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Dissertation/Thesis Abstract

Trauma-Informed Care: The Perceptions of Head Start Teachers
by Montgomery, Jennifer, Ed.D., California State University, Long Beach, 2020, 85; 28001681
Abstract (Summary)

This study investigated Head Start teachers’ perceptions and understandings of trauma-affected behaviors, factors that contribute to the cause and perpetuation of trauma, and strategies of trauma-informed care in the Head Start preschool program. Preschools and early childhood educators are uniquely positioned to address issues of childhood trauma; however, many early childhood education teachers are ill-equipped to work effectively with trauma-affected behaviors. Loomis (2018) suggested preschools are potential natural systems of care that can be leveraged to support children who have experienced trauma; however, there is little research to suggest best practices. To explore issues of trauma and trauma-informed care strategies, the teachers at an urban Head Start program serving the Los Angeles area were interviewed to address their experiences. This Head Start program initiated teacher training addressing issues of trauma as well as broad-based services to serve the community. Their efforts highlighted in this study will contribute to a growing body of research focusing on best practices for trauma-informed preschool.

Indexing (document details)
Advisor: Slater, Charles
Commitee: Vang, Maiyoua, Atkins, Jacqueline
School: California State University, Long Beach
Department: Educational Leadership
School Location: United States -- California
Source: DAI-A 82/5(E), Dissertation Abstracts International
Subjects: Educational administration, Educational leadership, Education Policy, Early childhood education, Behavioral psychology
Keywords: Trauma-informed care, Trauma-affected behaviors, Trauma-affected play, Head Start program, Childhood trauma, Preschools
Publication Number: 28001681
ISBN: 9798691282294
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