Date
8-9-2024
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Lucinda Spaulding
Keywords
Adverse Childhood Experiences (ACE), challenging behavior, elementary school, trauma-informed care, trauma-informed program, trauma-informed strategies, trauma-sensitive schools
Disciplines
Education
Recommended Citation
George, Samantha Nicole, "Examining the Needs of Administrators, Teachers, and Professional Staff in an Elementary School Moving to Become a Trauma-Sensitive School: A Single Instrumental Case Study" (2024). Doctoral Dissertations and Projects. 5823.
https://digitalcommons.liberty.edu/doctoral/5823
Abstract
This single instrumental case study discovered the needs of a Central Virginia elementary school as it moved toward becoming a trauma-sensitive school. The theory informing this study was Bronfenbrenner’s (1979) ecological systems theory, as it provided a framework to explore the instrumental role of administrators, teachers, and professional staff in the complex system of relationships that support child development in the microsystem of the school. Participants were recruited from one elementary school in Central Virginia after obtaining IRB approval from Liberty University. Data collection entailed surveys, interviews, and focus groups to describe the needs of administrators, teachers, and professional staff in becoming a trauma-sensitive school. The data was then analyzed within the case to develop the following naturalistic generalizations of needing training and in-person support from professionals with skills specific to childhood trauma. Findings included administrators, teachers, and professional staff needing training and support from professionals qualified in childhood trauma.
