As a principal with leadership experience in K-12 urban educational settings in southeastern Pennsylvania, I have experienced the reality of limited resources and educators’ limited knowledge of trauma-informed care (TIC) approaches to addressing the needs of students who have experienced trauma (Crosby, 2015). In Philadelphia and other communities across the country, there is a silent epidemic of schoolchildren experiencing heightened exposure to traumatic events in environments where teachers have inadequate resources to support their students (Bloom, 2008). As a principal, I have developed alternatives to challenge the traditional practices and punitive approaches of administering out-of-school suspension to students for their disruptive behaviors. Thus, this manual is designed to train and prepare teachers and staff members in TIC practices that will help them meet the socioemotional and academic needs of students who have experienced trauma. This manual examines the perspectives and experiences of teachers and support staff receiving professional development training on trauma-informed care approaches that meet the needs of students who have experienced ACEs or traumatic events. Here, I also explain tools for collecting participants’ feedback, including interviews, focus groups, and surveys, that led to the manual’s creation.
|Advisor:||Watts, Caroline L.|
|Commitee:||Richardson, Marsha, Felter, Jeanne|
|School:||University of Pennsylvania|
|School Location:||United States -- Pennsylvania|
|Source:||DAI-A 82/6(E), Dissertation Abstracts International|
|Subjects:||Educational psychology, Educational sociology, Teacher education, Educational administration, Educational leadership, Education Policy, School counseling|
|Keywords:||Trauma-informed care, Professional development, Teacher practices, K-12 urban educational settings, Pennsylvania, Traumatic experiences, School suspensions, Socioemotional needs, Academic needs|
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