Teaching Demonstration Proposal: Dialectical Behavioral Therapy (DBT) for Adults with Unresolved Childhood Trauma
Unresolved childhood trauma is the primary cause of post-traumatic stress disorder (PTSD in adults. In the same breath, PTSD in adults is a profound concern for counselors and psychologists, considering its association with multiple adverse consequences. According to Petkus et al. (2018), childhood traumatic events such as the death of a parent, sexual abuse, and significant public health problems like injuries and diseases result in multiple ramifications, including poor brain health, psychiatric distress, post-traumatic stress disorder (PTSD), and Generalized Anxiety Disorder (GAD) among adults. Apart from these consequences, unresolved childhood trauma can affect individual cognitive performance, contribute to behavioral disorders, and impede academic performance (Thomas et al., 2019, p. 423). Finally, childhood traumatic events like sexual abuse negatively affect adults’ social interactions and relationship competencies by perpetrating defensiveness, negativity, low self-esteem, high-level emotional intensity, and unstable relationships (Nielsen et al., 2018, p. 1718). As a result, it is essential to equip future psychologists, clinicians, and counselors with the necessary knowledge and awareness of evidence-based strategies for addressing post-traumatic stress disorder (PTSD) in adults perpetrated by unresolved childhood trauma.
Dialectical behavioral therapy (DBT) is a mode of cognitive behavior therapy (CBT) that remains a profound approach for enabling adults to cope with unresolved childhood trauma. Collectively, dialectical behavior therapy (DBT) seeks to change negative appraisals and trauma memories, removing problematic behavioral aspects and addressing guilt-associated perceptions by involving the affected adults in cognitive restructuring, imaginal exposure, and other active learning strategies (Watkins et al., 2018, p. 5). While DBT emerges as a profound strategy for addressing post-traumatic stress disorder in adults with unresolved childhood trauma, future counselors, clinicians, and psychologists should demonstrate knowledge and awareness of the prerequisites and thresholds for applying this therapeutic intervention. Therefore, the primary focus of this teaching demonstration proposal is to propose an evidence-based education program for adult learners (future clinicians, counselors, and psychologists) regarding the implementation of dialectical behavioral therapy (DBT) in addressing PTSD in adults. The proposal obtains insights from current scholarly literature. It emphasizes active learning strategies, critical thinking, high order thinking skills (HOTS), and elements of andragogy consistent with Malcolm Knowles’ principles and assumptions of andragogical instructions.
Literature Review
The plausibility of managing post-traumatic stress disorder using dialectical behavioral therapy (DBT) obtains backing from the current literature. According to Watkins et al. (2018), PTSD is a chronic mental health disorder emanating from past traumatic events, including sexual assault, natural disasters, and untimely deaths of a loved one. Petkus et al. (2018) argue that approximately 47% of older adults in the United States report encounters with unresolved childhood trauma. Childhood trauma is the primary cause of post-traumatic stress disorder (PTSD) if left unattended. In the same breath, adults experiencing childhood trauma are susceptible to adverse health consequences, including physical and psychiatric distress, mood disorders, and Generalized Anxiety Disorder (GAD) (Petkus et al., 2018, p. 2). These issues contribute to declined cognitive functioning and affect social relationships.
Amidst the ramifications of post-traumatic stress disorder (PTSD) among adults with unresolved childhood trauma, implementing dialectical behavioral therapy obtains backing from the current literature as one of the most profound DBTmodels that can improve cognition and transform negative thinking patterns. According to Bhandari (2022), dialectical behavioral therapy attempts to change and eliminate negative thinking patterns by providing opportunities for change and acceptance. Often, adults with unresolved childhood trauma are susceptible to self-destructive behaviors such as suicidal thoughts (Bhandari, 2022). Therefore, the primary focus of DBT is to enhance individual skills to cope with and change negative cognition patterns and unhealthy behaviors.
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Teaching Demonstration Proposal: Dialectical BehTeaching Demonstration Proposal: Dialectical Behavioral Therapy (DBT) for Adults with Unresolved Childhood Traumaavioral Therapy (DBT) for Adults with Unresolved Childhood Trauma Student Full Name Institution Affiliation Course Full Title Instructor Full Name Due Date Teaching Demonstration Proposal: Dialectical Behavioral Therapy (DBT) for Adults with Unresolved Childhood Trauma Unresolved childhood trauma is the primary cause of post-traumatic stress disorder (PTSD in adults. In the same breath, PTSD in adults is a profound concern for counselors and psychologists, considering its association with multiple adverse consequences. According to Petkus et al. (2018), childhood traumatic events such as the death of a parent, sexual abuse, and significant public health problems like injuries and diseases result in multiple ramifications, including poor brain health, psychiatric distress, post-traumatic stress disorder (PTSD), and Generalized Anxiety Disorder (GAD) among adults. Apart from these consequences, unresolved childhood trauma can affect individual cognitive performance, contribute to behavioral disorders, and impede academic performance (Thomas et al., 2019, p. 423). Finally, childhood traumatic events like sexual abuse negatively affect adults’ social interactions and relationship competencies by perpetrating defensiveness, negativity, low self-esteem, high-level emotional intensity, and unstable relationships (Nielsen et al., 2018, p. 1718). As a result, it is essential to equip future psychologists, clinicians, and counselors with the necessary knowledge and awareness of evidence-based strategies for addressing post-traumatic stress disorder (PTSD) in adults perpetrated by unresolved childhood trauma. Dialectical behavioral therapy (DBT) is a mode of cognitive behavior therapy (CBT) that remains a profound approach for enabling adults to cope with unresolved childhood trauma. Collectively, dialectical behavior therapy (DBT) seeks to change negative appraisals and trauma memories, removing problematic behavioral aspects and addressing guilt-associated perceptions by involving the affected adults in cognitive restructuring, imaginal exposure, and other active learning strategies (Watkins et al., 2018, p. 5). While DBT emerges as a profound strategy for addressing post-traumatic stress disorder in adults with unresolved childhood trauma, future counselors, clinicians, and psychologists should demonstrate knowledge and awareness of the prerequisites and thresholds for applying this therapeutic intervention. Therefore, the primary focus of this teaching demonstration proposal is to propose an evidence-based education program for adult learners (future clinicians, counselors, and psychologists) regarding the implementation of dialectical behavioral therapy (DBT) in addressing PTSD in adults. The proposal obtains insights from current scholarly literature. It emphasizes active learning strategies, critical thinking, high order thinking skills (HOTS), and elements of andragogy consistent with Malcolm Knowles’ principles and assumptions of andragogical instructions. Literature Review The plausibility of managing post-traumatic stress disorder using dialectical behavioral therapy (DBT) obtains backing from the current literature. According to Watkins et al. (2018), PTSD is a chronic mental health disorder emanating from past traumatic events, including sexual assault, natural disasters, and untimely deaths of a loved one. Petkus et al. (2018) argue that approximately 47% of older adults in the United States report encounters with unresolved childhood trauma. Childhood trauma is the primary cause of post-traumatic stress disorder (PTSD) if left unattended. In the same breath, adults experiencing childhood trauma are susceptible to adverse health consequences, including physical and psychiatric distress, mood disorders, and Generalized Anxiety Disorder (GAD) (Petkus et al., 2018, p. 2). These issues contribute to declined cognitive functioning and affect social relationships. Amidst the ramifications of post-traumatic stress disorder (PTSD) among adults with unresolved childhood trauma, implementing dialectical behavioral therapy obtains backing from the current literature as one of the most profound DBTmodels that can improve cognition and transform negative thinking patterns. According to Bhandari (2022), dialectical behavioral therapy attempts to change and eliminate negative thinking