Date
9-25-2025
Department
School of Behavioral Sciences
Degree
Doctor of Education in Community Care and Counseling (EdD)
Chair
Catherine Packer-Williams
Keywords
childhood trauma, school counseling, ASCA National Model, ecological systems theory, advocacy, trauma-informed practices, qualitative study
Disciplines
Counseling | Social and Behavioral Sciences
Recommended Citation
Underwood, Toawondia T., "Describing the Lived Experiences of Professional School Counselors: Providing and Advocating for Services to Address Childhood Trauma" (2025). Doctoral Dissertations and Projects. 7505.
https://digitalcommons.liberty.edu/doctoral/7505
Abstract
The professional school counselor’s role is to enhance student success by implementing a comprehensive school counseling program. Professional school counselors often focus on addressing the needs of students impacted by trauma, who exhibit increased absences, behavioral challenges, and diminished academic performance. The purpose of this hermeneutic phenomenology study was to understand the lived experiences of professional school counselors providing and advocating for services to address childhood trauma. The American School Counselor (ASCA) National Model served as the structural framework, and the theory guiding this study was Urie Bronfenbrenner’s ecological systems theory. The research engaged 15 practicing professional school counselors from public schools in the Southeast region of the United States. The data was collected through semi-structured interviews, transcribed, coded, and analyzed to identify themes that reflect the professional school counselors’ experiences. Findings revealed that professional school counselors built trust with students, conducted individual and small group sessions, and referred students to community resources. Participants described advocating for trauma-informed services by educating staff, collaborating with stakeholders, and using data to determine services. Additionally, supportive systems included engaged school leadership, community partnership, and professional networks, while barriers included high caseloads, limited training, and resistance from staff and administration. By applying the study’s findings, school administrators, counselor educators, and policymakers may provide professional school counselors with resources, training, and systemic support to improve the overall well-being of the students at home, school, and in the community.
