Publication Date

4-30-2021

DOI (Digital Object Identifier)

10.26716/redlands/doctor/2021.2

Department

Leadership and Higher Education

Degree

Doctor of Education (Ed.D)

Dissertation Chair

Dr. Jose Lalas Ph. D.

Committee Members

Dr. Annie Blankenship Knox J.D. Ph.D.

Dr. Mikela Bjork Ph.D.

Keywords

Adverse Childhood Experiences, Empathy, Complex Trauma, Mindfulness, and Trauma-Informed Lens

Disciplines

Educational Leadership

Abstract

Using narrative inquiry, this study aims to examine the role of therapeutic behavioral strategists (TBS) in addressing the impact of trauma to students who are in the primary and secondary levels of public education. This dissertation studies and amplifies the experiences of the participating therapeutic behavioral strategists (TBS) in the Rialto Unified School District. Six (6) therapeutic behavioral strategists are interviewed and the narrative data analyzed through the constructed lenses of critical consciousness, recognition and redistribution, and transformative learning theory. The paradigm shift from the traditional approach to trauma-informed care highlights the framework of best professional practices in appropriately responding to students experiencing trauma.

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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