Barbara Peck

Defense Date


Graduation Date

Fall 2004


Immediate Access

Submission Type


Degree Name



Counselor Education and Supervision (ExCES)


School of Education

Committee Chair

Lisa Lopez Levers

Committee Member

Cindy Levine-Hatch

Committee Member

Emma C. Mosley


effects of trauma, group trauma curriculum, sensory motor, trauma interventions


A trauma curriculum was introduced at a child and adolescent partial hospitalization program. This study examined (a) the impact of the trauma curriculum on the partial hospitalization program; (b) the perspectives of the multi-disciplinary treatment team--teachers, teacher aides, trauma clinicians for the children and adolescents in the partial program, parents/caregivers, the facility's psychiatric nurse, the facility's medical director, and county program specialists--and a panel of expert practitioners toward the curriculum, and (c) any changes in the perspectives of the multi-disciplinary treatment team concerning the concept of trauma and its effects. To answer the research questions of this qualitative study, an evaluative case study, using an observer-participant, method was used. Focus groups and key informant interviews were conducted to evaluate the perceptions of the multi-disciplinary team. A focus group was held with expert practitioners to ascertain their evaluation of the trauma curriculum. Transcriptions of the audio-taped interviews were evaluated and emerging themes were noted. A total of 34 themes was identified. Using the proceedings of the focus group with the expert practitioners, the themes were subsumed within one or more of three cultural categories--organizational, clinical, and psycho-social. These findings led to several conclusions: (a) the sensory motor curriculum implemented in the trauma groups at a children's partial program should be continued; (b) the twice-monthly case consultation meetings with the professional staff at the partial hospitalization program should continue with a consultant experienced in the field of trauma; (c) a task force of parents and professional staff should be formed and make recommendations for a parent group to complement the trauma groups needs to be implemented; (d) improved communications for all staff regarding the structure of the trauma groups and the specific needs of the children and adolescents is needed; and (e) academic programs need to address trauma theory and the effects of trauma in counselor education curricula.