patterns by providing opportunities for change and acceptance. Often, adults with unresolved childhood trauma are susceptible to self-destructive behaviors such as suicidal thoughts (Bhandari, 2022). Therefore, the primary focus of DBT is to enhance individual skills to cope with and change negative cognition patterns and unhealthy behaviors. Steil et al. (2018) argue that Dialectical Behavior Therapy for Post-Traumatic Stress Disorder (DBT-PTSD) emphasizes various treatment priorities, including suicide attempts and treatment-interfering behaviors like dissociation. Further, the researchers argue that this therapeutic model entails five profound stages: a collection of anamnestic information, psychoeducation, the definition of treatment aims, introduction to mindfulness, and the development of an individualized model for PTSD management (Steil et al., 2018, p. 2). Besides the five stages of DBT-PTSD, the model enables therapists to implement exposure-based techniques to control patients’ intensity of memory activation and balance the vividness of trauma memories with the awareness of being in a safer present (Seil et al., 2018). Further, the DBT-PTSD therapy enables therapists to enhance clients’ behavioral flexibility through individual therapy, telephone skills coaching, skills group, and consultation teams to motivate clients and discuss care interventions (Toms et al., 2019). Therefore, it is valid to argue that dialectical behavior therapy (DBT) is ideal for improving health and bolstering the coping capacity of adults with post-traumatic stress disorder (PTSD) perpetrated by unresolved childhood trauma. Learning Objectives (LOs) The desired outcome of this teaching program is to enhance students’ knowledge and awareness of signs, symptoms, and clinical manifestations of post-traumatic stress disorder (PTSD) emanating from unresolved childhood trauma, equipping them with the prerequisite knowledge of using Dialectical behavior therapy as the most profound counseling methodology. Enable students to identify the signs, symptoms, and manifestations of post-traumatic stress disorder (PTSD) perpetrated by unresolved childhood trauma in adults using the learned tools. The primary focus of this learning objective is to enhance students’ knowledge and awareness of how unresolved childhood trauma affects adults in their relationships and careers. After completing this lesson: 1. Students will identify the five components of dialectical behavioral therapy for Post-Traumatic Stress Disorder (DBT-PTSD). 2. The learners will effectively develop a typical DBT-PTSD consistent with the five stages of dialectical behavior therapy (DBT). 3. Students can coherently elaborate on the effectiveness of dialectical behavioral therapy (DBT) in improving clients’ coping capacity, changing negative cognition patterns, and averting self-harm behaviors like suicidality. Active Learning Strategies Active learning strategies shift ye control of learning processes from teachers to the learners. According to AlRuthia et al. (2019), these learning approaches require students to participate in high-order thinking activities that facilitate cooperative learning. Further, the researchers contend that active learning methods enable learners to obtain information through case-and-problem-based education. The proposal includes the following active learning strategies: Think-Pair-Share Approach This approach entails dividing learners into pairs, asking questions, and allowing them to demonstrate opinion diversities. Cooper et al. (2020) argue that this approach enables students to apply critical thinking and effectively share their responses with colleagues to facilitate cooperative learning. Further, this strategy will allow learners to collectively analyze evidence sources and develop recommendations for using dialectical behavior therapy (DBT) in PTSD management. The instructor will use this method to assess individual knowledge and awareness of learned concepts and identify areas for improvement. Case-Based Learning Case-based learning (CBL) entails obtaining knowledge and insights from contexts and analyzing experiences. In medical education, this approach involves four profound objectives: to integrate clinical and scholarly/scientific learning, promote patient-centered interventions, encourage teamwork and collaborative skills, and enhance student-driven learning (James et al., 2022). To facilitate the implementation of case-based learning, the learners will review a video and scholarly resources supporting DBT’s plausibility in PTSD management. This strategy will enable students to familiarize themselves with different contexts that prompt the use of DBT in PTSD management and improve competencies for future implementation. Group Discussion and Jigsaw Like the Think-Pair-Share approach, group discussion and jigsaw strategies promote collaborative learning by allowing students to generate ideas and communicate them to colleagues. According to Jainal & Shahrill (2021), incorporating a jigsaw approach in learning environments improves the perceptions of working together in structured groups to facilitate social and collaborative learning. Consequently, the instructor will provide opportunities for group discussion and jigsaw by developing structured groups and allowing learners to consolidate their responses to form a comprehensive framework for implementing DBT in PTSD management. Higher Order Thinking Skills (HOTS) This teaching session aims to improve students’ knowledge and awareness of DBT’s effectiveness and applicability in PTSD management. As a result, it is essential to incorporate learning approaches that trigger creativity, critical thinking, reasoning, argumentative skills, and problem-solving competencies (Serevina et al., 2019). The standards for higher order thinking skills (HOTS) enshrine creativity and critical thinking. The teaching proposal entails applying the following elements of higher order thinking skills (HOTS): analyze, evaluate, and create (Serevina et al., 2019). The instructor will improve learners’ analytical skills by providing scholarly materials and case study videos and requiring students to analyze them to obtain insights into the topic. In this sense, learners will appraise the value of dialectical behavior therapy (DBT) in PTSD management and understand theoretical concepts surrounding the case. Secondly, the instructor will require learners to advance their evaluation skills by assessing and critiquing scholarly materials that support the application of DBT in PTSD management. This process will extend beyond the identifying themes in scientific sources to include deeper insights regarding the topic. Finally, the instructor will ask questions to assess the degree of knowledge acquisition and the learner’s self-efficacy with the subject. Eventually, the instructor will require learners to develop frameworks and evidence-based recommendations for applying DBT in managing post-traumatic stress (PTSD) caused by unsolved childhood trauma. This strategy aims to enhance students’ skills and competencies for conceptual frameworks for using dialectical behavior therapy (CBT) in future counseling sessions. Elements of Andragogy The teaching proposal incorporates elements of andragogy consistent with Malcolm Knowles’ andragogical principles and assumptions. Loeng (2018) defines andragogy as “the total embodiment and expression of a philosophy of education adults” (p. 4). Malcolm Knowles contributed massively to popularizing andragogy by developing various assumptions, including the perception that adults are self-directed, internally motivated, and more competent than children. Also, he advanced the perspective that adult learners can learn through experiences that form a rich resource for learning (Loeng, 2018). Further, Knowles believed that adults are always ready to learn and can effectively engage in self-directed learning. These concepts form the basis of the teaching proposal. For instance, the instructor will promote self-directed learning by providing learning materials and allowing them to take control of the learning processes. It is essential to note that students have previous experience in trauma theories and mental health conditions perpetrated by traumatic events. Therefore, they will approach this topic with background experience and knowledge. Further, it would be essential to organize teaching methods to focus on the problem area instead of the subject. This aspect differentiates between andragogy and pedagogy. Finally, collaborative learning is vital in adult education because learners can effectively participate in classwork and are internally motivated to learn (Loeng, 2018). The instructor will capitalize on this aspect by engaging learners in active learning strategies such as jigsaw, group discussion, and the Think-Pair-Share approach. Lesson Table Time Allotted Teaching Strategy Rationale and LO Linkage 5-8 minutes Introducing learners to the topic: Professor’s introduction: Class Participants’ introduction: Class participants are scholars aspiring to become future clinicians, counselors, and therapists in the counseling and psychology departments. An overview of the topic The focus of introducing students to the topic is to enable them to familiarize themselves with the effects and clinical manifestations of PTSD caused by unresolved childhood trauma. The teaching strategies for introducing learners to the topic include PowerPoint presentations with visuals and auditory information. Learning Outcomes: • Students will identify the five components of dialectical behavioral therapy for Post-Traumatic Stress Disorder (DBT-PTSD). • The learners will effectively develop a typical DBT-PTSD consistent with the five stages of dialectical behavior therapy (DBT). • Students discuss the effectiveness of dialectical behavioral therapy (DBT) in improving clients’ coping capacity, changing negative cognition patterns, and averting self-harm behaviors like suicidality. PowerPoints with visuals and auditory information is a profound strategy for enhancing learning. According to Uzun & Kilis (2019), PowerPoints are easy to use and can facilitate learning by accommodating visual and auditory information that aids visualization and verbalization. This strategy will enable learners to understand learned concepts and support realizing the learning objective (LO1). 