlain - Program Design Structure, Introduction, Rationale, Program Investigations, Tables

Chris Jones – Group Leader, Introduction, Mindfulness and Stress Reduction Strategies, Tables, Program Design Structure

Joseph Wayne Haynes – References, Reflection

Dan Ward – Reflection, Program Design Structure

Andrea Blaylock – Group Leader, Tables, Program Design Structure

Introduction

            Our country’s first responders and our military service men and women are under attack by an invisible enemy.  It is an enemy that is not yet known or understood by many, but which leaves a path of destruction in the lives of those who face it.  This enemy is called Post Traumatic Stress Disorder, more commonly referred to as PTSD.  It appears in unexpected and various ways, but regardless of its form of attack, it leaves psychological distress, pain and devastation in its wake.  This is the aftermath of what occurs after exposure to traumatic events.  As civilians, we must ask ourselves, what can be done to provide help to those who regularly place their own lives in jeopardy for us as part of their ordinary workday.  When our heroes need help, who is there to help them?  Our focus at Project Gold Star is to guide a spiritual learning journey which will teach and provide a skillset of coping tools to help the learner to deal with the burdens of daily stressors associated with the demands of the jobs they hold protecting our nation, internationally and within our borders.  Our intent is to equip the learner to achieve a better life experience.  Students will conduct a personal assessment to establish an initial baseline from which to develop.  Participation in groups will foster a trusting environment from which to participate in discussions about health and wellness, stress reduction, and individual and planned group activities.  Journaling will encourage thoughtfulness and mindfulness of the Spiritual learning journey toward Spiritual relationship as each student selects a Spiritual Model to study.  The course will run for 1 ½ hours, once a week, for 10 weeks.  It will be sponsored by the Veterans Administration’s Department of Behavioral Health.

            What is Post Traumatic Stress Disorder or PTSD? Although represented by the medical profession as a “disorder,” a more appropriate description posed by a recipient of the Congressional Medal of Honor is that PTSD is “a natural reaction to a traumatic event” and suggests that the “D” be dropped because it carries a stigma, which prevents an individual from seeking out the help he needs.  It is an emotional wound experienced by a person who has either been witness to or lived through a shocking, scary, or dangerous event. You may be asking yourself “If I go through a traumatic experience will I automatically get PTSD. The National Institute of Mental Health states: “To be diagnosed with PTSD, an adult must have all of the following for at lea­­­­st 1 month: At least one re-experiencing symptom, at least one avoidance behavior, at least two arousal and reactivity symptoms and at least two cognition and mood symptoms.”(PTSD, 2015).  This means that if a person is diagnosed with PTSD, the continued stress/disorder disrupts the quality of their everyday lives. Kudlick (2013) explains that excessive arousal of the parasympathetic system causes excessive wear and tear on internal organs which contribute to stress-related illness.  Our concern is also for those who have some of these criteria but who have not been officially diagnosed, as well as their caregivers. Our men and women proudly serving in our armed services, along with the men and women who serve as firefighters, EMT’s and law enforcement are all volunteers. 

           We, as American citizens, have an individual and collective responsibility to support those who dedicate their lives to protecting us and the freedoms we, as a nation, hold so dear.  They risk everything for us; their own lives, their physical, mental, and emotional health, time they could be spending in relationship with their own family and friends.  And, why?  To ensure that the rest of us can live in peace.  We are safe and sound…because they feel called to a higher purpose; to serve our country.  The very dangers that they shoulder and protect us from may continue to haunt them upon returning home, whether from oversees or the firehouse; whether from their tour of duty or shift’s end.  We have a moral obligation and duty to take care of those who sacrifice so much protecting us.  We need to ask ourselves, “What happens if there is no one there to fight for or rescue us?”  “What happens when we call 911 and there is no longer an answer… because we didn’t do our part.”  It is our responsibility as American citizens to care.  But, we need more than a display of words. We need a show of “true” support by emulating actions.  Psychologist Albert Bandura's (1977) Social Learning Theory indicates that we have the power to change behavior by emulating models.  As applied to Spiritual Learning,  spiritual modeling can encourage healing of the aftermath of traumatic events.
   

