Fluent Essays

Title:Educating Children With PTSD in Our SchoolsType of ServiceWritingAssignment TypeDissertation (all chapters)Field of Study/SubfieldEducation/Inclusive educationProject LevelPhDPagecount10Line SpacingDoubleFormatAPANumber of sources10 sourcesPaper sizeUnspecifiedSpellingUnspecifiedDeadLine 2021-06-24 23:00:00 Total Cost3000 kshPaper detailsI will upload my rubric and instructions. This needs to be done APA 7th ed. Message from me: Please call me before you commence. That is if hujaelewa. 2 Educating Children with PTSD in Our Schools Student Name Department of Educational Leadership, State University Dissertation I: Prospectus Mentor's name Date Educating Children with PTSD in Our Schools Introduction and Statement of Thesis Trauma exposure prevalence among youth is a primary public health concern. Statistics indicate that approximately a third of young adults have reported that they have engaged in a physical confrontation or fight over the last twelve months. Moreover, around 9% have also been injured or threatened with a weapon in a learning institution. Various research studies have shown the extensive range of devastating trauma exposure’s sequelae for young adults, mostly around post-traumatic stress disorder, depressive symptoms, other anxiety problems, and Dissociation. Besides, decreased reading ability and decreased IQ, increased levels of absenteeism from school, Lower GPA, and decreased rates of school examination to trauma are highly associated with exposure to traumatic events. Many research studies have also shown adolescents exposed to trauma mostly experience increased levels of peer abandonment and decreased social competence levels. For this reason, students that have experienced such issues are also likely to have reduced social, academic, and emotional challenges due to traumatic events experience. Learning institutions may have an ideal setting for professions dealing with mental challenges to intervene for students with PTSD. It will be crucial to provide amicable support to their capacity to learn in the classroom and their trauma-associated psychological challenges. Attention to PTSD and childhood trauma and the demand for developing trauma-informed care have played a crucial role in the emerging school discourse associated with school climate, teaching practices, and the provision of pre-service teacher education and trauma-related in-service. Nonetheless, although trauma-informed care systems include empirical work and school coupled with teacher education tailored around the needs of PTSD patients is less established. This interdisciplinary synthesis and overview of scholarly articles examined interventions adopted in learning institutions to establish the dominant framework for promoting and practicing trauma-informed school care and its efficacy. Implementing important PTSD-informed methodologies in schools needs special attention to the complexities of different contexts in schools and other learning institutions. The primary objective of this research is to explore various ways children with PTSD can be educated in school and other learning institutions. Research indicates that average, every classroom possesses at least one child affected by PTSD. According to statistics obtained from the National Child Traumatic Stress, approximately forty percent of children in the United States are exposed to traumatic events or stressors with physical assault, sexual assault, and witnessing various domestic violence cases, some of the most common ones. The research aims to fill the existing literature gap and other studies about educating children with PTSD in schools. In doing so, it will explore some of the ways, strategies, teacher training, and how trauma-informed school care can be improved for children with PTSD in schools. As a result, the research focuses on exploring some of the overlying and lines of inquiry methodologies associated with PTSD practice and some of the research question's primary findings. The research explores current empirical gaps, evidence, and suggestions for interdisciplinary research methodologies by exploring various scholarly articles and where they intersect. As a result, the researcher intends this research to provide reasonable support to the best education approaches and suggestions and advocacy to promote trauma-informed teaching practices, especially for children with PTSD in schools. Proposed Research Questions The primary research questions that will be important in helping the research meet the research objectives will revolve around the following: 1. What are some of the strategies that can be used in educating children with PTSD in schools? The proposed research question will be instrumental in educational interventions adopted on parents with children having PTSD, special education teachers, general education teachers in meeting the needs and experiences of children with PTSD in schools and other learning institutions. 2. How can trauma-informed school care be improved based on the current National Child Traumatic Stress recommendations? The proposed research question is important in understanding that PTSD, trauma, and education for children can be challenging to address due to the lack of informed teacher practices in helping them express themselves. The question is important to help teachers develop or identify ways to notice symptoms of PTSD and trauma better to comprehend the behaviors and conduct of traumatized students. 