15-20 minutes Reviewing research and scholarly content that supports incorporating dialectical behavior therapy (DBT) in managing post-traumatic stress disorder in adults. 1). I will provide copies of scholarly articles and give a brief lecture on the origin of dialectical behavior therapy (DBT) as a therapeutic intervention for addressing PTSD 2). We will review short videos from YouTube or TEDx that elaborate on the effectiveness of DBT in PTSD management. 3). Students will summarize information from scholarly articles and short videos to form the basis of the next session. Learning Outcomes 1. Learners will acquire skills and knowledge of reviewing evidence sources to support the topic 2. Students will make notes based on scholarly recommendations regarding the effectiveness of DBT in PTSD management. 3. Learners will use evidence to develop evidence-based interventions for improving PTSD management. Reviewing evidence sources and giving a brief lecture are essential strategies for promoting knowledge acquisition and improving students’ awareness. Further, checking a TEDx or a YouTube video on the effectiveness of DBTin PTSD management is a profound approach to promoting contextualized learning. According to Khadka (2020), context-based education is one of the most effective andragogical learning methods that transform knowledge acquisition for adult learners. 10-22 minutes Discussing insights from evidence sources and a video regarding the effectiveness of DBT in PTSD management. Strategies: Think-Pair-Share, group discussion, and jigsaw: learners will respond to questions by thinking about the reviewed literature and the video. They will participate in group discussions and share insights into the topic to compare answers to the questions. Finally, they will consider their responses to form team-based suggestions inspired by scholarly articles. Learning outcomes: 1). Learners will gain knowledge of collaborative learning strategies. 2). Jigsaw strategy will enable students to assemble their responses and provide team-based suggestions on the topic 3). Collaborative learning will enhance learning by providing opportunities for learners’ equal participation in discussions. Implementing active learning strategies like Think-Pair-Share, group discussion, and jigsaw enhance learning by allowing learners to demonstrate the diversity of opinions and responses. According to Cooper et al. (2021), the Think-Pair-Share approach is profound in allowing all students to think and talk about ideas on the studied topics. This strategy improves engagement and enhances learning. 5-10 minutes Conclusion: 1). Asking learners to demonstrate what they have learned and how they would apply the acquired knowledge in future counseling sessions involving adults with PTSD. 2). Setting a “takeaway” assessment question that requires learners to write a 2-page reflection paper on the effectiveness of using DBTin PTSD management. Desired outcomes: 1). Learners will assess their knowledge of the topic and ability to apply it in future counseling sessions. 2). The assessment question will enable me to assess learners’ knowledge and References AlRuthia, Y., Alhawas, S., Alodaibi, F., Almutairi, L., Algasem, R., Alrabiah, H. K., Sales, I., Alsobayel, H., & Ghawaa, Y. (2019). The use of active learning strategies in healthcare colleges in the Middle East. BMC Medical Education, 19(1). https://doi.org/10.1186/s12909-019-1580-4 Bhandari, S. (2022, April 1). Dialectical behavioral therapy. WebMD. https://www.webmd.com/mental-health/dialectical-behavioral-therapy Cooper, K. M., Schinske, J. N., & Tanner, K. D. (2021). Reconsidering the share of a think–pair–share emerging limitations, alternatives, and opportunities for research. CBE—Life Sciences Education, 20(1), 1–10. https://doi.org/10.1187/cbe.20-08-0200 Jainal, N. H., & Shahrill, M. (2021). Incorporating a jigsaw strategy to support students’ learning through action research. International Journal on Social and Education Sciences, 3(2), 252–266. https://doi.org/10.46328/ijonses.75 James, M., Baptista, A. M. T., Barnabas, D., Sadza, A., Smith, S., Usmani, O., & John, C. (2022). Collaborative case-based learning with programmatic team-based assessment: a novel methodology for developing advanced skills in early-years medical students. BMC Medical Education, 22(1). https://doi.org/10.1186/s12909-022-03111-5 Khadka, J. (2020). Andragogy: Process and context-based (PCB) model for adult learners. International Journal of African and Asian Studies, 63, 27–34. https://doi.org/10.7176/jaas/63-04 Kress, V. E., Seligman, L., & Reichenberg, L.W. (2021). Theories of counseling and psychotherapy: Systems, strategies, and skills. Pearson. Loeng, S. (2018). Various ways of understanding the concept of andragogy. Cogent Education, 5(1), 1–15. https://doi.org/10.1080/2331186x.2018.1496643 Petkus, A. J., Lenze, E. J., Butters, M. A., Twamley, E. W., & Wetherell, J. L. (2018). Childhood trauma is associated with poorer cognitive performance in older adults. The Journal of Clinical Psychiatry, 79(1), 1–20. https://doi.org/10.4088/jcp.16m11021 Serevina, V., Sari, Y. P., & Maynastiti, D. (2019). Developing high-order thinking skills (HOTS) assessment instrument for fluid static at senior high school. Journal of Physics: Conference Series, 1185, 012034. https://doi.org/10.1088/1742-6596/1185/1/012034 Steil, R., Dittmann, C., Müller-Engelmann, M., Dyer, A., Maasch, A.-M., & Priebe, K. (2018). Dialectical behavior therapy for posttraumatic stress disorder related to childhood sexual abuse: a pilot study in an outpatient treatment setting. European Journal of Psychotraumatology, 9(1), 1–9. https://doi.org/10.1080/20008198.2018.1423832 Thomas, M. S., Crosby, S., & Vanderhaar, J. (2019). Trauma-Informed practices in schools across two decades: An interdisciplinary review of research. Review of Research in Education, 43(1), 422–452. https://doi.org/10.3102/0091732×18821123 Toms, G., Williams, L., Rycroft-Malone, J., Swales, M., & Feigenbaum, J. (2019). The development and theoretical application of an implementation framework for dialectical behavior therapy: A critical literature review. Borderline Personality Disorder and Emotion Dysregulation, 6(1), 1–16. https://doi.org/10.1186/s40479-019-0102-7 Uzun, A. M., & Kilis, S. (2019). Impressions of pre-service teachers about the use of PowerP
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Steil et al. (2018) argue that Dialectical Behavior Therapy for Post-Traumatic Stress Disorder (DBT-PTSD) emphasizes various treatment priorities, including suicide attempts and treatment-interfering behaviors like dissociation. Further, the researchers argue that this therapeutic model entails five profound stages: a collection of anamnestic information, psychoeducation, the definition of treatment aims, introduction to mindfulness, and the development of an individualized model for PTSD management (Steil et al., 2018, p. 2). Besides the five stages of DBT-PTSD, the model enables therapists to implement exposure-based techniques to control patients’ intensity of memory activation and balance the vividness of trauma memories with the awareness of being in a safer present (Seil et al., 2018). Further, the DBT-PTSD therapy enables therapists to enhance clients’ behavioral flexibility through individual therapy, telephone skills coaching, skills group, and consultation teams to motivate clients and discuss care interventions (Toms et al., 2019). Therefore, it is valid to argue that dialectical behavior therapy (DBT) is ideal for improving health and bolstering the coping capacity of adults with post-traumatic stress disorder (PTSD) perpetrated by unresolved childhood trauma.