Rationale

            Project Gold Star is a design team consisting of a group of five graduate students majoring in Adult and Community Education, who are currently enrolled at Ball State University and investigating a program design based upon Spiritual learning.  This program will introduce the means by which to provide the intended audience with mechanisms to encourage the teachings of resilience through spirituality.  Through these activities, we hope to guide the adult learner who has experienced the emotional wounds of traumatic grief into a Spiritual Journey toward healing.  It is meant to facilitate a holistic approach by establishing a trusted environment that will provide benefit to the individual struggling with PTSD or traumatic grief, whether from the military experience, as Emergency First Responders, or life events beyond our control.  We have collaborated to establish a pattern of care to provide support to the individual experiencing an emotionally complicated life experience through spiritual growth.  Our purpose, simply put, is to make sense of your world, to create meaning, to escape isolation, and to develop healthful habits.

            Our program theory suggests that with 2.5 million soldiers returning from combat in Iraq and Afghanistan, our nation’s front line defenders, whether on foreign soil or on the home front, are strained as a result of long-term ramifications of the aftermath of war.  The national epidemic of suicide reflects statistics of one Veteran per hour taking his own life.  Our Firefighters and Police Force experience similar trauma by their repeated involvement in crises situations.  Special needs families also face realities beyond ordinary understanding.  Our program is designed with this in mind, to provide a means by which to teach resilience through a process of spiritual learning and development of a soulful relationship with God, a Power greater than self. We realize the definition of "God" is different for every individual. By providing an encouraging environment, our hope is that this will result in meaningful and lasting improvement in the quality of life for those who carry the greatest burdens for our society, along with their caregivers.  We need to do more than provide the standard mantra “thank you for your service.”  We have developed a plan of action to provide a socially supportive foundation of care for those few that risk all to help and defend us.

            Project Gold Star’s logic model asserts that by providing a trusting environment in which to process complicated emotions, invisible wounds can be healed through a channeling process into a meaningful, purposeful life experience intended to create a supportive community in a safe and accepting environment, transforming the individual to achieve a better life experience.  The long-term outcomes of our program will be realized by changes in behaviors, alleviating the burdens which have been historically carried silently, but which affect our nation’s mental health.  The theory of social cognition tells us that communities of practice will both consciously and unconsciously adopt behaviors of the group.  Simulated environments will encourage solving real-world problems helping to develop problem-solving skills.  We will work toward a de-stigmatization of PTSD through educating both military and civilian populations.  PTSD is not a disorder.  It is an invisible wound. 

            What does thank you for your service mean?  It means acknowledging their stories.  It means that when they return home, we welcome them with compassion and comfort.  Transitioning back to civilian life is difficult because our military is trained to think that the whole is greater than the sum of its parts.  They have sworn allegiance to a cause greater than self.  Our communities can benefit greatly by their patriotism, strong work ethic, commitment, honor, dedication, and loyalty.  They make great leaders, have excellent communication skills, and their teamwork skills are an incredibly valuable asset in business.  In our universities and other learning environments, these skills are reflected in a high level of motivation and powerful sense of purpose.  By recognizing these many strengths and attributes, our service personnel are actually tremendous role models for the rest of us and they are willing to place their lives on the line for each of us, because we ask them to.  The health care system is not able to help everyone who needs help.  There are too many.  We are offering another source of healing through spiritual training. The Social Scientist, George Mead, taught that our entire self-image is based on social interactions so as we move along the continuum, we provide a trusting environment of the socially supportive foundation.

            It is shown that the highest levels of spiritual development are found in the health sciences and humanities, which further validates Spiritual learning and the value it holds in our lives. 

