Childhood Trauma Teaching and Learning

Session Reflective Paper

BSc (Hons) Nursing 2024-2025

Module Title: Teaching and Learning in the Context of Nursing

Module leader: Prof. Mona Mayhob

Supervisor: Associate Professor. Nashwa Ibrahim

Module Code: N2390

BUE ID: 245164 - QMU ID: 24012763

Word count: 1620

Submission Date: 05/20/2025

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Outlines:

♦ Introduction

♦ Description

♦ Feelings

♦ Evaluation

♦ Analysis

♦ Conclusion

♦ Action plan

♦ References

♦ Appendix

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Introduction

Teaching refers to the process of providing particular information or skills to a group of

people while attending to their needs, experiences and feelings by using specific teaching
methods (Smith, 2024). On the other hand, Learning can be defined as any activity that
grows people's knowledge, gives them new skills, or adjusts inaccurate information they
already knew (Houwer, 2022). Along with Thorndike’s Trial and Error Theory which states that
learning process usually involves 4 elements, attempts and errors, motivation, exploration,
and a reward (Pathrose, 2023).after learning takes place , teaching also do as teaching is
defined according to the International Journal of Education as an interactive process,
primarily involving classroom conversation between teacher and student, that takes place
during specific, identifiable activities while making sure to ease the learning process
(Rajagopalan, 2019) .

This reflection utilizes Gibbs’ Reflective Cycle to analyze a teaching and learning session
on childhood trauma. The reflection is underpinned by Constructivist Learning Theory Which
Features Active Knowledge Construction, Social Interaction and Learner-Centered
Approach followed by critical evaluation (McLeod, 2025). We chose to raise awareness

about childhood trauma because studies suggest that preventing Adverse Childhood

Experiences could have reduced the incidence of 1.9 million cases of heart disease and

21 million cases of depression (CDC, 2024). According to the Centers for Disease Control
and Prevention, almost out of every 10 adults 6 adults report having experienced at least one
Adverse Childhood Experience (ACE), which include Experiencing violence, abuse, or

neglect, Witnessing violence in the home or community and Mental health problems ,

furthermore (17.3%) adults reported they had experienced four or more types of ACEs ,

preventing ACEs could lower a range of health complications (CDC, 2024).

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Description

Before dividing us into groups, the doctor explained the assignment in detail to all the
students. Then we were given a week to choose our group members. After choosing the
groups, we had to select an attractive topic. Each member proposed a different idea, but the
one we all agreed on was "childhood trauma." We were all motivated to raise awareness
about this sensitive topic. We chose the British University in Egypt students as our target
audience, believing that educating students—who are future parents—can help prevent
future cases of childhood trauma.

To understand our audience, we assessed the learners' needs using two methods: a
questionnaire consisting of 10 questions and an interview featuring three main questions:
"Do you know what childhood trauma is?", "Do you know the types of childhood trauma?",
and "Do you know how to manage childhood trauma?" Based on the results of these
assessments, we found that 40% of the students could not define childhood trauma, 30%
were unable to differentiate between the types of childhood trauma, and the remaining 30%
did not know how to manage it or where to seek help. Then we stated the microteaching
session objectives According to Bloom's taxonomy.

(Please see appendices #1 Learners needs assessment tools)

During the preparation of childhood trauma microteaching session, we chose to follow

A – Analyze Learners , S – State Objectives , S – Select Methods , U – Utilize Media, R – Require
Learner Participation, E – Evaluate : ASSURE model because it is Learner-Centered Focus,
built for sessions planning with multimedia and technology (Lei, 2023). since our session
involves Google Forms, videos, and interviews ASSURE aligns perfectly. since we are aiming
for an interactive session, ASSURE ensures students are active not passive. During the
presentation several teaching strategies were implemented, such as Media-Aided
Instruction as we used videos, animations, infographics, and human-centered storytelling.
And Problem-Based Learning (PBL) as we presented real life situations to promote the
students critical thinking.

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 A real-time interactive quiz will be conducted using Kahoot to assess audience
understanding, engagement, and comprehension of the session content. And regarding the
educators (presenters), A reflective evaluation will be conducted using Google Forms. The
audience's feedback on the topic impact, degree of participation, and session clarity will be
gathered via this form, enabling the educators to make improvements and enhance next
sessions.

(please see appendices #2 ASSURE Model Session Plan)

Feelings

Before starting this experience, I was between excitement and anxiety. I was aware of
the responsibilities ahead of me and the high expectations I had placed on myself. I wasn't
sure how I would perform under pressure, and I feared making mistakes or not delivering
the message effectively to the audience. At the same time, I was excited to see if I could
live up to my expectations. To prepare myself, I practiced possible scenarios. Despite my
nervousness, I reminded myself that this was part of the learning process.