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Learning Objectives (LOs)
The desired outcome of this teaching program is to enhance students’ knowledge and awareness of signs, symptoms, and clinical manifestations of post-traumatic stress disorder (PTSD) emanating from unresolved childhood trauma, equipping them with the prerequisite knowledge of using Dialectical behavior therapy as the most profound counseling methodology. Enable students to identify the signs, symptoms, and manifestations of post-traumatic stress disorder (PTSD) perpetrated by unresolved childhood trauma in adults using the learned tools. The primary focus of this learning objective is to enhance students’ knowledge and awareness of how unresolved childhood trauma affects adults in their relationships and careers. After completing this lesson:
- Students will identify the five components of dialectical behavioral therapy for Post-Traumatic Stress Disorder (DBT-PTSD).
- The learners will effectively develop a typical DBT-PTSD consistent with the five stages of dialectical behavior therapy (DBT).
- Students can coherently elaborate on the effectiveness of dialectical behavioral therapy (DBT) in improving clients’ coping capacity, changing negative cognition patterns, and averting self-harm behaviors like suicidality.
Active Learning Strategies
Active learning strategies shift ye control of learning processes from teachers to the learners. According to AlRuthia et al. (2019), these learning approaches require students to participate in high-order thinking activities that facilitate cooperative learning. Further, the researchers contend that active learning methods enable learners to obtain information through case-and-problem-based education. The proposal includes the following active learning strategies:
Think-Pair-Share Approach
This approach entails dividing learners into pairs, asking questions, and allowing them to demonstrate opinion diversities. Cooper et al. (2020) argue that this approach enables students to apply critical thinking and effectively share their responses with colleagues to facilitate cooperative learning. Further, this strategy will allow learners to collectively analyze evidence sources and develop recommendations for using dialectical behavior therapy (DBT) in PTSD management. The instructor will use this method to assess individual knowledge and awareness of learned concepts and identify areas for improvement.
Case-Based Learning
Case-based learning (CBL) entails obtaining knowledge and insights from contexts and analyzing experiences. In medical education, this approach involves four profound objectives: to integrate clinical and scholarly/scientific learning, promote patient-centered interventions, encourage teamwork and collaborative skills, and enhance student-driven learning (James et al., 2022). To facilitate the implementation of case-based learning, the learners will review a video and scholarly resources supporting DBT’s plausibility in PTSD management. This strategy will enable students to familiarize themselves with different contexts that prompt the use of DBT in PTSD management and improve competencies for future implementation.
Group Discussion and Jigsaw
Like the Think-Pair-Share approach, group discussion and jigsaw strategies promote collaborative learning by allowing students to generate ideas and communicate them to colleagues. According to Jainal & Shahrill (2021), incorporating a jigsaw approach in learning environments improves the perceptions of working together in structured groups to facilitate social and collaborative learning. Consequently, the instructor will provide opportunities for group discussion and jigsaw by developing structured groups and allowing learners to consolidate their responses to form a comprehensive framework for implementing DBT in PTSD management.
Higher Order Thinking Skills (HOTS)
This teaching session aims to improve students’ knowledge and awareness of DBT’s effectiveness and applicability in PTSD management. As a result, it is essential to incorporate learning approaches that trigger creativity, critical thinking, reasoning, argumentative skills, and problem-solving competencies (Serevina et al., 2019). The standards for higher order thinking skills (HOTS) enshrine creativity and critical thinking. The teaching proposal entails applying the following elements of higher order thinking skills (HOTS): analyze, evaluate, and create (Serevina et al., 2019). The instructor will improve learners’ analytical skills by providing scholarly materials and case study videos and requiring students to analyze them to obtain insights into the topic. In this sense, learners will appraise the value of dialectical behavior therapy (DBT) in PTSD management and understand theoretical concepts surrounding the case.
Secondly, the instructor will require learners to advance their evaluation skills by assessing and critiquing scholarly materials that support the application of DBT in PTSD management. This process will extend beyond the identifying themes in scientific sources to include deeper insights regarding the topic. Finally, the instructor will ask questions to assess the degree of knowledge acquisition and the learner’s self-efficacy with the subject. Eventually, the instructor will require learners to develop frameworks and evidence-based recommendations for applying DBT in managing post-traumatic stress (PTSD) caused by unsolved childhood trauma. This strategy aims to enhance students’ skills and competencies for conceptual frameworks for using dialectical behavior therapy (CBT) in future counseling sessions.
Elements of Andragogy
The teaching proposal incorporates elements of andragogy consistent with Malcolm Knowles’ andragogical principles and assumptions. Loeng (2018) defines andragogy as “the total embodiment and expression of a philosophy of education adults” (p. 4). Malcolm Knowles contributed massively to popularizing andragogy by developing various assumptions, including the perception that adults are self-directed, internally motivated, and more competent than children. Also, he advanced the perspective that adult learners can learn through experiences that form a rich resource for learning (Loeng, 2018). Further, Knowles believed that adults are always ready to learn and can effectively engage in self-directed learning. These concepts form the basis of the teaching proposal.
For instance, the instructor will promote self-directed learning by providing learning materials and allowing them to take control of the learning processes. It is essential to note that students have previous experience in trauma theories and mental health conditions perpetrated by traumatic events. Therefore, they will approach this topic with background experience and knowledge. Further, it would be essential to organize teaching methods to focus on the problem area instead of the subject. This aspect differentiates between andragogy and pedagogy. Finally, collaborative learning is vital in adult education because learners can effectively participate in classwork and are internally motivated to learn (Loeng, 2018). The instructor will capitalize on this aspect by engaging learners in active learning strategies such as jigsaw, group discussion, and the Think-Pair-Share approach.
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Lesson Table
| Time Allotted | Teaching Strategy | Rationale and LO Linkage |
| 5-8 minutes | Introducing learners to the topic:
Professor’s introduction: Class Participants’ introduction: Class participants are scholars aspiring to become future clinicians, counselors, and therapists in the counseling and psychology departments. An overview of the topic The focus of introducing students to the topic is to enable them to familiarize themselves with the effects and clinical manifestations of PTSD caused by unresolved childhood trauma. The teaching strategies for introducing learners to the topic include PowerPoint presentations with visuals and auditory information. Learning Outcomes: · Students will identify the five components of dialectical behavioral therapy for Post-Traumatic Stress Disorder (DBT-PTSD). · The learners will effectively develop a typical DBT-PTSD consistent with the five stages of dialectical behavior therapy (DBT). · Students discuss the effectiveness of dialectical behavioral therapy (DBT) in improving clients’ coping capacity, changing negative cognition patterns, and averting self-harm behaviors like suicidality. |
PowerPoints with visuals and auditory information is a profound strategy for enhancing learning. According to Uzun & Kilis (2019), PowerPoints are easy to use and can facilitate learning by accommodating visual and auditory information that aids visualization and verbalization. This strategy will enable learners to understand learned concepts and support realizing the learning objective (LO1). |
| 15-20 minutes | Reviewing research and scholarly content that supports incorporating dialectical behavior therapy (DBT) in managing post-traumatic stress disorder in adults.
