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Assessing Administrator Attitudes and Beliefs About the Trauma Informed Care Model and Their Perceptions of the Implementation of Restorative Practices

Abdussatar, LaShonda D
http://rave.ohiolink.edu/etdc/view?acc_num=ysu1619991319109943

Abstract Details

2021, Doctor of Education (Educational Leadership), Youngstown State University, Department of Teacher Education and Leadership Studies.
Childhood trauma has a profound effect on students’ academic, behavioral and social-emotional growth and development, negatively affecting their success in school and adulthood. Students who have had a traumatic past may have extreme difficulties functioning in the school setting, culminating in disciplinary reactions that include office referrals, detentions, suspensions, and in many cases expulsion. With over 50% of children reporting being exposed to traumatic events and its effects, educators need to be more sensitive in how they handle these situations and deal with these students. Strategies and interventions need to be implemented at schools to help students overcome the effects of trauma. Much of the research has been on defining trauma, trauma effects, and trauma informed care. There is a gap in the literature that examines educational leaders’ capacity for trauma-informed care and their ability to implement effective practices. This study provides the foundation for future research on administrators’ attitudes toward the trauma-informed care model and the impact it has on their readiness to implement intervention strategies such as restorative practices. The researcher used the Attitudes Related to Trauma Informed Care (ARTIC-45) scale and five qualitative questions to survey principals in the first ring districts of northeast, Ohio to determine their level of trauma informed care and perceptions of restorative practices. Overall, administrators had favorable attitudes about trauma-informed care. The findings reveal racial factors that impact Black students and Black administrators. The findings also reveal the need for system-wide supports, collaboration, resources, training, and personal support for the implementation of restorative practices. Best practices for implementation of restorative practices are included in this study.
Jane Beese, EdD (Advisor)
Charles Vergon, JD (Committee Member)
Kristin Bruns, PhD (Committee Member)
Richard Rogers, PhD (Committee Member)
172 p.
Education; Educational Leadership
trauma; traumatic event; trauma-informed care; adverse experience; education; educational leadership; restorative; restorative practices; ACES; cultural responsiveness; student-centered leadership; mental health

Recommended Citations

Citations

  • Abdussatar, L. D. (2021). Assessing Administrator Attitudes and Beliefs About the Trauma Informed Care Model and Their Perceptions of the Implementation of Restorative Practices [Doctoral dissertation, Youngstown State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1619991319109943

    APA Style (7th edition)

  • Abdussatar, LaShonda. Assessing Administrator Attitudes and Beliefs About the Trauma Informed Care Model and Their Perceptions of the Implementation of Restorative Practices . 2021. Youngstown State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ysu1619991319109943.

    MLA Style (8th edition)

  • Abdussatar, LaShonda. "Assessing Administrator Attitudes and Beliefs About the Trauma Informed Care Model and Their Perceptions of the Implementation of Restorative Practices ." Doctoral dissertation, Youngstown State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1619991319109943

    Chicago Manual of Style (17th edition)

ysu1619991319109943
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This open access ETD is published by Youngstown State University and OhioLINK.