            Two practical programs that apply to the spiritual learning theory are programs through the Department of Veterans Affairs (U.S. Department of Veterans Affairs 2016) and Omega (Veterans, Trauma and Resilience 2016).  First, the Department of Veterans Affairs is a national governmental agency.  Their programs are established in every VA Medical Center across the nation.  VA's purposes and objectives are to provide a means of resiliency to cope with trauma and PTSD.  Some researchers have suggested that traumatic events frequently challenge one's core beliefs about safety, self-worth, and the meaning of life.  For individuals whose core values are spiritually grounded, traumatic events may give rise to questions about the fundamental nature of the relationship between the Creator and humankind.  Survivors may question their beliefs in a loving, all-powerful God.  Traumatic experiences may become a starting point for discussion of the many ways in which survivors define what it is to have "faith."  The Spiritual learning theory is applied in behavioral, rehabilitative care, and physical medicine.  To follow President Lincoln's Mandate; To Care For Those Who Have Borne the Battle, His Widow, and His Orphan.  More recently; To Care For Those Who Shall Have Borne the Battle, and For Their Families and Their Survivors.

In general, research suggests there is a positive association between spirituality and grief recovery for survivors of traumatic loss. Researchers suggest that for many, spirituality provides a frame of reference through which survivors can "make sense" of the loss.  Rather than focus on trauma-induced psychotherapy, one VA approach is based on Stress Innoculation.  Another aspect of the program involves self-directed learning through a series of online educational links on the website.

• Identify associated trauma memory.  Associate emotions and trauma-relevant physical sensations.
• Relaxation Skills. 
• Journal keeping
• Change negative thinking patterns 
• Identify your values and goals – what really matters to you?
• Look carefully at your thoughts – learn how thoughts impact feelings and behaviors 
• Relax through breathing – breathe in, breathe out, feel better. 
• Weigh the pros and cons – Are your distressing thoughts really worth holding onto? 
• Learn to be assertive – strategies to communicate effectively. 
• Notice your thoughts and feelings – bring awareness to the present moment 
• Relax through visualization – imagine a pleasant scene and decrease stress.  Tune into how you are feeling to recognize anxiety.  Assignments to tune into feelings on TEDx.  Try tapping.  Identify feelings and study on them. 
• Journaling: Write to reflect – Use writing to process important emotional events. Process unspent feelings. 
• Grounding:  Be in the Moment.  At times you may feel numb, be upset by intense emotions, or not seem connected to yourself or others.  One way to help yourself feel more safe and stable is to focus on the actual sensations (touch, sound) in your body and the world around you.  This is called “grounding.”  Grounding helps you realize where you are in the present moment. Survivors define what it is to have "faith." 

            Second, Omega has numerous locations across the country in New York, California and Costa Rica, as well as online workshops available.   Omega’s innovative educational experiences awaken the best in the human spirit.  The program's objectives are to provide a measure of hope and healing for individuals and society which equip the learner with the necessary tools to encourage the training and cultivation of “protective factors” used as steady anchors to deal with life’s stressors, establishing an increased sense of well-being.  Building resilience strengthens protective factors.  Its purpose is to envision a happy and well-adjusted life for those affected by trauma. 

Main features identified from these programs  

that reflect or partially reflect the key points of the theory reviewed

Through a process of journaling, we will begin by focusing on a self-evaluation of physical health and components which can be developed to reflect on facilitation of a program of physical fitness and nutrition.  The learner will self-rate on a 5 point scale.  Please refer to initial interview. 

• Self-Esteem will be self-rated according to intellectual self-confidence and social self-confidence, emotional health, self-awareness, self-understanding and leadership ability.  We will perform reflective writing tasks. 
• Psychological Distress will be a composite of three items: felt depressed, stress and anxiety, feeling overwhelmed by responsibilities. 
• We will discuss how spirituality may promote transformational learning.  We pose the question, “What is your calling?”  We provide holistic teaching, life honoring, inner well-being.  We discuss that adult education advocate spirituality as a component of teaching.
• Developing a meaningful, purposeful philosophy of life; much like that of a teaching philosophy. 
• Develop Group Projects where we collaborate on a service project in the community.

