Date
4-17-2024
Department
School of Behavioral Sciences
Degree
Doctor of Education in Community Care and Counseling (EdD)
Chair
LaRonda Starling
Keywords
Montessori, trauma-informed practices, childhood trauma, classroom management
Disciplines
Counseling | Education
Recommended Citation
Lewis, Misty Autry, "A Phenomenology of Naturally Embedded Trauma-Informed Practices Within Public Montessori Classroom Environments" (2024). Doctoral Dissertations and Projects. 5323.
https://digitalcommons.liberty.edu/doctoral/5323
Abstract
The purpose of this phenomenological study was to describe the lived experiences of 12 classroom teachers in different public Montessori schools in four different geographical regions of the United States. The interview was designed to allow the teachers to describe their Montessorian approach regarding areas of safety, social interaction, and respectful classroom environments to support students who may be experiencing the consequences of childhood trauma. The theories that guided this study were Albert Bandura’s (1977) social cognitive theory and the humanistic or person-centered theory of Carl Rogers (Rogers & Kramer, 1995). These theories facilitated the development of an understanding of fundamental concepts in children’s cognitive, social, and emotional learning and how those are related to classroom behavior concerns. Data were collected via a personal writing prompt and interviews, allowing the teachers to explain how they prepare their classrooms to best support the needs of children who may be dealing with the consequences of childhood trauma. Data were organized into themes to inform teacher preparation programs and ongoing professional development.
