Date Presented

Spring 5-2-2019

Document Type

Thesis

Degree Name

Bachelor of Arts

First Advisor

Dr. Sharon Foreman

Second Advisor

Dr. Beth Savage

Third Advisor

Professor Gross

Abstract

Trauma-informed care is a growing strengths-based model in the world of social and human 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 focuses on the implementation of the trauma-informed care model within three alternative public schools in three cities. The trauma-informed care model is used specifically in public school systems’ alternative schools to influence success for children who have experienced behavioral issues within traditional school settings in light of the consideration that these issues may have been impacted by trauma.

In this study, school curriculum and training are examined to determine whether the use of trauma-informed care is utilized successfully within these schools. Interviews with principals are used in this report to get a first-hand look at the negatives and positives of this model. In previous studies, researchers have investigated the impact of trauma-informed care on children and how trauma can negatively affect people. The goal of analyzing these training and curricula is to discover if there are effective programs to help support the students by recognizing potential trauma and finding ways to work with them while avoiding labeling them as ‘difficult children.’ This is important because teachers need to be trained in areas of evidence-based practice in order to better relate with and reach their students toward the ultimate goal of motivating them to succeed in school.

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