1). I will provide copies of scholarly articles and give a brief lecture on the origin of dialectical behavior therapy (DBT) as a therapeutic intervention for addressing PTSD 2). We will review short videos from YouTube or TEDx that elaborate on the effectiveness of DBT in PTSD management. 3). Students will summarize information from scholarly articles and short videos to form the basis of the next session. Learning Outcomes 1. Learners will acquire skills and knowledge of reviewing evidence sources to support the topic 2. Students will make notes based on scholarly recommendations regarding the effectiveness of DBT in PTSD management. 3. Learners will use evidence to develop evidence-based interventions for improving PTSD management.
|
Reviewing evidence sources and giving a brief lecture are essential strategies for promoting knowledge acquisition and improving students’ awareness. Further, checking a TEDx or a YouTube video on the effectiveness of DBTin PTSD management is a profound approach to promoting contextualized learning. According to Khadka (2020), context-based education is one of the most effective andragogical learning methods that transform knowledge acquisition for adult learners.
|
| 10-22 minutes | Discussing insights from evidence sources and a video regarding the effectiveness of DBT in PTSD management.
Strategies: Think-Pair-Share, group discussion, and jigsaw: learners will respond to questions by thinking about the reviewed literature and the video. They will participate in group discussions and share insights into the topic to compare answers to the questions. Finally, they will consider their responses to form team-based suggestions inspired by scholarly articles. Learning outcomes: 1). Learners will gain knowledge of collaborative learning strategies. 2). Jigsaw strategy will enable students to assemble their responses and provide team-based suggestions on the topic 3). Collaborative learning will enhance learning by providing opportunities for learners’ equal participation in discussions. |
Implementing active learning strategies like Think-Pair-Share, group discussion, and jigsaw enhance learning by allowing learners to demonstrate the diversity of opinions and responses. According to Cooper et al. (2021), the Think-Pair-Share approach is profound in allowing all students to think and talk about ideas on the studied topics. This strategy improves engagement and enhances learning.
|
| 5-10 minutes | Conclusion:
1). Asking learners to demonstrate what they have learned and how they would apply the acquired knowledge in future counseling sessions involving adults with PTSD. 2). Setting a “takeaway” assessment question that requires learners to write a 2-page reflection paper on the effectiveness of using DBTin PTSD management.
|
Desired outcomes:
1). Learners will assess their knowledge of the topic and ability to apply it in future counseling sessions. 2). The assessment question will enable me to assess learners’ knowledge and |
References
AlRuthia, Y., Alhawas, S., Alodaibi, F., Almutairi, L., Algasem, R., Alrabiah, H. K., Sales, I., Alsobayel, H., & Ghawaa, Y. (2019). The use of active learning strategies in healthcare colleges in the Middle East. BMC Medical Education, 19(1). https://doi.org/10.1186/s12909-019-1580-4
Bhandari, S. (2022, April 1). Dialectical behavioral therapy. WebMD. https://www.webmd.com/mental-health/dialectical-behavioral-therapy
Cooper, K. M., Schinske, J. N., & Tanner, K. D. (2021). Reconsidering the share of a think–pair–share emerging limitations, alternatives, and opportunities for research. CBE—Life Sciences Education, 20(1), 1–10. https://doi.org/10.1187/cbe.20-08-0200
Jainal, N. H., & Shahrill, M. (2021). Incorporating a jigsaw strategy to support students’ learning through action research. International Journal on Social and Education Sciences, 3(2), 252–266. https://doi.org/10.46328/ijonses.75
James, M., Baptista, A. M. T., Barnabas, D., Sadza, A., Smith, S., Usmani, O., & John, C. (2022). Collaborative case-based learning with programmatic team-based assessment: a novel methodology for developing advanced skills in early-years medical students. BMC Medical Education, 22(1). https://doi.org/10.1186/s12909-022-03111-5
Khadka, J. (2020). Andragogy: Process and context-based (PCB) model for adult learners. International Journal of African and Asian Studies, 63, 27–34. https://doi.org/10.7176/jaas/63-04
Kress, V. E., Seligman, L., & Reichenberg, L.W. (2021). Theories of counseling and psychotherapy: Systems, strategies, and skills. Pearson.
Loeng, S. (2018). Various ways of understanding the concept of andragogy. Cogent Education, 5(1), 1–15. https://doi.org/10.1080/2331186x.2018.1496643
Petkus, A. J., Lenze, E. J., Butters, M. A., Twamley, E. W., & Wetherell, J. L. (2018). Childhood trauma is associated with poorer cognitive performance in older adults. The Journal of Clinical Psychiatry, 79(1), 1–20. https://doi.org/10.4088/jcp.16m11021
Serevina, V., Sari, Y. P., & Maynastiti, D. (2019). Developing high-order thinking skills (HOTS) assessment instrument for fluid static at senior high school. Journal of Physics: Conference Series, 1185, 012034. https://doi.org/10.1088/1742-6596/1185/1/012034
Steil, R., Dittmann, C., Müller-Engelmann, M., Dyer, A., Maasch, A.-M., & Priebe, K. (2018). Dialectical behavior therapy for posttraumatic stress disorder related to childhood sexual abuse: a pilot study in an outpatient treatment setting. European Journal of Psychotraumatology, 9(1), 1–9. https://doi.org/10.1080/20008198.2018.1423832
Thomas, M. S., Crosby, S., & Vanderhaar, J. (2019). Trauma-Informed practices in schools across two decades: An interdisciplinary review of research. Review of Research in Education, 43(1), 422–452. https://doi.org/10.3102/0091732×18821123
Toms, G., Williams, L., Rycroft-Malone, J., Swales, M., & Feigenbaum, J. (2019). The development and theoretical application of an implementation framework for dialectical behavior therapy: A critical literature review. Borderline Personality Disorder and Emotion Dysregulation, 6(1), 1–16. https://doi.org/10.1186/s40479-019-0102-7
Uzun, A. M., & Kilis, S. (2019). Impressions of pre-service teachers about the use of PowerPoint slides by their instructors and its effects on their learning. International Journal of Contemporary Educational Research, 6(1), 40–52. https://doi.org/10.33200/ijcer.547253
Watkins, L. E., Sprang, K. R., & Rothbaum, B. O. (2018). Treating PTSD: A review of evidence-based psychotherapy interventions. Frontiers in Behavioral Neuroscience, 12(258), 1–9. https://doi.org/10.3389/fnbeh.2018.00258
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CLASS PROJECT: TEACHING DEMONSTRATION ASSIGNMENT INSTRUCTIONS
OVERVIEW
Your class project is to design a 40-60 minute teaching lesson incorporating the main elements of this class:
• Emphasis on critical thinking
• Use of active learning strategies
• Incorporating andragogy (adult learning theory)
You will not actually present this lesson but will simply design your teaching demonstration.
By now you should have mastered the content for each of these elements. It might help to review class content before you complete this project.
Critical Thinking: as we have emphasized all term, the essence of graduate school should be critical thinking, rather than just adding more knowledge to your understanding. You have read invaluable content on stimulating thought and implementing the highest levels of thought from Bloom’s Taxonomy and the Anderson and Krathwohl revision of Bloom. In your class project, you will primarily challenge your students with the highest level of thought –application, analysis, evaluation, creation, etc. Your teaching demonstration is not primarily a lecture, in which you simply impart knowledge, but exercises designed to challenge and stimulate thinking. If you just present a lecture, you will not pass this final project.
Active Learning: the class content had excellent discussion on the concept of active learning. While lecture has a place in higher education, your students are best served in an environment in which they learning actively. You were introduced to numerous active learning strategies through the class content and you will demonstrate several active learning techniques in this final project. For sure, you may need to present some basic information (lecture, video, etc.) but most of your time should be taken up with your active learning strategies. Doing so should make your proposed teaching demonstration exciting, challenging, and even fun.
Adult Learning Theory: you also read a lot about andragogy and you are tasked with incorporating adult learning principles into your proposed teaching demonstration.
