Date of Award
8-7-2018
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Educational Psychology and Special Education
First Advisor
Dr. David Houchins
Second Advisor
Dr. Kris Varjas
Third Advisor
Dr. DaShaunda Patterson
Fourth Advisor
Dr. Nicole Patton-Terry
Fifth Advisor
Dr. Robert Hendrick
Abstract
Examining the use of trauma-informed care (TIC) in schools is necessary to support the academic, behavior, and social-emotional development of students with and without disabilities who encounter trauma. In Chapter One, a systematic literature review was conducted to examine TIC interventions implemented in schools. Nineteen publications were included. Review results identified P-12 school-based TIC intervention characteristics, school-based facilitators, implementation strategies, and professional development (PD) components. Limitations and future directions are discussed. In Chapter Two, an online survey was administered to special educators and paraprofessionals to assess their knowledge, skills, dispositions and PD needs regarding TIC implementation for students with disabilities (SWD) in therapeutic alternative schools. Data analysis consisted of an exploratory factor analysis (EFA), an independent sample t-test, and a one-way Analysis of Variance (ANOVA). A total of 164 surveys were completed by special education classroom personnel. The EFA results revealed a 3-factor solution for examining TIC in therapeutic alternative schools. The independent t-test results revealed no statistically significant difference on TIC knowledge and skills, TIC personal responsibility dispositions, or TIC PD need. The overall ANOVA findings revealed that TIC PD need was significantly different across years of experience in therapeutic alternative schools, but not across school location or grade level. These findings set the stage for TIC practice implementation and creating appropriate and relevant TIC PD for special educators and paraprofessionals in therapeutic alternative schools.
DOI
https://doi.org/10.57709/12604088
Recommended Citation
Pressley, Mora D., "Examining Trauma-Informed Care Knowledge, Skills, Dispositions, and Professional Development Needs of Special Educators and Paraprofessionals in Therapeutic Alternative Schools: An Exploratory Survey Study." Dissertation, Georgia State University, 2018.
doi: https://doi.org/10.57709/12604088