Applications of Trauma-Informed Curriculum in the Artroom to Promote Adolescent Identity Development

Autor/in	Waibel, Lindsay
Titel	Applications of Trauma-Informed Curriculum in the Artroom to Promote Adolescent Identity Development
Quelle	(2017), (97 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Trauma; Safety; Identification (Psychology); Adolescents; Adolescent Development; Teacher Student Relationship; Action Research; After School Programs; Audio Equipment; Reflection; Art Products; Coding; Self Esteem; Educational Environment; Questionnaires; Charter Schools; Urban Schools; High School Freshmen; Interviews; Case Studies; Participant Observation; Personal Narratives; Worksheets; Pennsylvania (Philadelphia) + Suchen Sie Ihr Suchwort? Sicherheit; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Teacher student relationships; Lehrer-Schüler-Beziehung; Projektforschung; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Audio-CD; Künstlerische Produktion; Codierung; Programmierung; Self-esteem; Selbstaufmerksamkeit; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Fragebogen; Charter school; Charter-Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Interviewing; Interviewtechnik; Case study; Fallstudie; Case Study; Teilnehmende Beobachtung; Erlebniserzählung
Abstract	The purpose of this study was to explore the effects of trauma-informed care, specifically the application of a "identity-safe environment" in order to promote identity development in adolescents. Of specific interest to the researcher were the theories of adolescent development and techniques that serve to improve adolescent learning and help to build stronger student-teacher relationships. Through action research, a curriculum that focused on improving adolescent development in the artroom, was implemented over an eight-week period in the context of an after school program. The participants were high school students ages 14-15 years who are, to the researcher's knowledge, classified as general education. Students participated in a series of lessons centered around the theme of identity. Data was collected through observational field notes, audio recordings, reflective responses, and artwork. The data was coded by themes of identity, evaluation of self-confidence, and over-all improvement of identity as evaluated by the student and researcher. This study concluded that through the creation of an identity-safe environment, teachers can build stronger relationships with their students, and help adolescent learners to successfully build their identities. The following are appended: (1) Letters of consent and permissions; and (2) Protocols and questionnaires. A bibliography is also included. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01