Barbara Peck

Defense Date


Graduation Date



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.