Literaturnachweis - Detailanzeige
| Autor/in | Bagley, Amanda |
|---|---|
| Titel | Trauma Informed Practice Training and Its Impact on Teachers' Beliefs and Approaches to Discipline |
| Quelle | (2023), (70 Seiten)
PDF als Volltext Ed.D. Dissertation, Southern Illinois University at Edwardsville |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monografie |
| ISBN | 979-8-3795-6096-6 |
| Schlagwörter | Hochschulschrift; Dissertation; Trauma Informed Approach; Discipline; At Risk Students; Suspension; Cultural Relevance; Behavior Problems; Program Development; Program Implementation; Teacher Attitudes; Attitude Change; Program Effectiveness; Faculty Development |
| Abstract | "Statement of the Problem": Almost half of children in the United States have been exposed to childhood trauma (McIntosh, 2019). Discipline practices in many schools are often ineffective with and inappropriate for students who have experienced trauma. For example, students who are disciplined in traditional ways often continue to exhibit the same negative behaviors, because punitive discipline and zero tolerance policies do not address the deep-rooted issues that students who have experienced trauma are dealing with (Dotson, 2019). Another problem caused by traditional discipline approaches is that students who have been suspended even once are more likely to drop out, less likely to go to college, and more likely to go to prison (Honsinger & Brown, 2019). It is vital for schools to provide trauma-impacted students what they need to deal with their trauma (Dotson, 2019). As part of this, schools need to implement approaches that are proactive instead of reactive. Also, school personnel often lack the knowledge needed to use trauma informed practices when dealing with students who have behavior issues. Thus, school personnel need professional development and professional learning communities to help them understand and implement trauma informed practices and culturally responsive practices (Beitz et al, 2020; Frieze, 2015).Students with higher trauma exposure exhibit more negative behaviors. Working to make changes with individuals who have experienced trauma takes time as they are working through a lot of obstacles (Baez et al, 2019; Frieze, 2015). While there is research that shows what long-term effects trauma has on students, there is less high-quality research on the effects of trauma informed and restorative justice practices on students. Further, not all schools and school personnel have the resources and training to implement large-scale trauma informed programs, and research on a smaller scale and less resource-intensive efforts is minimal. This study will be helpful for school administrators, teachers, and support staff who can work to use trauma informed practices in reaching students and helping those students deal with their trauma so that they can be successful in school and in their future. "Purpose Statement": The purpose of this study was to explore the design and implementation of a small-scale trauma informed practice training to guide a change in the mindset and practice of a small group of teachers towards a trauma informed approach to discipline with their students. "Research Questions": The central question was: How can I effectively design and implement a small-scale trauma informed practice training for a small group of teachers in my district? Sub-questions were: (1) What kind of feasible small-scale training program can I design and implement with very limited resources? (2) To what extent does the mindset of the teachers change pre- to post-training? (3) To what extent do teachers shift their practices after participating in a trauma informed practice training? (4) How do teachers experience implementing trauma informed practices with their students? (5) Do teachers like participating in the trauma informed training? To what extent do teachers feel the trauma informed practices are meaningful and helpful for their students? It is important to gain insight into how teachers respond to a trauma informed practice training and how they will address student behavior so that we are able to implement a form of discipline that is appropriate and effective for all students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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