INSTRUCTIONS
Elements of the Final Project
Literature Review
The teaching topic you chose in week one was a narrowed focus in a larger body of research. You may have an interest in a particular therapy technique applied to a specific diagnosis. In your first section, provide a brief overview of the body of research, and then how you narrowed down your focus in order to emphasize higher-order thinking. You will have your students attempt to solve a particular problem in the research on a topic, apply concepts to a new application, come up with a unique treatment plan, etc. In this first section, you will lay out the foundation for what you propose to do, by drawing from the research literature on the topic. In essence, you will present a brief literature review and justification for narrowing your focus to your specific teaching topic. Make sure to cite your research correctly per APA. Length: the length of your literature review will vary according to the topic and the depth of the research. Make the literature review of sufficient length to explain the foundation for your active learning activities and HOTS emphasis. Most likely several pages will be necessary.
Learning Objectives (LOs)
A strong teaching demonstration begins with strong learning objectives. Based on the class content on LOs, write at least three learning objectives that primarily include higher order thinking. Follow the suggestions provided in class for writing clear, strong, and valid LOs.
Description of Active Learning Strategies
Thoroughly review the class content on active learning strategies, and in this section, indicate 2-3 different active learning strategies that you will include in your proposed teaching demonstration. Draw from the class sources (cited correctly) and explain why your chosen teaching strategies best fit your LOs. That is, in implementing your learning objectives, explain why the chosen teaching strategies best complete your LOs. Recall that one of the class documents suggested learning activities that fit with each level of thought (Bloom’s Taxonomy and Anderson and Krathwohl’s revision of Bloom).
HOTS to be Implemented
A focus on this class entitled “Teaching and Learning†has been on stimulating thought and integrating higher-order thinking skills (HOTS) in active learning strategies. In this section, briefly review the highest levels of thought that you want to implement in your teaching demonstration. Review what each means as applied in your teaching demonstration, drawing broadly from the class discussion on HOTS. Why does your topic lend itself to the highest levels of thought that you want to demonstrate—that is, what about your teaching topic suggests a need to evaluate, or critique, or create a new way, or apply in a different way, etc.? Again, cite your class sources per APA.
Elements of Andragogy that you will Incorporate
Review the class content on adult learning theory. In this section, determine which elements of andragogy need to be incorporated into your proposed teaching demonstration. Provide solid justification for your conclusion. Draw from the class content on adult learning theory, and cite correctly.
Putting it All Together –Template
In your final section, propose a 45-60 minute teaching demonstration using the following table.
Time Allotted Teaching Strategy Rationale and LO Linkage
In this column, indicate the amount of time designated for each learning activity; you could also indicate the cumulative time as well In this column, you indicate the teaching strategy you will use for that segment In this column, you indicate how the teaching strategy relates to your overall purpose in the teaching demonstration and which LO it addresses. You also will need to draw from class content and cite per APA, as you provide the rationale for choosing the LO. You could also show how what you propose for each segment incorporates andragogy.
For instance:
1-2 minutes Brief introduction of the topic and review of the LOs.
Introduction of yourself and class participants if appropriate. For this learning segment, you could draw from the class content on how to draw in your students, concepts on motivation, stimulating intellectual curiosity that you learned from the class sources.
For instance:
5-12 minutes Review of the research content via mini-lecture with PPT, brief video that highlights essential content, etc. –if you use a video, such as from YouTube, make sure that it presents scholarly content commensurate with graduate level study. Indicate the LO to which this is linked. Draw from the class content that discussed laying the necessary research foundation for critique or problem-solving, for example. As for each of these segments, provide a rationale by drawing from class content and citing correctly.
For instance:
5-10 minutes General class discussion (could use the think/pair/share technique, or others) that focused on problems in the research you want to explore, problems that need to be solved, exploration of better ways to apply the research findings to a particular diagnosis, etc. Explain how you will structure this discussion, the purpose of the discussion, exactly what you want to accomplish. You might suggest the types of questions you will use to drive thinking more deeply. Indicate linkage to LOs, as explained above, rationale, etc.
For instance: 10-15 minutes Case study
Jigsaw
Question formulation technique
Scenario analysis
Think/pair/share
Etc. Etc.
Etc. Etc. Etc.
2-4 minutes Conclusion:
321 summary, for instance Etc.
Your table should be complete and detailed so that the reader knows exactly what you propose to do in each active learning segment to completely fulfill the LOs.
Formatting
Your final project should be presented as a formal APA paper, with headings to correspond with topics mentioned above. For sure, you will need a correctly formatted title page and reference page. As noted, you need to draw broadly from the class sources and cite correctly.
Have fun with this project! This will give you an opportunity to propose a teaching demonstration incorporating core concepts you learned this term.
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
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Teaching Demonstration Proposal: Dialectical BehTeaching Demonstration Proposal: Dialectical Behavioral Therapy (DBT) for Adults with Unresolved Childhood Traumaavioral Therapy (DBT) for Adults with Unresolved Childhood Trauma Student Full Name Institution Affiliation Course Full Title Instructor Full Name Due Date Teaching Demonstration Proposal: Dialectical Behavioral Therapy (DBT) for Adults with Unresolved Childhood Trauma Unresolved childhood trauma is the primary cause of post-traumatic stress disorder (PTSD in adults. In the same breath, PTSD in adults is a profound concern for counselors and psychologists, considering its association with multiple adverse consequences. According to Petkus et al. (2018), childhood traumatic events such as the death of a parent, sexual abuse, and significant public health problems like injuries and diseases result in multiple ramifications, including poor brain health, psychiatric distress, post-traumatic stress disorder (PTSD), and Generalized Anxiety Disorder (GAD) among adults. Apart from these consequences, unresolved childhood trauma can affect individual cognitive performance, contribute to behavioral disorders, and impede academic performance (Thomas et al., 2019, p. 423). Finally, childhood traumatic events like sexual abuse negatively affect adults’ social interactions and relationship competencies by perpetrating defensiveness, negativity, low self-esteem, high-level emotional intensity, and unstable relationships (Nielsen et al., 2018, p. 1718). As a result, it is essential to equip future psychologists, clinicians, and counselors with the necessary knowledge and awareness of evidence-based strategies for addressing post-traumatic stress disorder (PTSD) in adults perpetrated by unresolved childhood trauma. Dialectical behavioral therapy (DBT) is a mode of cognitive behavior therapy (CBT) that remains a profound approach for enabling adults to cope with unresolved childhood trauma. Collectively, dialectical behavior therapy (DBT) seeks to change negative appraisals and trauma memories, removing problematic behavioral aspects and addressing guilt-associated perceptions by involving the affected adults in cognitive restructuring, imaginal exposure, and other active learning strategies (Watkins et al., 2018, p. 5). While DBT emerges as a profound strategy for addressing post-traumatic stress disorder in adults with unresolved childhood trauma, future counselors, clinicians, and psychologists should demonstrate knowledge and awareness of the prerequisites and thresholds for applying this therapeutic intervention. Therefore, the primary focus of this teaching demonstration proposal is to propose an evidence-based education program for adult learners (future clinicians, counselors, and psychologists) regarding the implementation of dialectical behavioral therapy (DBT) in addressing PTSD in adults. The proposal obtains insights from current scholarly literature. It emphasizes active