This study explored educators’ perceptions of the impact of exposure to violence on children and their intellectual development. Substitute concepts such as corporal punishment, child maltreatment, and others were considered relevant to formation of an individual’s identity. The study also explored the psychological impact of trauma over time, and its effect on an individual’s cognitive development, identity formation, and relational development. Various aspects of exposure to violence were examined, as questions arose regarding how these multiple forms of exposure to violence impact an individual’s level of functionality. This study utilized a general qualitative approach informed by case study methodologies.
Four educators who worked with children previously exposed to violence were interviewed. Although both teachers and tutors were solicited, only tutors responded to the invitation to participate; therefore, the results are based upon interviews with four tutors. Four specific themes emerged from the participant interviews, namely: the realities of children exposed to violence, the impact of violence, academic performance, and the role of the tutor. Within some themes, subthemes emerged such as emotional violence, physical violence, limited family support, the impact of violence, resiliency, combativeness, and lack of friendships. A narrative of themes and subthemes was presented. Commensurate with the focus of the research, the predominant theme identified in this research was that of violence and aggression on the part of adults, seen through the prism of the experiences of the children in their care.
|Commitee:||Dias, Jason, Granger, Nathaniel|
|School Location:||United States -- California|
|Source:||DAI-B 79/08(E), Dissertation Abstracts International|
|Subjects:||Developmental psychology, Psychology, Cognitive psychology|
|Keywords:||Abuse, Cognition, Intellect, Intergenerational, Trauma, Violence|
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