Dissertation/Thesis Abstract

Supporting Students from Enrollment to Alumni: Trauma-Informed Practices in Higher Education
by Olesen-Tracey, Kathy Lynn, Ed.D., Western Illinois University, 2020, 212; 27957237
Abstract (Summary)

The twofold purposes of this evaluative policy analysis are to identify research-based trauma-informed practices and explore if and how trauma-informed practices are applied to four domains of college and campus life. The analysis will explore the institutional policies as they relate to traditional college-age students enrolled in Illinois public universities classified as Baccalaureate Selective: Master's Colleges & Universities, Larger Programs. The literature review will draw on current research on trauma-exposure such as Adverse Childhood Experiences, institutional and individual racism, and poverty and how these experiences may lead to misapplied survival skills in traditional-age college students. Additionally, the research will integrate the literature and research findings with current trauma-informed practices. The research questions used to guide this policy analysis include:

1. What is the evidence-based standard of trauma-informed practice as it applies to the four domains of college and campus life: campus academic, campus private, campus social, and campus public spaces?

2. How do the institutional policies of Western Illinois University, Eastern Illinois University, and Southern Illinois University – Edwardsville reflect the evidence-based standard of trauma-informed practice?

To examine these research questions, tenets of trauma-informed practices defined by the Substance Abuse and Mental Health Services Agency, a leading expert on trauma and promising practices for treatment and services, will be used as the example of evidence-based promising practices. Key questions about ensuring physical and emotional safety, trustworthiness and transparency, empowerment, collaboration and mutuality, voice and choice, and language and cultural competencies within a university setting will be evaluated in consideration of the standard of trauma-informed practices in higher education. Using this standard, the institutional policies of three institutions will be evaluated and recommendations for integration of trauma-informed practices will be suggested.

Indexing (document details)
Advisor: La Prad, James
Commitee: Davis, Tracy, Hemingway, Jennifer, Barr, Denny, Saddler, Sterling
School: Western Illinois University
Department: Educational Leadership
School Location: United States -- Illinois
Source: DAI-A 82/1(E), Dissertation Abstracts International
Subjects: Educational leadership
Keywords: Trauma in higher education, Trauma-aware, Trauma-exposure in college students, Trauma-informed, Trauma-responsive
Publication Number: 27957237
ISBN: 9798662434257
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