Omega holds to a set of Core Values.  Accountability is the expectation that we each of us to do what we say we will do, meet commitments, and be dependable and responsible.  Holism is the honoring of mind, body, heart and spirit in each individual, knowing the need to balance and blend all these elements. Omega’s programming encourages authenticity as a means to build trust and as essential to the growth and development of the individual and the well-being of others and the world we share.  Integrity in business and in relationships, we conduct ourselves with honesty, fairness, truth, candor, and respect. We treat others as we ourselves would want to be treated. We focus on the collective good.  In Service, we value the practice of service and what it teaches us about ourselves, and our relation to others. We are attuned to and care about our participants’ needs and expectations. We treat each other with similar grace. With Simplicity, we strive for clear, direct, and unambiguous communication. We seek true, underlying meaning, and employ spiritual guidance in that quest. In this way, we work to make sense of the complexities of life.  In Sustainability, we consider the impact of our actions. We advocate for fairness in the treatment of all species, make decisions for the common good, and encourage activism as a means to social justice. Our facilities are grounded in the awareness of our relationship to the environment. We endeavor to have our work in the world be regenerative and self-sustaining.  In Teamwork, we work together, inclusively, collaboratively, with energy, intention, and commitment. We keep each other informed, share what we are thinking and doing, and expect the same in return.  In Welcoming, we invite people to find space here to feel safe, create community, feel at home, and find nourishment. Our environment is nurturing, relaxing, stimulating, and inspiring. 

Calming strategies, techniques and practices reduce stress levels, improving the immune system’s reaction and promoting well-being.  An increase in positive emotions and optimism ensues.  The Inner Resilience Program builds resiliency from the inside out through mindfulness.  Heartfulness is a focus on our heart, spending time feeling.  Affirmations include internal dialogue such as sending good wishes asking, “May I be happy?”  “May I be safe?”  “May I be healthy?”  “May I be peaceful?”  Ask anything else you would like.  Send heart messages to those you love/loved.  “May you be happy.”  “May the whole world be happy.”  “May the whole world be peaceful.”  The more the student practices these imaginings and sending of good thoughts to oneself and to others, the better one feels.  There will be continued practices that support emotional and social learning. Walking Meditations, which provides a step-by-step guide, gives a person the opportunity to tune in to one’s own body and mind.  The Mindful Walk is a simple, but repetitive movement which is soothing and helps to quiet the mind.  This is best done barefoot in the grass noticing the rhythm in your body.  This helps to tune in to our own body’s wisdom.  The spiritual practices of yoga, tai-chi, and mindful meditation as part of the healing journey have been endorsed by English (2005a).

Table 1. Summary of Program Investigation

Main   Program Features	Program #1 Dept. of Veterans Affairs	Program #2 Omega	Features applied to our Program Design
Develop purposeful living through meaning-making and self-awareness	The learner benefits from expanded social support through involvement in spiritual communities	The learner gains basic skills in writing, and computer literacy. The learners will develop trauma recovery skills.	Provide tools such as critical reflection to develop deeper self-awareness, autobiographical re-telling through journaling to develop a spiritual path toward discovering purpose and meaning of the lives of the learner.
The learner’s self-concept	The learner have realized they are in control of their future and have made the decision to pursue self-actualization through the spiritual journey	The learner is in full control of their learning.  The learner also takes part in classroom decision making.	The participants will increase levels of self-esteem and feel valued and respected.  The learner controls their own level of involvement.
The role of the participant	The participants  experience community while focusing on solutions toward successful living Enhancement of coping skills and helpful ways of understanding trauma and the normalization or decompression phases Physiological mechanisms such as activation of the "relaxation response" through prayer or meditation	The learners gain knowledge based on life experiences. The learner also gains knowledge by participating in group discussion. Peer learning is incorporated in  the classroom. This concepts helps the learner gain knowledge based on peer life experiences.	The participant will have the opportunity to share in purposeful discussions that will allow the learner to feel empowerment over one’s own life.  They must be able to relate to the information being given. Meaning-making through critical analysis.
Readiness  to learn	Spirituality may improve post-trauma outcomes through education while developing healthy, spiritual lifestyles (e.g. less drinking or smoking) leading to a reduction of behavioral health-related risk taking The participants learn about healthy alternatives such as making better choices, nutrition and positive behaviors as alternative to high risk behaviors, such as substance and alcohol abuse	The learner’s readiness depends on real life situation.	The participants will work collaboratively and with the instructors toward the best interests of themselves and their comrades.
Orientation  to learning	Participants are a part of a spiritual community which places survivors among caring individuals who may provide encouragement and emotional and social support	The   learners wants to study for self-improvement. The learner also study to improve real-life family situations	Our   program must make the participants feel satisfied and immediately be able to   apply the information to their lives.
Motivation	Achieve a Better Life Experience	The learners motivation to develop coping skills to re-integrate successfully into civilian life downregulating/decompression from a state of hypervigilance	Our program will help the individual to achieve a spiritual peace and relieve symptoms of anxiety.  They will benefit by happier relationships with themselves and with others.

