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    “I TRY TO MEET THEM WHERE THEY ARE.”: EDUCATING TRAUMATIZED YOUTH IN AN ALTERNATIVE HIGH SCHOOL

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    Genre
    Thesis/Dissertation
    Date
    2019
    Author
    Gerrish, Ginger Rae
    Advisor
    Cucchiara, Maia Bloomfield
    Committee member
    Cucchiara, Maia Bloomfield
    Levine, Judith Adrienne, 1965-
    Price, Charles A.
    Davis, James Earl, 1960-
    Department
    Urban Education
    Subject
    Pedagogy
    Education
    Alternative Education
    High School Dropout
    Teaching
    Trauma
    Trauma-informed
    Trauma-informed Teaching
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/1287
    
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    DOI
    http://dx.doi.org/10.34944/dspace/1269
    Abstract
    This study examined school staff’s trauma-informed practices and experiences in an urban alternative high school that serves former high school dropouts, many of whom have experienced trauma. In light of the growing concern about trauma among students and the interest in trauma-informed education, this study offers a significant contribution by analyzing educators’ meaning-making, highlighting both what their practices look like “on the ground,” and identifying the consequences. Framed by Contemporary Trauma Theory as well as the concept of educational trauma (Sullivan, 2004), this study used ethnographic methods to examine the practices school staff used to create a schooling environment that was responsive to the needs of students with trauma histories. Observations and interviews were conducted with a total of 8 staff and 27 students over the course of one school year. The findings indicate that staff members’ trauma-informed practices centered on building relationships and using those relationships as a knowledge base in order to decipher and respond to negative student behavior. Together, these practices overlap with defining features of trauma-informed schools outlined in the literature. Staff practices had both positive and negative impacts on the school community.
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