Abstract This essay will present actual research around the concept of Post- Traumatic Stress Disorder, how it can reveal itself in school children and how it can influence young people’s learning ability and capacity to retain knowledge. The purpose is, above all, to clearly diagnose PTSD so that children with this complex of problems can receive good possibilities in learning and understanding. The question at hand is responded to by interviewees with an expertise on the subject and one “story”, collectively with literary studies. The results illustrate that there can be neurological and biological, as well as social explanations for PTSD but it is seldom a permanent diagnosis. It is though something to take very seriously. PTSD can lead to severe psychobiological consequences, mostly by causing damage in one particular part of the brain, known as hippocampus. The hippocampus is essential in terms of memory and concentration. Other negative effects caused by PTSD might be a disturbed cognition, difficulties in the ability to store information or a deterioration of language. All of these consequences affect the child’s ability to learn in a negative way. The essay demonstrates how educators can simplify a PTSD diagnosed child’s difficulties and how school time can be adjusted to fit their needs. The importance of educator’s getting deep knowledge of the diagnosis is emphasized. Children with this diagnosis need an individual designed study plan and one must take much consideration with the learning difficulty that hinder these young people.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:kau-4936 |
| Date | January 2009 |
| Creators | Pettersson, Lisa-Maria |
| Publisher | Karlstads universitet, Estetisk-filosofiska fakulteten |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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