3. What are some of the barriers and challenges that the general education parents, teachers experience while working with children with PTSD in school? The question is instrumental in comprehending some of the hindrances, limitations, and challenges that prevent already existing strategies and techniques for educating PTSD children and how trauma-informed care can be used to eliminate or reduce such barriers. Methods and Approach Research Methodology The research will rely on a qualitative research design because it is instrumental in educational research since it focuses on addressing the why and how of the research questions. In doing so, it will ensure a deeper understanding of phenomena, experiences, and context (Hutter, & Bailey,2020). Qualitative research will permit the researcher to ask questions and raise any serious concerns about educating children with PTSD in schools which may not be easily put in numerals to comprehend the experience. Focussing on the everyday realities about children with PTSD in schools and other social phenomena while focusing on essential questions as they appear assists in expanding to some of the big corners of the research topic (Hennink, Hutter, & Bailey,2020). As a result, an individual needs to comprehend the philosophical position of qualitative research and focus on developing the study design, research question, data analysis, and data collection process. Research Population The research population will entail teachers in a PTSD or trauma-sensitive elementary school in grades 4 and 5. The teachers selected for this research will have had two or more years working with children with PTSD. The teachers will also have had training in trauma-informed instruction. The teachers will also have used a PTSD-informed teaching guide for more than one year Instruments The research will rely on an interview guide to ask participants to address some of the questions that concentrate on trauma-informed practices, teacher’s background, assessment of progress concerning various research objectives. It will also focus on strategies adopted within the elementary school classrooms on addressing the needs of children with PTSD in schools. Semi-structured interviews will be conducted to explore teacher beliefs, experiences, and attitudes towards PTSD. The interviews will take the form of open-ended questions, which will also be backed with interview follow-up questions to help in increasing the insights (Hennink, Hutter, & Bailey,2020). The interview protocol will involve a greeting, explanation of the research purpose, interview questions, research questions, and follow-up concerns to each research objective and questions identified. The interview will also involve space for reflective observations and notes for each participant. The interviews will also be structured to ensure that comparable data are obtained. Research Article Analysis von Hof, R. (2016). A multiple case study qualitative design on how childhood trauma relates to the child-caregiver relationship. Research Questions The research utilized the following research question: what the relational dynamics between the caregiver and the children after the Child are has experienced a trauma-related event. The research question relied on Minuchin’s theoretical framework. The model adopted in exploring the research question was developed in the 1960s to explore the dynamics and functioning within a relationship. The primary objective of the research revolved around offering an analysis of a caregiver's perception of the relational dynamics of a child with PTSD and a caregiver after a child has experienced a trauma-related event. Research Methodology The research relied on a multiple case study approach in responding to why and how questions concerning the child-caregiver interactions after the child have experienced a trauma-related event. The qualitative technique adopted for this research was adopting multiple case studies while simultaneously using semi-structured interviews to collect data. The research interviewed caregivers dealing with PTSD children after a trauma-related event. The content offered the researcher a clear comprehension of the child-caregiver relationships based on the caregiver's perspective. The Findings The central research question focussed on unearthing the themes and patterns between the caregiver and the child after the child has experienced a trauma-related issue. The major finding of this research revolved around all triads that indicated a strained relationship between at least the child and one caregiver. The strained interaction was indicated in the structural map by distant patterns of conflictual and cut-off dyads. The pattern was instrumental in identifying the detouring themes, double-bind, the odd man out, disengaged triad, and the double bind. Reker, K. (2016). Trauma in the classroom: Teachers' perspectives on supporting students experiencing child traumatic stress. Research Questions The research questions revolved around the teacher’s perception about the demands and needs of children with PTSD, their obligation in supporting students experiencing PTSD, and their self-efficacy in providing support to children with PTSD in school. The research question also focused on understanding whether the differences in teachers’ perceptions about the needs and demands of PTSD children in school and their role in providing support exist based on the teachers' teaching experience. Research Methodology The research used a mixed-methodology online survey to collect perceptions from the Nebraska classroom. The survey involved information about teachers' experiences in providing support to students exposed to traumatic events. The online survey focussed on research questions established by the researcher based on the research mentioned above questions. The Findings The research