Location
Guzman 111, Dominican University of California
Start Date
4-17-2019 6:40 PM
Student Type
Graduate
Faculty Mentor(s)
Jennifer Lucko, PhD
Presentation Format
Oral Presentation
Abstract/Description
Since 1998 substantial evidence has been available showing rates of prevalence for different types of adverse or potentially traumatizing experiences that can happen during childhood. In response, many studies have demonstrated the positive effects of trauma informed practices in environments that treat mental health issues. Despite supporting evidence, policy makers have been slow to implement these practices in schools. Teachers are on the front lines of this issue. They are in a position to be most effective in supporting children and most impacted by student behavior yet their voice is notably absent from the literature. The purpose of my research is to find out what training teachers receive on trauma, how they perceive it and how common they believe difference adverse childhood experiences are in contrast to the national statistics. To accomplish this I developed a survey that asked teachers at three schools in three districts in the Bay Area. It includes 3 short answer questions asking teachers what common behaviors they see and their estimates of different ACEs among their students and nationally. I then conducted seven qualitative interview with teachers at the three schools asking them about their experiences in the classroom. The interviews revealed teachers’ eagerness to support their students, lack of related training, eagerness to receive training on trauma informed practices and teachers’ readiness to incorporate training they have received on related subjects, such as mindfulness, into their practice. My findings suggest that if teachers were to receive adequate training on trauma informed practices and understood just how many kids are impacted, they would enthusiastically adopt these practices into their teaching.
Teachers perspectives on student behavior and ACEs
Guzman 111, Dominican University of California
Since 1998 substantial evidence has been available showing rates of prevalence for different types of adverse or potentially traumatizing experiences that can happen during childhood. In response, many studies have demonstrated the positive effects of trauma informed practices in environments that treat mental health issues. Despite supporting evidence, policy makers have been slow to implement these practices in schools. Teachers are on the front lines of this issue. They are in a position to be most effective in supporting children and most impacted by student behavior yet their voice is notably absent from the literature. The purpose of my research is to find out what training teachers receive on trauma, how they perceive it and how common they believe difference adverse childhood experiences are in contrast to the national statistics. To accomplish this I developed a survey that asked teachers at three schools in three districts in the Bay Area. It includes 3 short answer questions asking teachers what common behaviors they see and their estimates of different ACEs among their students and nationally. I then conducted seven qualitative interview with teachers at the three schools asking them about their experiences in the classroom. The interviews revealed teachers’ eagerness to support their students, lack of related training, eagerness to receive training on trauma informed practices and teachers’ readiness to incorporate training they have received on related subjects, such as mindfulness, into their practice. My findings suggest that if teachers were to receive adequate training on trauma informed practices and understood just how many kids are impacted, they would enthusiastically adopt these practices into their teaching.