Date
8-9-2022
Department
School of Behavioral Sciences
Degree
Doctor of Education in Community Care and Counseling (EdD)
Chair
Thomas Hudgins
Keywords
trauma, trauma-informed care, trauma-informed counseling, primary education
Disciplines
Counseling | Education
Recommended Citation
Baas, Jaime, "Becoming a Trauma-Informed School: Teacher, Administration, and Support Staff's Perception to Handle Trauma in the School Setting" (2022). Doctoral Dissertations and Projects. 3759.
https://digitalcommons.liberty.edu/doctoral/3759
Abstract
Childhood trauma is an increasing issue that families, children, and schools face. Schools are often restricted to specific protocols when handling undesired behaviors that could overlook or perpetuate trauma. Teachers, administration, and support staff could lack the skills to handle trauma and crisis in the school setting. This research used a single case study in a Title 1 school district focused on the perception of preparedness to address crisis using trauma-informed care— the district supports approximately 4,000 individuals including students, teachers, administration, and support staff. The purpose of this study was to explore the perceived ability of teachers, administration, and support staff to handle a crisis and how training in trauma-informed approaches may impact perception. Teachers, administration, and support staff were given an open-ended questionnaire to explore their experiences with trauma, trauma training, and perceived preparedness to handle a crisis. Interviews were then conducted and transcribed to look for developing themes within the research.
