Preschool teachers’ trauma-informed attitudes and practices: A mixed methods exploration
Chudzik, Mia
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https://hdl.handle.net/2142/124286
Description
Title
Preschool teachers’ trauma-informed attitudes and practices: A mixed methods exploration
Author(s)
Chudzik, Mia
Issue Date
2024-04-16
Director of Research (if dissertation) or Advisor (if thesis)
Corr, Catherine
Doctoral Committee Chair(s)
Corr, Catherine
Committee Member(s)
Milagros Santos, Rosa
Goodnight, Melissa
Steed, Elizabeth
Department of Study
Special Education
Discipline
Special Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Preschool
Special Education
Trauma
Trauma-informed Attitudes
Trauma-informed Practices
Language
eng
Abstract
The purpose of this study was to explore how inclusive preschool teachers implement trauma-informed care by exploring their trauma-informed attitudes and practices. Twelve inclusive preschool teachers in Pyramid Model preschools in one Midwestern state participated in this study. A convergent qualitatively-oriented mixed methods study was conducted. First, participants completed a survey to measure their trauma-informed attitudes. Then, participants completed a series of two interviews and shared photos via photo-elicitation to explore their trauma-informed practices. The quantitative and qualitative data were analyzed separately and then merged for interpretation. Three overarching findings are discussed: (a) overall, participants had relatively high trauma-informed attitudes, (b) participants used a variety of trauma-informed practices in their classroom, and (c) trauma-informed attitudes and practices do not always align. These findings have implications for practice, policy, and future research.
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