Date of Award
2023
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D.)
Department
Education
First Advisor
Delores McNair, Ed.D.
First Committee Member
Laura Hallberg, Ed.D.
Second Committee Member
Nancy Huante-Tzintzun, Ph.D.
Abstract
Trauma exposure is endemic, and this study seeks to address childhood trauma in a compassionate and restorative manner. Adverse Childhood Experiences (ACEs) are serious childhood traumas that manifest as toxic stress which can damage the developing brain of a child and affect overall health. The implications are expressed dualistically: academic performance of youth is subdued & diminished, and behavioral interactions can range from unreceptive to erratic and aggressive. Trauma exposure is a predictor of adverse outcomes, which range from higher rates of suspension, expulsion, and incarceration, to dire outcomes, such as lower life expectancy and quality of life. Streamlining trauma-informed curriculum and restorative behavioral responses will ensure that resilient and nurturing classrooms mediate and heal our nation’s youth. Instead of disproven and punitive, zero-tolerance consequences, schools must familiarize themselves with the effects of trauma, anticipate traumatic reactions, and respond accordingly. This study reveals how trauma-informed care informs trauma-informed curriculum and trauma-sensitive schools. A consistent and effective response to childhood trauma exposure is the missing link in our nation’s educational system.
Pages
167
Recommended Citation
Weinsteiger Guzman, Nena L.. (2023). WRITING AS TRANSFORMATION: AN ACTION RESEARCH STUDY ON TRAUMA-INFORMED CURRICULUM. University of the Pacific, Dissertation. https://scholarlycommons.pacific.edu/uop_etds/3839
Included in
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Secondary Education Commons
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