findings indicate a need to establish developmentally relevant trauma-specific training across various professional stages such as mid, early, and late-career, and the type of school, whether elementary, high school or middle school. The research also explained some of the implications for establishing trauma-informed teaching. Cherewick, M., Kohli, A., Remy, M. M., Murhula, C. M., Kurhorhwa, A. K. B., Mirindi, A. B., ... & Glass, N. (2015). Coping among trauma-affected youth: a qualitative study. Conflict and health, 9(1), 1-12. Research Questions Although there are no clear research questions in the study, the primary objective of the qualitative research focussed on examining youths aged between ages ten and fifteen exposure to traumatic events and violence, adoption of behavioral and cognitive strategies relationships of these coping with community and family. The primary objective of the research is to document youth-defined coping techniques, to consider how coping may inform coping and adaptation strategies that promote better mental health and well-being outcomes. The research offered a context-specific comprehension of mental health and the responsibility of comping strategies following exposure to multiple and diverse traumatic events. Research Methodology The research concentrated on the National Institute of Health-funded randomized community trial of an adolescent-led livestock finance program. The program focuses on the Rabbits for Resilience, a collaborative initiative between PAIDEK, which concentrates on the Congolese microfinance institute. The ten populations included in the effect evaluation of RFR were chosen for various reasons, such as commitment to the study and intervention by traditional administrators and chiefs and the feasibility of providing an intervention of an extensive geographical area. The research respondents believe that individuals living in these rural settings have experienced significant violence, trauma, and displacement over the last two decades with limited health care, government, schools, or non-governmental organizations to offer resources and support. For this reason, a grounded theory approach was used to comprehend youth respondents' exposure to violence and other trauma-related issues and their behavioral and coping strategies based on the initial data coding and deductive reasoning adopted to example how emergent themes relate to already existing theory. The Findings The findings of the research showcase some of the parent’s variations about how they approached trauma conversations. Most of this revolved around the perceived characteristics of their child. Parents and caregivers that indicated that their child failed to indicate or cooperate on reporting trauma frequently took active measures to ensure the debate to identify the feelings and emotions of their child. However, the parents that perceived their child to be more open and forthcoming about trauma-related events resorted to passive measures Alisic, E. (2012). Teachers' perspectives on providing support to children after trauma: A qualitative study. School Psychology Quarterly, 27(1), 51. Research Questions Although the research had no clear research questions, its primary objective revolved around exploring teachers' perspectives that offer support to children with PTSD after experiencing a trauma-related event. The research focussed on understanding some of the circumstances that allow specialized care. Research Methodology The respondents were chosen based on the purposive sampling method to help in maximizing perspective diversity. Diversity was sought in teaching experience levels, gender, school neighborhoods, school background, and nonreligious. Instructors were contacted through school principals and received documented letters showing the research objectives and the note seeking their informed consent. Twenty-one teachers from thirteen schools participated in the research. The Findings The research findings uncover an extensively understudied research topic on perspectives of teachers supporting PTSD students exposed to trauma. The results indicated that even though instructors and caregivers could see their role as encompassing children's psychosocial support, they are confronted with daily challenges when putting such views into practice. Alexander-Passe, N. (2015). Investigating Post Traumatic Stress Disorder (PTSD) Triggered by the Experience of Dyslexia in Mainstream School Education? Journal of Psychology & Psychotherapy, 5(6), 1. The Research Questions The main research question of the research is determining PTSD triggered by Dyslexia experience in mainstream school education. The research details research of adult dyslexics by focussing on their childhoods and detemini9ng whether their emotional trauma occurred and if such issues caused PTSD manifestations The Research Methodology The research report on a reflective quantitative/ qualitative adult developmental dyslexia study with a sample population of 22 previously experienced depressive disorders. It also had a sample of seven control dyslexic adults. The research study compares non-depressive dyslexics to depressive with academic and gender success variables. Interpretive Phenomenology analysis was also adopted to explore dyslexia and PTSD from a qualitative perspective. The Findings The research findings indicated that emotional trauma occurred in all respondents, which caused many of them to have PTSD manifestation. The research respondents noted resentment and anger as adults towards their childhood instructors. Surprisingly, the triggers that impacted them at present were school cleaning materials and