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Dissertation/Thesis Abstract

(Re)Framing Relationships: A Mixed-Methods Study Inviting Caring to Support Trauma-Affected Students
by Hellerich, Kimberly D., Ed.D., New England College, 2020, 236; 27837844
Abstract (Summary)

This mixed-methods study focused on relationships between social support during adolescence and adulthood resilience, emphasizing trauma-affected adults. Trauma-affected was defined as self-reported exposure to at least one adverse childhood experience (ACE; Felitti et al., 1998). Study participants were enrolled in postsecondary programs in the Northeastern United States. Using a phenomenological approach, the qualitative component of the study included interviews with 11 adults to ascertain descriptions of social supports experienced during adolescence. Interview findings generated open-ended response questions that accompanied quantitative surveys. The quantitative component encompassed a correlational approach to analyze data from 79 participants. Data were collected using the ACE Questionnaire, Multidimensional Scale of Perceived Social Support, and Resilience Scale. Results were integrated to compare and connect qualitative and quantitative findings between the trauma- and non-trauma-affected groups. This approach allowed for an understanding of protective factors (i.e., social supports) and promotive factors (i.e., personal competence and resilience). Family (trauma-affected) and friends (non-trauma-affected) served as the strongest social supports. In general, school-based supports inconsistently served in the role of protective factors, regardless of trauma exposure. The correlation between personal competence and resilience (as measured by RS) was significant for trauma-affected participants (.983 at the p = .01 level). Self-love emerged as a novel concept reported solely among trauma-affected participants. Recommendations focus on integrating caring and invitational language in pre-K to 20 education programs so educators can serve in the role of social support for adolescent students.

Indexing (document details)
Advisor: Preble, William
Commitee: Nitschke-Shaw, Debra, Tudryn, Patrick
School: New England College
Department: Doctorate of Education
School Location: United States -- New Hampshire
Source: DAI-A 81/12(E), Dissertation Abstracts International
Subjects: Educational leadership
Keywords: Adverse childhood experiences (ACE), Invitational education, Mixed-methods, Resilience, Social support, Trauma, Postsecondary programs
Publication Number: 27837844
ISBN: 9798645495886
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