Defense Date
11-23-2020
Graduation Date
Summer 8-7-2021
Availability
Immediate Access
Submission Type
dissertation
Degree Name
PhD
Department
School Psychology
School
School of Education
Committee Chair
Tammy L. Hughes
Committee Member
Jeffrey A. Miller
Committee Member
Laura M. Crothers
Abstract
Schools are considered to be the primary location for providing children with prevention and treatment for mental health symptoms, however, it is well documented that children’s mental health needs remain underserved. Especially at risk are children who have experienced trauma and other adverse childhood experiences (ACEs). Many children in this group are subject to disciplinary action, and are often removed from primary classrooms to alternative education placements (AEP) in an effort to manage behaviors. Therefore, it is important that alternative education teachers are trained in trauma-informed care (TIC). While it may be presumed that AEP staff would be well-versed in TIC, due to the high number of students who have encountered trauma, researchers have suggested that AEP personnel often express confusion about what specific TIC attitudes are needed to effectively implement TIC, due to teacher training having a focus on disruptive behavior management, rather than understanding the underlying causes. Thus this study examines the perceived attitudes to TIC demonstrated by a group of AEP staff and compared to the normative sample of general education teachers.
Language
English
Recommended Citation
Quinn, C. V. (2021). Trauma Informed Care in Alternative Education Settings (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/2022