Year: 2017
Type: dissertation
Abstract: This qualitative study utilized ecological systems theory to explore how changes within \nthe mesosystem and exosystem, through the utilization of trauma-informed practices, can \nimpact the educational experience of kindergarten through twelfth grade (K-12) students. \nApplying phenomenology, this study gives voice to individuals through their personal \nnarratives (Creswell, 2009). Narrators included six teacher participants who self-reported \nthe completion of trauma-informed training and the utilization of the practice in their \nclassroom. This thesis explores the impact that trauma-informed practices have on \nstudents in the classroom. Teachers in this study reported observing changes in student \nacademic performance, social behaviors, and interactions in interpersonal relationships. \nTeachers also reported that their trauma-informed practices involved providing \neducational experiences that are empathetic and welcoming of their students??? histories. \nThis thesis also addressed the strengths and weaknesses of applying trauma-informed \npractices in the classroom.
Author: Noreida Perez
Language: English
Topic: Child Abuse and Trauma
Subfield: Clinical Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W3208089941