smell, small chairs, small pictures, flashbacks, and extensive levels of anxiety. Anderson, E. M., Blitz, L. V., & Saastamoinen, M. (2015). Exploring a School-University Model for Professional Development with Classroom Staff: Teaching Trauma-Informed Approaches. School Community Journal, 25(2), 113-134. Research Question Although the research does not have clear structured or numbered research questions, its main focus is exploring a school-university framework for professional development with classroom teachers, especially those involved with Trauma-Informed methodologies. Learning institutions with extensive poverty experience the profound challenge of realizing the student needs who are mostly exposed to extensive trauma and stress levels. The research acknowledges that classroom teachers and staff are crucial members of the learning institutions communities that mostly collaborate and close with children with PTSD who are believed to have the highest needs. However, the research notes that the professional staff lacks the required skills for socio-emotional learning intervention. Research Methodology The research took the form of a pilot study design. It happened at an elementary school. The school under research was chosen based on the purposive sampling technique. The school was a small representative of the larger population of a racially diverse, small, and urban elementary school with extensive poverty levels. The research methodology followed guidelines stipulated by the Institutional Review Board. The research adopted short surveys and focussed groups to assess attitudes and learning. The data was collected based on the final professional development training regarding trauma-informed approaches. Since the research relied on the domestically developed training modules, the research data was adopted to evaluate the effect of training and identify some of the areas that can be sued to improve strategies used for teaching children with PTSD. Findings The findings of the project highlighted many issues that possess a serious effect on elementary school communities. The results indicated the value of offering classroom staff targeted professional development training based on a university framework. They also noted that some problems or difficulties associated with using a school-university model. Graham, R. A., Osofsky, J. D., Osofsky, H. J., & Hansel, T. C. (2017). School-based post-disaster mental health services: Decreased trauma symptoms in youth with multiple traumas. Advances in School Mental Health Promotion, 10(3), 161-175. Research Questions Although the research had no clear research questions, the main area of concern for research was comprehending the effectiveness of providing post-disaster school-based services in PTSD reduction among youths exposed to various trauma-related experiences. The primary objective of this research is to expand on some of the information and knowledge on the associations between devastating natural events and their implications on mental welfare. Research Methodology The research relied on a qualitative research design. It focussed on the current literature about the relationship between traumatic experiences and disaster. The findings of the research also relied on quantitative research. The sample adopted in the research was 112, between 8-17. It also adopted ANOVA measures in exploring the self-reported trauma-related incidents' effectiveness over a certain period. Findings The research findings significantly reduce general PTSD symptoms reduction and subscale measuring anxiety, anger, Dissociation, overt Dissociation, depression, and fantasy Dissociation. The school-based children services for several traumas effectively curb trauma symptoms succeeding disasters. Based on the exploration, better community empowerment, and preparedness leverage the impacted vulnerable population's conditions. For this reason, holistic efforts offer exemplary rehabilitation for the impacted student population. Day, A. G., Baroni, B., Somers, C., Shier, J., Zammit, M., Crosby, S., Yoon, J., Pennefather, M., & Hong, J. S. (2017). Trauma and triggers: Students' perspectives on enhancing the classroom experiences at an alternative residential treatment-based school. Children & Schools, 39(4), 227-237 Research Questions The main research questions focused on comprehending the perspective of students on leveraging classroom experiences in learning institutions. Young adults in RT environments are mostly burdened with trauma exposure experience and histories, functioning challenges, and various development trajectories. The research question focussed on understanding the advent of youths since they spend most of their time in schools, and distinct educational experience has a crucial role in shaping the mental health of a young adult. Research Methodology The research relied on a quantitative study design. It used focus group discussion to comprehend the experiences of young adults in a Residential Treatment environment. The study sample involved residents living in out-of-home care since the child’s delinquency welfare and petition. Various important themes were presented as an indicator of the perceptions of the youth on RT climate, how discipline impacts their moods in learning institutions, and factors promoting or hindering school engagement and disengagement. The research findings The research findings indicated that some of the youth perceptions included residential and school staff, teachers, classmates, and other staff. The research also mentions the young adults' inabilities to mismatch and guarantee interpersonal coping between the services offered and the