During the experience, my emotions were a mix of tension, confidence, and focus.
However, after some time, I began to feel more grounded and capable of managing the
workload. My confidence grew with every task I completed and through the doctor's positive
feedback. Despite feeling overwhelmed, the support and motivation from my group
members kept me going.

After this experience, knowing that I had fulfilled my expectations gave me an amazing
feeling of satisfaction. Along the way, I gained a lot of knowledge about patience, teamwork,
and helping others. I take pride in beating obstacles. In the end, I'm eager for more such
experiences.

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Evaluation

The level of participation of good students during the Kahoot interactive quiz activity was
among the strengths of the teaching session. The competitiveness of the activity engaged
the learners and A considerable number of learners actively participated, and their answers
indicated that they clearly understood the key objectives of the session.

Unfortunately, the time management was inadequate. We didn't have too much time for
group discussions as we spent too much time explaining the theoretical part. As a result,
the final group discussion had to be finished quickly, which had an influence on participation
and learning.

Analysis

The microteaching session on childhood trauma can be critically evaluated using

constructivist learning theory, which assumes that learners actively form their
understanding through interacting, reflection, and meaningful relation with their
environment and colleagues (Al-Thani, 2025). This theory stresses that effective learning
depends on connecting new information to existing knowledge, which we did in several
aspects in our session.

including digital resources into our session, such as Kahoot, was one of the main strengths
points since it enabled learners to challenge their understanding in a more structured and
exciting manner. According to suls (2024), The efficacy of learning is noted most when it
combines thinking, feeling, and socializing. The competitive aspect of the quiz forced real-
time reflection, group interaction, and reinforced learning outcomes in an enjoyable and
easily accessed format.

In addition, integrating problem-based learning (PBL) with multimedia storytelling was

done using the constructivist teaching approach which is learning by doing, where learners
inquire and debate real-world problems (O’Connor, 2024). Discussing real-life examples

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associated with childhood trauma allows learners to engage with the topic more
meaningfully, which enhances retention (Karantalis and Koukopoulos, 2022).

Nonetheless, a notable problem with the session was the long abstract introduction that
made learning passive. Constructivist models suggest that teaching should not be overly
dominated by the instructor, as that minimizes interaction and independence among
participants (Eva , 2023). Relatively, learners are at an advantage when they are provided
tasks that are collaborative and discovery oriented, as learners construct knowledge by
talking, exploring, and solving problems (McCarthy, 2021).

Another issue was time management. The discussion and debate aspects were hurried
due to poor time management. As previously stated by Leetwane Anna (2024), timing within
constructivist classrooms needs to provide time for thinking, group processing, and
feedback, which are essential for deeper learning.

one important application of Constructivist Learning Theory is to navigate the stigma

surrounding childhood trauma. A good percentage of students tend to shy away from talking
about their unhappy past due to societal norms or even interpersonal dynamics. Through
the constructivist approach that focuses on active and purposeful physical expression,
emotional processing, learner agency, and guided movement within a safe environment, we
were able to help the participants to approach the subject in a respectful manner as we
presented generalized case studies and anonymous polls to ease the discussion and
normalize the conversation. Emotional safety is a foundation for comprehensive learning,
especially when dealing with sensitive or stigmatizing topics (Veale et al., 2023).

As a facilitator, my guiding role should have emphasized more on directing learning

instead of delivering content.to get the best results using constructivist learning theory in
future sessions, I will reduce lectures, implement knowledge-activating exercises at the
beginning, and encourage continuous participation during the session.

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Conclusion:

This experience taught me that effective teaching is not just about imparting knowledge. It
also requires emotional intelligence, engagement, and learner-centered strategies,
especially when dealing with sensitive topics like childhood trauma. While safe and
anonymous participation reduces stigma, I discovered that using tools like Kahoot and real-
life examples increases engagement. Achieving meaningful learning requires effective time
management and balanced session planning. Most importantly, I learned that the
facilitator's role is to guide students, not control the conversation, and that creating a polite
and welcoming environment can help students feel more comfortable discussing difficult
topics.

Action plan

In the future, I plan to cut down on lecture time and instead begin with interactive tasks
that require prior knowledge. I'll structure sessions to ensure better time management, with
time for discussion and reflection. Using anonymous tools such as forms and quizzes will
continue to be a priority for maintaining emotional safety. I'll use more case studies and
storytelling to increase relatability and engagement. In addition, I am going to seek feedback
from peers and participants following each session to guide adjustments. By emphasizing
facilitation over instruction, I hope to create an inclusive, learner-centered environment that
promotes both learning and emotional comfort.

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Appendix
Appendices #1 Learners needs assessment tools:

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Appendices #2 ASSURE Model Session Plan:

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