Action Plan 

            Through situated cognition theory, the learner will be immersed in using tools to develop coping skills in a supportive, trusting environment which will encourage the autobiographical re-telling narrative through a spiritual learning process.  Spiritual Modeling can be implemented whereby a learner can choose to study the life of an historical figure or someone whose character they would like to exemplify.

            While the learner is immersed in a supportive spiritual foundation within the classroom, they can begin a process of journaling to develop deeper self-awareness through an autobiographical narrative (re-telling), which can release some of the internal pressures.

Table 2. Examples of Activities for Spiritual Learning Course

Activity	Objective	Task
Individual Work	Self-awareness To help determine interests and abilities toward personal and professional development	Conduct Student Spirituality Questionnaire/Interview Take Student Survey as a scaffolding to prepare for spiritual growth and goal determination
Trust Circles	To develop an encouraging environment of camaraderie, group trust, group support and emotional cohesion to become a community of practice	Team members introduce themselves.  Group works on affirmations with one another and discuss their own spiritual journeys
Physical Activity	To increase physical activity and reduce anxiety; explore exercise and healthy living components to release endorphins	Participants develop an exercise and healthy eating log to track progress to promote realistic goal setting
Journaling	To increase self-awareness and conduct an autobiographical narrative as a conduit to process unexpressed emotion	Spend time journaling streams of consciousness and researching spiritual models.
Spiritual Modeling	To increase one’s sense of physical self and group support while becoming a community of practice	Research one’s own spiritual models of one’s own choosing.  Group sharing.
Meditation, Prayer & Music	To set the tone to establish a peaceful mindset and spiritual relationship.  Prayer circle	Discussion of Methods to be tried along with selections of scripture or affirmations.  Have a potluck meal together before prayer.
Reflection	To reflect on or write about the progress of learning (successes and challenges)	Reflection journaling
Service Learning Project	To develop community and use one’s gifts and blessings to make the world a better place	Determine a community service learning project

Table 3.  Spiritual Learning Activity Table

Activities For Adult Learners	Procedures For Adult Learners
Small Group Meetings	There are numerous benefits when small group instruction is implemented well.  As the group member learners develop relationships with classmates, Learners are given opportunities to discover commonalities, strengths, weakness, and ways to help each other. The teacher has more time to meet the needs of students who may require greater teacher guidance while giving high achievers time to work independently at a pace that promotes active learning.
Journaling	Journaling is the act of expressing your deepest thoughts and feelings by putting words to your inner life and then putting these words on paper. Journaling is a mental, emotional, and spiritual exercise that helps build strong "emotional muscles" to deal with life's difficulties and uncertainties. By identifying negative thoughts and beliefs and cultivating positive, healing ones in their place, journaling helps to discover a greater sense of purpose and meaning in life, as well as relationship with a Higher Power.
Physical Activity	When stress affects the brain, with its many nerve connections, the rest of the body feels the impact as well. When the body feels better, so does the mind. Exercise and other physical activity produces endorphins—chemicals in the brain that act as natural painkillers—and also improves the ability to sleep, which in turn reduces stress. Meditation, acupuncture, massage therapy, and deep breathing causes the body to produce endorphins.  Conventional wisdom holds that a workout of low to moderate intensity makes you feel energized and healthy.
Stress Reduction Techniques	Practice relaxation methods Try some different ways to relax, including: ·         Muscle relaxation exercises ·         Breathing exercises ·         Meditation ·         Swimming, stretching, yoga ·         Listening to quiet music ·         Spending time in nature ·         Prayer While relaxation techniques can be helpful, in a few people they can sometimes increase distress at first. This can happen when you focus attention on disturbing physical sensations and you reduce contact with the outside world. Most often, continuing with relaxation in small amounts that you can handle will help reduce negative reactions. You may want to try mixing relaxation in with music, walking, or other activities.
Modeling	Modeling is: a method used in certain techniques of psychotherapy whereby the client learns by imitation alone, without any specific verbal direction by the therapist (See Cognitive Behavior Therapy) and a general process in which persons serve as models for others, exhibiting the behavior to be imitated by the others. This process is most commonly discussed with respect to children in developmental psychology. Having someone to look up to and place yourself in their shoes can allow the learner the ability to see beyond themselves and