student’s educational needs. The research concludes by debating the implications of such activities for policy and practice. The findings of the study document important trauma-informed teaching practices for dealing with young adults with PTSD in school. Ooi, C. S., Rooney, R. M., Roberts, C., Kane, R. T., Wright, B., & Chatzisarantis, N. (2016). The efficacy of a group cognitive behavioral therapy for war-affected young migrants living in Australia: a cluster randomized controlled trial. Frontiers in Psychology, 7, 1641. The research Question The research question of this research focuses on examining the Teaching Recovery Techniques efficacy in leveraging the behavioral and emotional outcomes of war-affected children living in Australian resettlement. Treatment and preventative programs for individuals at risk of developing psychosocial challenges after exposure to war trauma have increased in recent years. The study has noticed that there is still a contention relating to culturally sensitive and intervention-based interventions for children. The Research Methodology The research used a randomized controlled trial that involved a pre-test, post-test, and a follow-up design. It included a total of 82 respondents who were aged between ten and seventeen years of age. The respondents were randomized based on their school credentials in an intervention that took approximately eight weeks. The research outcomes included symptoms of PTSD, externalizing and internalizing challenges, depression, and psychosocial functioning. The research respondents experienced an extensive symptom reduction relative to respondents in the WL control condition. The Findings The research findings indicate the potential benefit of the learning institution and group-based intervention on symptoms associated with depression. However, it has no other outcomes when the same issues were compared against the waiting list control respondents. Osofsky, H. J., Weems, C. F., Hansel, T. C., Speier, A. H., Osofsky, J. D., Graham, R., King, L., & Craft, T. K. (2017). Identifying trajectories of change to improve understanding of integrated health care outcomes on PTSD symptoms post-disaster. Families, Systems, & Health, 35(2), 155-166 Research Questions The main research question of this research focussed on assessing the challenge trajectories for PTSD patients seen within integrated care hospitals. Dealing with life-associated stressors is an essential integrated care function, especially when individuals live in a vulnerable disaster environment. Moreover, this article offers a subgroup analysis technique for findings descriptions due to is important in the actual world practitioners. Research Methodology The research uses a qualitative research design. The research respondents were patients receiving service from various healthcare hospitals with self-reported PTSD symptoms, for example, the efficacy of the integrated health measures. The researchers adopted ANOVA explaining assessing differences over time and trajectories and employing cluster analyses. The correlation between disaster-related and trauma factors was assessed using logistic regression. Findings The findings indicated the essential general PTSD reduction over time with the personal trajectories identified, such as stable high symptoms, increasing symptoms, steep and low declines. The findings also addressed some of the primary health concerns in disaster-prone settings and communities. References Alexander-Passe, N. (2015). Investigating Post Traumatic Stress Disorder (PTSD) Triggered by the Experience of Dyslexia in Mainstream School Education? Journal of Psychology & Psychotherapy, 5(6), 1. Alisic, E. (2012). Teachers' perspectives on providing support to children after trauma: A qualitative study. School Psychology Quarterly, 27(1), 51. Anderson, E. M., Blitz, L. V., & Saastamoinen, M. (2015). Exploring a School-University Model for Professional Development with Classroom Staff: Teaching Trauma-Informed Approaches. School Community Journal, 25(2), 113-134. Cherewick, M., Kohli, A., Remy, M. M., Murhula, C. M., Kurhorhwa, A. K. B., Mirindi, A. B., ... & Glass, N. (2015). Coping among trauma-affected youth: a qualitative study. Conflict and health, 9(1), 1-12. Day, A. G., Baroni, B., Somers, C., Shier, J., Zammit, M., Crosby, S., Yoon, J., Pennefather, M., & Hong, J. S. (2017). Trauma and triggers: Students' perspectives on enhancing the classroom experiences at an alternative residential treatment-based school. Children & Schools, 39(4), 227-237 Graham, R. A., Osofsky, J. D., Osofsky, H. J., & Hansel, T. C. (2017). School-based post-disaster mental health services: Decreased trauma symptoms in youth with multiple traumas. Advances in School Mental Health Promotion, 10(3), 161-175. Hennink, M., Hutter, I., & Bailey, A. (2020). Qualitative research methods. Sage. Ooi, C. S., Rooney, R. M., Roberts, C., Kane, R. T., Wright, B., & Chatzisarantis, N. (2016). The efficacy of a group cognitive behavioral therapy for war-affected young migrants living in Australia: a cluster randomized controlled trial. Frontiers in Psychology, 7, 1641. Osofsky, H. J., Weems, C. F., Hansel, T. C., Speier, A. H., Osofsky, J. D., Graham, R., King, L., & Craft, T. K. (2017). Identifying trajectories of change to improve understanding of integrated health care outcomes on PTSD symptoms post-disaster. Families, Systems, & Health, 35(2), 155-166 Reker, K. (2016). Trauma in the classroom: Teachers' perspectives on supporting students experiencing child traumatic stress. von Hof, R. (2016). A multiple case study qualitative design on how childhood trauma relates to the child-caregiver relationship.