Date of Thesis Acceptance
Major Department or Program
This study examines how teachers interpret and implement a trauma-informed method of discipline within a small alternative high school located in Walla Walla, Washington. I observe how teachers perceive how a trauma-sensitive philosophy of discipline has impacted academic standards, in-school relationships, teacher stress levels, and other aspects of teaching and the school as a whole. This study is highly qualitative in nature and draws upon a complete set of semi-structured interviews from all the full-time teachers at Lincoln High School. This study aims to supplement current literature around trauma-informed practices within the realm of public high schools and specifically highlights the experiences of teachers. My motivation for this research is to analyze the various degrees in which teachers subscribe to a trauma-informed method of discipline and how engaging in these practices shape the attitudes and behaviors of teachers. I hypothesize that a trauma-informed program not only affects the school’s student population, but also has a significant impact upon the teachers at Lincoln High School.
Discipline -- Philosophy, High school teachers -- Training of -- Case studies, Walla Walla (Wash.), Trauma -- Students, Education -- Adaptive, Alternative schools -- Washington (State), Whitman College -- Dissertation collection 2014 -- Sociology Department
Whitman Community Accessible Thesis
If you have questions about permitted uses of this content, please contact the ARMINDA administrator
In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/
This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).