Reflection

The main highlight of our assignment is the introduction of spirituality into the process of dealing with the emotional wounds of traumatic grief.  The aspect of spirituality is not something normally associated with the healing of trauma and grief, but we feel that guiding the affected person through a process of change primarily through realization of a higher force and spiritual learning will lead to a significant lasting change in their view of not only the traumatic event itself, but of their lives in general. We feel that we have assembled a good database of information and are confident we can develop a program that will accomplish the goals stated above. 

One of the processes we used in completing this assignment was researching the effects of severe trauma (commonly known as PTSD), as well as the current methods used by a number of organizations to treat this trauma. These include exploring the design of Stress Innoculation and self-directed learning techniques used by the Veterans Administration, and the Core Values used by Omega which uses innovative educational experiences to cultivate “protective factors” to serve as anchors when dealing with life stressors, as well as other examples. In many of these examples, we found evidence of some spiritual aspects of healing that can be used in developing our own program, which we call Project Gold Star. 

We have learned that there are not many current examples of programs that use spiritual learning as the primary method of helping those who suffer from severe trauma and grief. Therefore, we advise that extensive research will have to be performed on this topic. As previously mentioned, we needed to understand the nature of trauma as well as what is being performed currently in healing from this phenomena to obtain ideas on what we desired to accomplish in our own program. To do this, we recommend having clear duties and objectives outlined for every member in regards to each process as well as frequent communication in order to form a working outline of our project within the stated guidelines of the assignment.