learning strategies, critical thinking, high order thinking skills (HOTS), and elements of andragogy consistent with Malcolm Knowles’ principles and assumptions of andragogical instructions. Literature Review The plausibility of managing post-traumatic stress disorder using dialectical behavioral therapy (DBT) obtains backing from the current literature. According to Watkins et al. (2018), PTSD is a chronic mental health disorder emanating from past traumatic events, including sexual assault, natural disasters, and untimely deaths of a loved one. Petkus et al. (2018) argue that approximately 47% of older adults in the United States report encounters with unresolved childhood trauma. Childhood trauma is the primary cause of post-traumatic stress disorder (PTSD) if left unattended. In the same breath, adults experiencing childhood trauma are susceptible to adverse health consequences, including physical and psychiatric distress, mood disorders, and Generalized Anxiety Disorder (GAD) (Petkus et al., 2018, p. 2). These issues contribute to declined cognitive functioning and affect social relationships. Amidst the ramifications of post-traumatic stress disorder (PTSD) among adults with unresolved childhood trauma, implementing dialectical behavioral therapy obtains backing from the current literature as one of the most profound DBTmodels that can improve cognition and transform negative thinking patterns. According to Bhandari (2022), dialectical behavioral therapy attempts to change and eliminate negative thinking patterns by providing opportunities for change and acceptance. Often, adults with unresolved childhood trauma are susceptible to self-destructive behaviors such as suicidal thoughts (Bhandari, 2022). Therefore, the primary focus of DBT is to enhance individual skills to cope with and change negative cognition patterns and unhealthy behaviors. Steil et al. (2018) argue that Dialectical Behavior Therapy for Post-Traumatic Stress Disorder (DBT-PTSD) emphasizes various treatment priorities, including suicide attempts and treatment-interfering behaviors like dissociation. Further, the researchers argue that this therapeutic model entails five profound stages: a collection of anamnestic information, psychoeducation, the definition of treatment aims, introduction to mindfulness, and the development of an individualized model for PTSD management (Steil et al., 2018, p. 2). Besides the five stages of DBT-PTSD, the model enables therapists to implement exposure-based techniques to control patients’ intensity of memory activation and balance the vividness of trauma memories with the awareness of being in a safer present (Seil et al., 2018). Further, the DBT-PTSD therapy enables therapists to enhance clients’ behavioral flexibility through individual therapy, telephone skills coaching, skills group, and consultation teams to motivate clients and discuss care interventions (Toms et al., 2019). Therefore, it is valid to argue that dialectical behavior therapy (DBT) is ideal for improving health and bolstering the coping capacity of adults with post-traumatic stress disorder (PTSD) perpetrated by unresolved childhood trauma. Learning Objectives (LOs) The desired outcome of this teaching program is to enhance students’ knowledge and awareness of signs, symptoms, and clinical manifestations of post-traumatic stress disorder (PTSD) emanating from unresolved childhood trauma, equipping them with the prerequisite knowledge of using Dialectical behavior therapy as the most profound counseling methodology. Enable students to identify the signs, symptoms, and manifestations of post-traumatic stress disorder (PTSD) perpetrated by unresolved childhood trauma in adults using the learned tools. The primary focus of this learning objective is to enhance students’ knowledge and awareness of how unresolved childhood trauma affects adults in their relationships and careers. After completing this lesson: 1. Students will identify the five components of dialectical behavioral therapy for Post-Traumatic Stress Disorder (DBT-PTSD). 2. The learners will effectively develop a typical DBT-PTSD consistent with the five stages of dialectical behavior therapy (DBT). 3. Students can coherently elaborate on the effectiveness of dialectical behavioral therapy (DBT) in improving clients’ coping capacity, changing negative cognition patterns, and averting self-harm behaviors like suicidality. Active Learning Strategies Active learning strategies shift ye control of learning processes from teachers to the learners. According to AlRuthia et al. (2019), these learning approaches require students to participate in high-order thinking activities that facilitate cooperative learning. Further, the researchers contend that active learning methods enable learners to obtain information through case-and-problem-based education. The proposal includes the following active learning strategies: Think-Pair-Share Approach This approach entails dividing learners into pairs, asking questions, and allowing them to demonstrate opinion diversities. Cooper et al. (2020) argue that this approach enables students to apply critical thinking and effectively share their responses with colleagues to facilitate cooperative learning. Further, this strategy will allow learners to collectively analyze evidence sources and develop recommendations for using dialectical behavior therapy (DBT) in PTSD management. The instructor will use this method to assess individual knowledge and awareness of learned concepts and identify areas for improvement. Case-Based Learning Case-based learning (CBL) entails obtaining knowledge and insights from contexts and analyzing experiences. In medical education, this approach involves four profound objectives: to integrate clinical and scholarly/scientific learning, promote patient-centered interventions, encourage teamwork and collaborative skills, and enhance student-driven learning (James et al., 2022). To facilitate the implementation of case-based learning, the learners will review a video and scholarly resources supporting DBT’s plausibility in PTSD management. This strategy will enable students to familiarize themselves with different contexts that prompt the use of DBT in PTSD management and improve competencies for future implementation. Group Discussion and Jigsaw Like the Think-Pair-Share approach, group discussion and jigsaw strategies promote collaborative learning by allowing students to generate ideas and communicate them to colleagues. According to Jainal & Shahrill (2021), incorporating a jigsaw approach in learning environments improves the perceptions of working together in structured groups to facilitate social and collaborative learning. Consequently, the instructor will provide opportunities for group discussion and jigsaw by developing structured groups and allowing learners to consolidate their responses to form a comprehensive framework for implementing DBT in PTSD management. Higher Order Thinking Skills (HOTS) This teaching session aims to improve students’ knowledge and awareness of DBT’s effectiveness and applicability in PTSD management. As a result, it is essential to incorporate learning approaches that trigger creativity, critical thinking, reasoning, argumentative skills, and problem-solving competencies (Serevina et al., 2019). The standards for higher order thinking skills (HOTS) enshrine creativity and critical thinking. The teaching proposal entails applying the following elements of higher order thinking skills (HOTS): analyze, evaluate, and create (Serevina et al., 2019). The instructor will improve learners’ analytical skills by providing scholarly materials and case study videos and requiring students to analyze them to obtain insights into the topic. In this sense, learners will appraise the value of dialectical behavior therapy (DBT) in PTSD management and understand theoretical concepts surrounding the case. Secondly, the instructor will require learners to advance their evaluation skills by assessing and critiquing scholarly materials that support the application of DBT in PTSD management. This process will extend beyond the identifying themes in scientific sources to include deeper insights regarding the topic. Finally, the instructor will ask questions to assess the degree of knowledge acquisition and the learner’s self-efficacy with the subject. Eventually, the instructor will require learners to develop frameworks and evidence-based recommendations for applying DBT in managing post-traumatic stress (PTSD) caused by unsolved childhood trauma. This strategy aims to enhance students’ skills and competencies for conceptual frameworks for using dialectical behavior therapy (CBT) in future counseling sessions. Elements of Andragogy The teaching proposal incorporates elements of andragogy consistent with Malcolm Knowles’ andragogical principles and assumptions. Loeng (2018) defines andragogy as “the total embodiment and expression of a philosophy of education adults” (p. 4). Malcolm Knowles contributed massively to popularizing andragogy by developing various assumptions, including the perception that adults are self-directed, internally motivated, and more