Student Author Information

Hanna McWilliamsFollow

Access Type

Campus Access Only

Presentation Type

Oral Presentation

Start Date

April 2019

Abstract

Trauma-informed care is a growing strengths-based model in the world of social services that focuses on understanding past trauma to create sustainability and build a strong relationship between the client and service provider. Though it is used in various types of agencies, this thesis will focus on the trauma-informed care model’s implementation within three alternative public-schools in three cities. This model is used in public school systems in alternative schools for children who are not able to succeed in traditional school settings due to issues that may have been induced by trauma.

In this study, school curriculum and trainings will be examined to determine whether the use of trauma-informed care is utilized successfully within these schools. Interviews with principals will be used in this report to get a first-hand look on the negatives and positives of this model. The hope of analyzing these trainings and curriculum is to discover that there are solid programs to help support the students by recognizing potential trauma and finding solutions. This is important as teachers need to be trained in these areas to better relate and reach their students to help motivate them to succeed in school.

Faculty Mentor(s)

Dr. Foreman, Dr. Savage, Professor Gross

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Apr 10th, 10:30 AM

“Navigating the Impact of Trauma in the Classroom: An Analysis of the Trauma-Informed Care in Three Alternative Public Schools”

Trauma-informed care is a growing strengths-based model in the world of social services that focuses on understanding past trauma to create sustainability and build a strong relationship between the client and service provider. Though it is used in various types of agencies, this thesis will focus on the trauma-informed care model’s implementation within three alternative public-schools in three cities. This model is used in public school systems in alternative schools for children who are not able to succeed in traditional school settings due to issues that may have been induced by trauma.

In this study, school curriculum and trainings will be examined to determine whether the use of trauma-informed care is utilized successfully within these schools. Interviews with principals will be used in this report to get a first-hand look on the negatives and positives of this model. The hope of analyzing these trainings and curriculum is to discover that there are solid programs to help support the students by recognizing potential trauma and finding solutions. This is important as teachers need to be trained in these areas to better relate and reach their students to help motivate them to succeed in school.