Table 4. Main Feature/Themes & their Application

	Main Features/Themes	Application
Idea 1	What is spiritual learning?	The definitions of spiritual learning has helped educators get a better understanding on how to teach to those in need.
Idea 2	Spirituality is a part of the journey for adult learners towards purpose, wholeness, and an awareness of the interconnectedness of all things. Spirituality is fundamentally about meaning-making. Spirituality helps those with PTSD cope with the sacrifices and traumas that they have endured.	·   Educators can encourage students to engage discussions that involve their spiritual experiences. ·   When dealing with PTSD, which is a stress-related disorder, finding a way to look outside of oneself enables the person to become grounded in who they are and what they have been exposed to. Use Tisdell’s 7 assumptions to lay out a plan of defense when teaching new coping skills and strategies to people struggling with PTSD. ·   For moments of spiritual learning to occur there must be a space in the learning environment. Such a space is safe, supportive, and open “sacred”. Talking after traumatic calls or missions during a deployment can help them to understand what went well and what needs to be improved, and helps us refine our coping strategies and tactics. This helps enable the instructor to get a pulse on the emotional health of the group.
Idea 3	Understanding students’ spiritual well-being is important to how they learn.	Spiritual learning can be used as a part of course curriculum and training. Through spiritual training workshops and educational resources, educators can obtain the necessary tools to include spiritual learning as a part of course curriculum and training.
Idea 4	There are additional learning theories that help support spiritual learning are Spiritual Modeling, transformative learning, and experiential learning.	·      Encourage, develop, and support resiliency by applying spiritual modeling approaches to the design and evaluation of psychological interventions, while facilitating a socially supportive foundation within coursework. Encourage and support health and wellness behaviors through spiritual learning.  ·   Perspective transformation; making sense of the disorienting dilemma; critical reflection. ·    Critical reflection; re-evaluate experience.
Idea 5	·   History of PTSD through military era ·   Stress research and PTSD research are intertwined. ·   Psychobiological manifestations in PTSD and in complex PTSD (disorder of extreme stress) evidently pertain to the same domain of mind–body interactions, which are elucidated in psycho-neuroimmunology research. ·   There are different types of spiritual learning/healing adaptations that are used to help those inflicted with PTSD. ·   Certain traumatic life events are of such magnitude as to appear beyond human understanding. Specific career paths lead to exposure to repeated traumatic life experiences beyond the magnitude of ordinary events, which stretch beyond the individual and into the family dynamics, with no continuum of care. Spiritual learning can inspire and develop resiliency skills to cope with traumatic events. Personality is a contributing factor in understanding response to trauma. The intensity and duration of trauma-related symptoms are closely related to our resiliency.	Throughout the history of PTSD, application for dealing with those inflicted has changed and adapted to better fit those in need.       The National Fallen Firefighters Foundation offers a class on dealing with stress: Curbside Manner: Stress First Aid for the Street (CMSFAS) and Dr. Elizabeth Carll PhD strategies include: ·   Teaching stress-management skills. ·   Using families' previously effective coping skills to build a framework for present and future resilience. ·   Discussing how the traumatized person and family members want to address the event with people outside the family. This concept is particularly important in the case of emotionally loaded traumas. Helping the family to understand that everyone is impacted by the event, even if that is not apparent at first. ·   Seeing family members in flexible configurations-individual, dyadic or group level-depending on need and treatment flow. ·   Understanding that men and women, as well as individuals, process trauma differently. Women may want to talk about it more, for example, while men may shut down or take their feelings out through exercise or activity. Likewise, not everyone processes trauma in the same way, and recovery times and patterns may vary significantly from person to person ·   Each person inflicted with PTSD is different and can require different modes of healing by using the different styles of Spiritual learning and healing. ·   Build lesson plans to include spiritual practices, such as reflection, meditation, journaling, narrative or biographical storytelling, life writing into program design as a means to allow students to develop meaning making toward psychological intervention of individual and community support. (Oman, 2003) ·   Recognizing those who are in trauma, how they are processing the trauma,  and offering non-judgmental support (i.e. listening to them) ·   Help to encourage, develop, and support resiliency by providing positive role models, social support, and by supporting healthy behaviors.
Idea 6	Spiritual and/or religious beliefs can have an important influence on how people cope with traumatic events.	Building spiritual practices, such as reflection, into curricula as a means to allow students to acquire a new sense of meaning.
	In general, there is little evidence of psychological debriefing approaches effectively acting to prevent psychopathology, although participants seem to be open to it, which may indicate its usefulness as a rapport builder or as a screening tool. In general however, there is a lack of rigorously conducted research in this area.	·      As educators studying this connection between the mind and body via using a spiritual approach, we need to place an emphasis on the documenting and organizing our data and results because the scientific study of using psychological debriefing has yet to be tested fully. ·      PTSD is a disorder that develops in some people who have seen or lived through a shocking, scary, or dangerous event. This gives us a clinical definition of the “enemy”. We cannot combat and defend ourselves against an unknown foe. Nearly everyone will experience a range of reactions after trauma, yet most people recover from initial symptoms naturally. Those who continue to experience problems may be diagnosed with PTSD. People who have PTSD may feel stressed or frightened even when they are not in danger. This is the autonomic nervous system which prepares itself for fight or flight.  It continues to perceive a threat which no longer exists.
Idea 7	Service learning can be used as an effective way to incorporate spiritual learning in the classroom.	Service-learning links academic knowledge with social service in energizing and meaningful ways. Service learning can be included as a component to individualize or student group coursework.  For instance, students can work with special needs children at an Easter Seal Child Development Center, assist with ESL classes, help to care for homeless people, work with senior citizens and veterans, tutor elementary school children, provide assistance to refugee families and participate in many other domestic and international sites. Another very beneficial idea is to work with Gold Star Children who have lost a parent to combat.
Idea 8	Informal education is an excellent resource for spiritual development of adults.	Three ways of informal education that promote and enhance spiritual learning are mentoring, self-directed learning, and dialogue.

