Creating Trauma Sensitive Classroom in the Early Childhood Setting

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Description

Creating Trauma Sensitive Classroom in the Early Childhood Setting, Is A Well-Researched Topic, It Is To Be Used As A Guide Or Framework For Your Research.

Abstract

The purpose of this study is to ensure that our early childhood classrooms are trauma sensitive for our students that have been exposed or are experiencing trauma. Roughly 26 percent of children in the United States witness or experience a trauma before the age of 4( Briggs-Gowan et al. 2010). The study will be in three different phases. In the first phase, data will be collected on what strategies are presently implemented for students who have been exposed to trauma. In the second phase, strategies, techniques and tools will be introduced to help during stressful situations that may happen during class. In the third phase, data will be collected on what strategies, techniques and tools were the most useful, or did not work. Signs and symptoms of early childhood trauma can be easily mistaken for those of other developmental issues such as ADHD or autism spectrum disorder. Data will also be collected to see if the correct supports are being implemented. I believe that by implementing the correct strategies, techniques and tools in the classroom, and teachers understanding trauma and knowing what signs to look for, we will be able to support our students in our classrooms and possibly misdiagnosed students by providing them with the services and interventions that they need.

Table of Contents

Abstract …………………………………………………………………………………………………………………………. 4
Chapter One …………………………………………………………………………………………………………………… 5
General Problem/Issue …………………………………………………………………………………………………. 5
Hypothesis………………………………………………………………………………………………………………….. 6
Subjects and Setting …………………………………………………………………………………………………….. 6
Research Ethics …………………………………………………………………………………………………………… 7
Chapter Two…………………………………………………………………………………………………………………… 8
Review of Literature ……………………………………………………………………………………………………. 9
Chapter Three……………………………………………………………………………………………………………….. 14
Research Questions ……………………………………………………………………………………………………. 14
Methods and Procedures …………………………………………………………………………………………….. 15
Instrumentation/ Data Collection Tools ………………………………………………………………………… 15
Process used to gather information/Data Collection Procedures ………………………………………. 15
Timeline/frequency ……………………………………………………………………………………………………. 16
Research Design………………………………………………………………………………………………………… 16
Data Analysis Procedures …………………………………………………………………………………………… 17
Limitations/De-limitations ………………………………………………………………………………………….. 17
Ethical Issues ……………………………………………………………………………………………………………. 17
Protection of Human Subjects …………………………………………………………………………………….. 17
Researcher Bias/other ethical issues …………………………………………………………………………….. 18
Chapter 4 ……………………………………………………………………………………………………………………… 18
Data Analysis and Interpretation …………………………………………………………………………………. 18

CREATING TRAUMA SENSITIVE CLASSROOMS 3
Chapter 5 ……………………………………………………………………………………………………………………… 25
Action Plan and Plan for Sharing…………………………………………………………………………………. 25
Plan for Taking Action……………………………………………………………………………………………….. 26
Plan for Sharing ………………………………………………………………………………………………………… 26
References ……………………………………………………………………………………………………………………. 29

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YourPastQuestions Brand

Additional information

Author

Janelle Elke

No of Chapters

5

No of Pages

31

Reference

YES

Format

PDF

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