Date
8-6-2025
Department
School of Behavioral Sciences
Degree
Doctor of Education in Community Care and Counseling (EdD)
Chair
Bridgette M. Hester
Keywords
adverse childhood experiences, resilience, incarceration, reintegration, rehabilitation programs, Trauma Resilience Model (TRM), Community Resilience Model (CRM)
Disciplines
Counseling | Social and Behavioral Sciences
Recommended Citation
Simms, Patricia Celina, "Formerly Incarcerated Women, Adverse Childhood Experiences, and Resilience: A Qualitative Descriptive Study" (2025). Doctoral Dissertations and Projects. 7319.
https://digitalcommons.liberty.edu/doctoral/7319
Abstract
The purpose of this qualitative descriptive case study was to explore how formerly incarcerated females who have experienced adverse childhood experiences (ACEs) perceived their participation in rehabilitation programs while incarcerated and its influence on their resilience and reintegration into society in Virginia. This study is based on the Community Resiliency Model (CRM) by Miller-Karas (2015), which explains how individuals and communities manage trauma and build resilience. The CRM emphasizes self-regulation, social connections, and internal resource development, reflecting participants’ transformative journeys. The model suggests that structured programs in supportive communities aid emotional stabilization and long-term resilience. Participants did not mention the six CRM skills; instead, their experiences aligned with Vygotsky’s (1978) social learning theory, which emphasizes learning through observation in groups and peer support, highlighting social interaction's crucial role in facilitating change. Vygotsky’s theory informs the findings, capturing the relational processes crucial for participants’ growth and rehabilitation. Data was collected through semi-structured interviews and a focus group with formerly incarcerated women in rehabilitation programs. Interviews were conducted via the Zoom platform using an open-ended protocol to evoke narratives. Data analysis followed Braun and Clarke’s (2006) thematic framework. Transcripts were reviewed and coded to identify themes. In vivo coding honored participants’ voices, while Microsoft Excel organized codes and themes. Reflexivity and chair debriefing strengthened the findings' credibility.
