Date of Award

2022

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.)

Department

Curriculum and Instruction

First Advisor

Anne Zeman

First Committee Member

Laura Aguada-Hallberg

Second Committee Member

Crescentia Thomas

Abstract

This qualitative single case study examined systemic collaborative practices related to service implementation for high school students with Emotional and Behavioral Disorders (EBD) in a public school intensive therapeutic intervention program. Specifically, this study explored the interdependent and co-creative relational structures, actions, and activities of education and mental health professionals as supported by program leadership. This study used semi-structured interviews to investigate (1) how special education and mental health leadership support implementation of service, and (2) how ideologies of education and mental health professionals’ impact collaborative practices? Cultural Historical Activity Theory served as the theoretical and methodological lens for this study. This lens allowed for a reflexive research approach to exploring the individual and collective practices of education and mental health professionals and leadership as they engaged in an activity system toward a common goal of implementing evidence-based and best practices to increase student outcomes. Major findings of this study present a significant overlap in context of leadership support in implementation of services and collaborative and cooperative practices. Findings from research question one revealed that the instability and experience of education leadership greatly impacted the interdependent and co-creative relational structures, actions and activities of mental health leadership and education and mental health staff within the program. Further, education leadership instability significantly disrupted collaborative practices in implementing supports, services, and evidence and best practices. This had serious ramifications on student outcomes as evidenced by limited student transitions to less restrictive environments and increased transitions to more restrictive environments. Therefore, research findings identified that consistent, collaborative educational leadership is essential for implementing service components. Findings from research question two present a stark contrast from the literature that identified competing professional ideologies and contradictory approaches to supports and service components significantly impacts collaborative practices. Findings from research question two revealed that while there are some challenges, ideological differences do not significantly impact collaborative practices as education and mental health staff developed and implement strategies and consistent practices to resolve miscommunication and conflict. Rather, research identified the barrier to collaborative practices for program staff stemmed from inconsistent and instable leadership. Major findings of this study address the gap in the literature and highlight the need for consistent and collaborative supports from leadership for improving outcomes for students with EB. In addition, findings identify a need for a clear program mission and vision statement. Recommendations for practice and the need for further qualitative research in intensive therapeutic programs for students with EBD.

Pages

184

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