Date

2-29-2024

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Holly Eimer

Keywords

Foster, Kinship, Adoptive, Resource Parents, Adverse Childhood Experiences, Educational Needs, Rural Location, Social Learning Theory, Phenomenological Study

Disciplines

Education

Abstract

The purpose of this transcendental phenomenological study was to examine the lived experience that resource parents (e.g., kinship, foster, adoptive) undergo to care for the education needs of their children with adverse childhood experiences (ACEs). The theory guiding this study is Bandura’s theory on social learning (1977). Bandura explained how behaviors and skills from a model were used to guide the central research question: What are the lived experiences of resource parents caring for the educational needs of children with ACEs? Data was collected from 12 adults living in a rural county in Virginia using writing prompts, interviews, and focus groups. Once data collection was completed, themes and subthemes were addressed. The conclusion of the study suggested resource parent circumstances change based on the child they are presently serving. Each child in resource care experienced unique forms of adversity and looked to their resource parent as a model on how to regulate emotions. Future research recommendations and practices were discussed, indicating educators should be open, understanding, and educated regarding adversity, with school systems providing training for them.

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