I began by identifying a specific challenge evident in the organization - a pattern of complaints from staff and students about a mutual lack of respect and sensitivity. Analysis of instructional spaces at the organization demonstrated that learners often exhibited negative behavior patterns, which instructional staff addressed in inconsistent ways, frequently creating tension between staff and students.
Considering the high-risk and high-needs backgrounds of the majority of learners, I determined that instructional staff could greatly benefit from training on a more uniform and trauma-informed care approach to addressing concerns about learner behavior. I chose this training path because the patterns of action by instructional staff can be more readily addressed than those of learners. Additionally, learners, as clients of the organization, deserve a learning environment that is more suited, welcoming, and safe for them.
Following a needs analysis and the creation of a design document, action map, and storyboard for the project, I designed an eLearning module focused on trauma-informed practices in instructional spaces that would be assigned as training for staff. I chose an eLearning module designed in Storyline because it can be delivered asynchronously via company LMS, so instructors will be able to complete it during a designated training period.
This training explores ways to incorporate trauma-informed approaches in the instructional space, providing instructors with a four-step model for effectively addressing and redirecting learner behavior (APAT). It includes scenario-based elements that help learners explore a trauma-informed approach in a classroom, and a branching scenario interaction that allows learners to apply the trauma-informed APAT redirection approach in a hypothetical trainee interaction situation. Audio narration was added to dialogue to improve accessibility.