Date
12-11-2024
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Judith Shoemaker
Keywords
Trauma-informed, behavior intervention plan (BIP), adverse childhood experiences (ACEs), public education, zone of proximal development
Disciplines
Education
Recommended Citation
Lawrence, Elaina Marie, "A Transcendental Phenomenology Study on Teacher Experiences and Perspectives on the Efficacy of Trauma-Informed Practices in Public Schools with Students with Behavior Intervention Plans" (2024). Doctoral Dissertations and Projects. 6293.
https://digitalcommons.liberty.edu/doctoral/6293
Abstract
The purpose of this phenomenological study was to understand public school teachers’ lived experiences and perceptions of the efficacy of trauma-informed practices for students with Behavior Intervention Plans (BIPS) within the Desert Coral Independent School District (DCISD). Due to the complexities that trauma has on personal, social, and cognitive development, Vygotsky’s theory on the zone of proximal development (ZPD) frames this study to combine the relationship between the stages of child development, trauma, and self-determination. ZPD provides a relational model of emergent interactive agency for students with BIPs. It highlights reactions to observation, modeling, and emulating behaviors, attitudes, and emotional responses through scaffolding and peer interaction. The central research question guiding this study is: What are teachers’ lived experiences and perceptions of the effects of trauma-informed practices on students with behavioral intervention plans? The study’s transcendental phenomenology design is an approach to qualitative research methodology that seeks to understand human experience. Data were collected by conducting face to face interviews with participants who volunteered to participate, using convenience sampling method. Data analysis was maintained through epoché, bracketing, and coding to gather the essence of the data. The data revealed four themes: (a) trauma’s impact on all students (b) deficiencies in teacher preparedness, (c) challenges of trauma-informed practices and (d) experiences and perceived efficacy. Based on the study, teachers view trauma-informed practices as when students feel connected, empowered, and corrected in an environment that scaffolds relationship building with emotional, physical, and psychological safety.
