Dissertation
Childhood Trauma: A Qualitative Case Study of Elementary Educators' Attitudes and Perceptions
Washington State University
Doctor of Education (EdD), Washington State University
01/2021
DOI:
https://doi.org/10.7273/000001863
Handle:
https://hdl.handle.net/2376/121287
Abstract
Developments in neuroscience over the last 30 years show evidence that the physical, psychological, and emotional burden of enduring trauma during childhood is a driver for unequal achievement in school and in life. The prevalence and associated risks of childhood trauma have prompted many youth-serving organizations to adopt a trauma-informed approach to responding to and supporting the needs of students impacted by trauma. The purpose of this case study was to explore the attitudes and perceptions of school-based trauma-informed care among elementary educators at a highly-impacted school located in Washington state. In this qualitative case study, survey data was collected from a total of 51 educators, 27 teachers, 19 para-educators, and five additional school staff, representing an 82 percent response rate. Survey results were analyzed using descriptive reporting. Additional qualitative data were collected through nine individual, semi-structured interviews and artifact review both of which were analyzed using conventional content analysis and descriptive reporting. Findings in this study indicated that study participants held favorable attitudes toward working with students impacted by trauma and had positive perceptions regarding the application of trauma-informed principles in a school setting. Staff noted, however, that their attitudes and perceptions have evolved over time through both participating in formal professional development and learning and through their individual experiences working with students impacted by trauma. Study participants identified the issue of childhood trauma as a widespread community issue and indicated their collective commitment to supporting students impacted by trauma achieve both academic and social-emotional growth. Recommendations include further research focused on implementation of trauma-informed frameworks in public school.
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Details
- Title
- Childhood Trauma: A Qualitative Case Study of Elementary Educators' Attitudes and Perceptions
- Creators
- Jen Anne Veach
- Contributors
- Kristin S. Huggins (Advisor)Kira J. Carbonneau (Committee Member)Kathleen M. Cowin (Committee Member)
- Awarding Institution
- Washington State University
- Academic Unit
- Educational Leadership, Sport Studies, and Educational/Counseling Psychology, Department of
- Theses and Dissertations
- Doctor of Education (EdD), Washington State University
- Publisher
- Washington State University
- Number of pages
- 203
- Identifiers
- 99900606550901842
- Language
- English
- Resource Type
- Dissertation