Preschool teachers’ trauma-informed attitudes and practices: A mixed methods exploration

Chudzik, Mia

Permalink

https://hdl.handle.net/2142/124286 Copy

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

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.

Graduation Semester

2024-05

Type of Resource

Thesis

Copyright and License Information

Copyright 2024 Mia Chudzik

Owning Collections