Teachers' Perspectives of Supporting Children with Trauma

Grimes, Rebecca

Teachers' Perspectives of Supporting Children with Trauma

dc.contributor.advisor	Dewhirst, Courtney
dc.contributor.author	Grimes, Rebecca
dc.contributor.committeeMember	Houser, Neil
dc.contributor.committeeMember	Hong, Ji
dc.date.accessioned	2019-05-09T20:37:09Z
dc.date.available	2019-05-09T20:37:09Z
dc.date.issued	2019-05-10
dc.date.manuscript	2019-04-22
dc.description.abstract	Childhood trauma is impacting children and teachers across the nation. According to attachment theory, when children do not form secure attachments with parents, they will seek out attachments from other adults. Teachers are acting as secondary attachment figures. In this study, seven prekindergarten teachers participated in semi-structured interviews about their experiences supporting students with trauma and their relationships with these students. Prekindergarten teachers are supporting students by teaching self-regulation skills and emotional coping strategies. Teachers are also building relationships with students by learning about their interests and developing relationships with students’ support systems (i.e., parents, colleagues, and administration). Teachers are struggling with practicing self-care, but they reason that self-care is important. The results of this study imply that parents, teachers, and administration need to continue to work together to support students with trauma. Teachers can more adequately support students if they feel supported and practice self-care strategies.	en_US
dc.identifier.uri	https://hdl.handle.net/11244/319668
dc.language	en_US	en_US
dc.subject	attachment	en_US
dc.subject	trauma	en_US
dc.subject	ACEs	en_US
dc.subject	teacher self-care	en_US
dc.thesis.degree	Master of Education	en_US
dc.title	Teachers' Perspectives of Supporting Children with Trauma	en_US
ou.group	Jeannine Rainbolt College of Education::Department of Instructional Leadership and Academic Curriculum	en_US