competent than children. Also, he advanced the perspective that adult learners can learn through experiences that form a rich resource for learning (Loeng, 2018). Further, Knowles believed that adults are always ready to learn and can effectively engage in self-directed learning. These concepts form the basis of the teaching proposal. For instance, the instructor will promote self-directed learning by providing learning materials and allowing them to take control of the learning processes. It is essential to note that students have previous experience in trauma theories and mental health conditions perpetrated by traumatic events. Therefore, they will approach this topic with background experience and knowledge. Further, it would be essential to organize teaching methods to focus on the problem area instead of the subject. This aspect differentiates between andragogy and pedagogy. Finally, collaborative learning is vital in adult education because learners can effectively participate in classwork and are internally motivated to learn (Loeng, 2018). The instructor will capitalize on this aspect by engaging learners in active learning strategies such as jigsaw, group discussion, and the Think-Pair-Share approach. Lesson Table Time Allotted Teaching Strategy Rationale and LO Linkage 5-8 minutes Introducing learners to the topic: Professor’s introduction: Class Participants’ introduction: Class participants are scholars aspiring to become future clinicians, counselors, and therapists in the counseling and psychology departments. An overview of the topic The focus of introducing students to the topic is to enable them to familiarize themselves with the effects and clinical manifestations of PTSD caused by unresolved childhood trauma. The teaching strategies for introducing learners to the topic include PowerPoint presentations with visuals and auditory information. Learning Outcomes: • Students will identify the five components of dialectical behavioral therapy for Post-Traumatic Stress Disorder (DBT-PTSD). • The learners will effectively develop a typical DBT-PTSD consistent with the five stages of dialectical behavior therapy (DBT). • Students discuss the effectiveness of dialectical behavioral therapy (DBT) in improving clients’ coping capacity, changing negative cognition patterns, and averting self-harm behaviors like suicidality. PowerPoints with visuals and auditory information is a profound strategy for enhancing learning. According to Uzun & Kilis (2019), PowerPoints are easy to use and can facilitate learning by accommodating visual and auditory information that aids visualization and verbalization. This strategy will enable learners to understand learned concepts and support realizing the learning objective (LO1). 15-20 minutes Reviewing research and scholarly content that supports incorporating dialectical behavior therapy (DBT) in managing post-traumatic stress disorder in adults. 1). I will provide copies of scholarly articles and give a brief lecture on the origin of dialectical behavior therapy (DBT) as a therapeutic intervention for addressing PTSD 2). We will review short videos from YouTube or TEDx that elaborate on the effectiveness of DBT in PTSD management. 3). Students will summarize information from scholarly articles and short videos to form the basis of the next session. Learning Outcomes 1. Learners will acquire skills and knowledge of reviewing evidence sources to support the topic 2. Students will make notes based on scholarly recommendations regarding the effectiveness of DBT in PTSD management. 3. Learners will use evidence to develop evidence-based interventions for improving PTSD management. Reviewing evidence sources and giving a brief lecture are essential strategies for promoting knowledge acquisition and improving students’ awareness. Further, checking a TEDx or a YouTube video on the effectiveness of DBTin PTSD management is a profound approach to promoting contextualized learning. According to Khadka (2020), context-based education is one of the most effective andragogical learning methods that transform knowledge acquisition for adult learners. 10-22 minutes Discussing insights from evidence sources and a video regarding the effectiveness of DBT in PTSD management. Strategies: Think-Pair-Share, group discussion, and jigsaw: learners will respond to questions by thinking about the reviewed literature and the video. They will participate in group discussions and share insights into the topic to compare answers to the questions. Finally, they will consider their responses to form team-based suggestions inspired by scholarly articles. Learning outcomes: 1). Learners will gain knowledge of collaborative learning strategies. 2). Jigsaw strategy will enable students to assemble their responses and provide team-based suggestions on the topic 3). Collaborative learning will enhance learning by providing opportunities for learners’ equal participation in discussions. Implementing active learning strategies like Think-Pair-Share, group discussion, and jigsaw enhance learning by allowing learners to demonstrate the diversity of opinions and responses. According to Cooper et al. (2021), the Think-Pair-Share approach is profound in allowing all students to think and talk about ideas on the studied topics. This strategy improves engagement and enhances learning. 5-10 minutes Conclusion: 1). Asking learners to demonstrate what they have learned and how they would apply the acquired knowledge in future counseling sessions involving adults with PTSD. 2). Setting a “takeaway” assessment question that requires learners to write a 2-page reflection paper on the effectiveness of using DBTin PTSD management. Desired outcomes: 1). Learners will assess their knowledge of the topic and ability to apply it in future counseling sessions. 2). The assessment question will enable me to assess learners’ knowledge and References AlRuthia, Y., Alhawas, S., Alodaibi, F., Almutairi, L., Algasem, R., Alrabiah, H. K., Sales, I., Alsobayel, H., & Ghawaa, Y. (2019). The use of active learning strategies in healthcare colleges in the Middle East. BMC Medical Education, 19(1). https://doi.org/10.1186/s12909-019-1580-4 Bhandari, S. (2022, April 1). Dialectical behavioral therapy. WebMD. https://www.webmd.com/mental-health/dialectical-behavioral-therapy Cooper, K. M., Schinske, J. N., & Tanner, K. D. (2021). Reconsidering the share of a think–pair–share emerging limitations, alternatives, and opportunities for research. CBE—Life Sciences Education, 20(1), 1–10. https://doi.org/10.1187/cbe.20-08-0200 Jainal, N. H., & Shahrill, M. (2021). Incorporating a jigsaw strategy to support students’ learning through action research. International Journal on Social and Education Sciences, 3(2), 252–266. https://doi.org/10.46328/ijonses.75 James, M., Baptista, A. M. T., Barnabas, D., Sadza, A., Smith, S., Usmani, O., & John, C. (2022). Collaborative case-based learning with programmatic team-based assessment: a novel methodology for developing advanced skills in early-years medical students. BMC Medical Education, 22(1). https://doi.org/10.1186/s12909-022-03111-5 Khadka, J. (2020). Andragogy: Process and context-based (PCB) model for adult learners. International Journal of African and Asian Studies, 63, 27–34. https://doi.org/10.7176/jaas/63-04 Kress, V. E., Seligman, L., & Reichenberg, L.W. (2021). Theories of counseling and psychotherapy: Systems, strategies, and skills. Pearson. Loeng, S. (2018). Various ways of understanding the concept of andragogy. Cogent Education, 5(1), 1–15. https://doi.org/10.1080/2331186x.2018.1496643 Petkus, A. J., Lenze, E. J., Butters, M. A., Twamley, E. W., & Wetherell, J. L. (2018). Childhood trauma is associated with poorer cognitive performance in older adults. The Journal of Clinical Psychiatry, 79(1), 1–20. https://doi.org/10.4088/jcp.16m11021 Serevina, V., Sari, Y. P., & Maynastiti, D. (2019). Developing high-order thinking skills (HOTS) assessment instrument for fluid static at senior high school. Journal of Physics: Conference Series, 1185, 012034. https://doi.org/10.1088/1742-6596/1185/1/012034 Steil, R., Dittmann, C., Müller-Engelmann, M., Dyer, A., Maasch, A.-M., & Priebe, K. (2018). Dialectical behavior therapy for posttraumatic stress disorder related to childhood sexual abuse: a pilot study in an outpatient treatment setting. European Journal of Psychotraumatology, 9(1), 1–9. https://doi.org/10.1080/20008198.2018.1423832 Thomas, M. S., Crosby, S., & Vanderhaar, J. (2019). Trauma-Informed practices in schools across two decades: An interdisciplinary review of research. Review of Research in Education, 43(1), 422–452. https://doi.org/10.3102/0091732×18821123 Toms, G., Williams, L., Rycroft-Malone, J., Swales, M., & Feigenbaum, J. (2019). The development and theoretical application of an implementation framework for dialectical behavior therapy: A critical literature review. Borderline Personality Disorder and Emotion Dysregulation, 6(1), 1–16. https://doi.org/10.1186/s40479-019-0102-7 Uzun, A. M., & Kilis, S. (2019). Impressions of pre-service teachers about the use of PowerP
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