Table 5. Summary of Program Design

Spiritual Learning and Adult Learners
Purpose	This program will introduce the means by which to provide the intended audience with mechanisms to encourage the teachings of resilience through spirituality.
Objectives	To aid and support military members and first responders with PTSD or are at high risk for developing PTSD by teaching and enabling them to identify triggers, separate the traumatic memory from the debilitating emotion associated with it, identify, develop trust/personal relationships through spiritual learning and instruction.
Rationales- Ideas from Literature Review	Spiritual learning has helped educators get a better understanding on how to teach to those in need. Educators can use a variety of tools such as lesson plans, discussions, service learning, and spiritual modeling, to encourage spiritual learning.
Rationales – features from practical programs	We must provide the tools and support structure necessary for adult learner’s gain/re-gain the basic skills necessary to realize a better life. These skills include writing, computer literacy, and in some instances trauma recovery.
Highlights and major components of the program design	Project Gold Star is designed to provide a trusting environment in which to process complicated emotions and invisible wounds can be healed through a channeling process. The program will help individuals translate these feelings into a meaningful, purposeful life experience intended to create a supportive community in a safe and accepting environment, transforming the individual to achieve a better life experience. Program will include spiritual learning activities such as journaling, small group meetings, modeling, physical and stress reducing activities. These activities provide a means by which to teach resilience through a process of spiritual learning and development of a soulful relationship with God, a Power greater than self.

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References Page and Appendix A

References

Bandura, A. (1977), Social learning theory. Englewood Cliffs, NJ: Prentice Hall.

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 Appendix A – Interview with Jessica Sellins

 

            An interview conducted with Jessica Sellins, Director of Clinical Services at Stonington Institute gave a very insightful look into the world of treatment for those afflicted with PTSD.  Jessica stated that, “There are therapists, social workers, clinicians, doctors…all can help with PTSD as long as there is an awareness, a level of knowledge and an interest in treating those with the affliction.”  Being one that tries to help those with PTSD has a great deal to be concerned with, Jessica states, “That it is a difficult area to work in and it is emotionally draining.  There can be many transference and counter-transference issues so it’s really important that the provider cares for themselves.”  There are traditional methods; Cognitive Behavioral Therapy (CBT), Prolonged Exposure and EMDR as most used, most researched and most effective in treating PTSD from which the VA’s and military branches really like CBT.  There are also non-traditional methods which is what we are concerned about; Yoga, Meditation, Mindfulness, Music, Martial Arts, basically anything that can calm and distract the mind.  There is also acupuncture and massage that can hit certain pressure points to help relieve symptoms associated with PTSD.  Jessica further stated, “All different methods of therapy can work as long as there is commitment to the therapy.” 

            When asked, Jessica informed how we could learn more about the issues with PTSD and its treatments.  “There are some really great books out there.  I encourage you to read them especially in terms of symptoms and triggers and how to effectively engage the client with PTSD because their ability to trust is very difficult for them.

            Another interview was held with Julie Scott, who is a registered nurse at Marion General Hospital located in Marion, Indiana.  She informed, “A very important part therapy is the identification and prevention of the triggers that can bring on panic attacks.  Triggers may not be obvious and it would take a Doctor or Therapist to determine what they are.  Once the triggers are found, it makes it easier to determine what the next course of action should be.”

            She said, “Through her experience, a great deal of military people suffering from PTSD find peace in nature, away from large crowds and loud noises.”  She also mentioned different websites that could be helpful to learn about non-traditional methods of therapy.  They are, “familyofavet.com, ptsd.va.gov and energypsychologytreatment.com.”

Reflections by Interviewer: Joseph Haynes 

              From my two interviews, what I have noticed the most is the building of trust between yourself and the one who is afflicted.  It seems that there has to be a bond between the two to get them to open up about their experience and from there you can determine what the triggers are that cause the panic attack, such as noises, smells, sight and touch that are related to the trauma that one has experienced.  From those I have talked to it seems that medical institutions concentrate more on traditional methods of healing even though non-traditional methods are just as helpful.

 END