Description
TitleDeveloping compassionate schools and trauma-informed school-based services
Date Created2017
Other Date2017-10 (degree)
Extent1 online resource (x, 151 p. : ill.)
DescriptionCurrent research developments have focused on the importance of combining two critical factors, compassion and self-regulation, into trauma-informed care in schools; however, many school-based approaches lack comprehensive or universal application of both constructs. Derived from materials developed through the “Compassionate School Initiative” spearheaded by Hertel and colleagues (2009), the current expanded needs assessment was conducted with the school’s leadership team, 18 K-8 teachers, and 18 fifth grade students who participated in workshops and/or consultations in an elementary school in a large northeastern city. The current exploratory study assessed teachers’ perceptions of trauma-related factors, including the nature and impact of trauma reactions in classrooms; teachers’ responses to trauma reactions; student awareness of trauma-related reactions; perceptions of compassion and self-regulation; readiness and “buy-in” for the current approach; and a general review of schoolwide needs. Data analyses included descriptive quantitative summaries of the needs assessment that were categorized to include preexisting and learned knowledge, skills, and attitudes; and qualitative themes from all sources of data emerged. Overall, teachers and students reported utility and applicability of the approach, conveyed interest in future domain-oriented training, and identified needs, such as changes in school policies and curriculum, to improve compassion and self-regulation in classrooms. A majority of teachers and of students reported an increase in awareness of the impact of trauma, compassion, and regulation and an increase in relationship-building skills, respectively, as a result of workshop completion. Half of the teacher sample indicated desire to participate in subsequent consultation sessions and/or in-class student instruction. As reported during the consultation process, teachers used a variety of compassion, behavior management, and discipline strategies that ranged in level of perceived effectiveness. Limitations of the current study included restricted access to a larger sample and restricted available time with the existing sample, which resulted in constraints on program design, methodology, and data analysis. Directions for future research include further assessment of school readiness for change, cultivation of buy-in for a trauma-sensitive schoolwide infrastructure, and development and implementation of trauma-informed curricula in schools using the proposed two factor (compassion and self-regulation) approach.
NotePsy.D.
NoteIncludes bibliographical references
Noteby Kristen T. Axelsen
Genretheses, ETD doctoral
Languageeng
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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