This qualitative case study explored educator beliefs and behaviors for the tenets of trauma-informed care and if those beliefs or behaviors change in relation to years of service or specialized training. Ecological systems theory guided the theoretical approach. Review of historical research revealed a gap in linking trauma-informed care into the ecological system surrounding the traumatized child in the educational setting. Research questions asked what educator beliefs and behaviors are reflective of the tenets of trauma-informed care, and if those beliefs or behaviors change in relation to years of service or specialized training for educators. Data were collected from eight educators from two Arizona schools using questionnaires, individual interviews and field notes. Results were analyzed using inductive thematic coding and descriptive reporting. Interview data revealed six major themes including: types and causes of problem behavior including withdrawal, physical and verbal behavioral disruptions; identifying and responding to trauma; teacher identity; and educator training. Questionnaire outcomes showed respondents scores averaged 65, out of a possible score of 90. Major findings of the study indicated participants broadly reflected some tenets of trauma-informed care. Divergence in responses was consistent, indicating a shared set of educational beliefs at odds with certain aspects of trauma-informed care. Participants felt increased experience equipped them to manage disruptive behavior better. Participants lacked professional development in behavior management and trauma. Participants unanimously expressed a strong desire for such training to be made available.
|Commitee:||Drury, Susanne, Lehmann, James|
|School:||Grand Canyon University|
|Department:||College of Doctoral Studies|
|School Location:||United States -- Arizona|
|Source:||DAI-A 78/05(E), Dissertation Abstracts International|
|Subjects:||Educational psychology, Psychology|
|Keywords:||Disruptive behavior, Education, Trauma informed care|
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