Assignment 3

See attachments for instructions, assignment example, and edited part 2.

EDUC

Prospectus: Part 3 – Procedures Approaches Assignment

Instructions

Instructions

Submit a well-developed draft of the Procedures section of the prospectus, including an overview, interview procedures, and interview questions, and a reference page. See example attached. Do not remove any of the sections developed in the Parts 1 and 2 assignments.

A minimum of 10 interview questions are required and each must be grounded in the topic literature. Add a minimum of 4 full pages to the existing text. The submission must include at least 4 additional unique sources/citations, which are also properly listed on a reference page at the end of the submission (total of 12 sources minimum), using proper APA format.

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Printed by: onaxgarcia@gmail.com. Printing is for personal, private use only. No part of this book may be
reproduced or transmitted without publisher’s prior permission. Violators will be prosecuted.

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Printed by: onaxgarcia@gmail.com. Printing is for personal, private use only. No part of this book may be
reproduced or transmitted without publisher’s prior permission. Violators will be prosecuted.

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Printed by: onaxgarcia@gmail.com. Printing is for personal, private use only. No part of this book may be
reproduced or transmitted without publisher’s prior permission. Violators will be prosecuted.

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Printed by: onaxgarcia@gmail.com. Printing is for personal, private use only. No part of this book may be
reproduced or transmitted without publisher’s prior permission. Violators will be prosecuted.

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ASSISTING CHILDREN WITH CHILDHOOD TRAUMA 2

ASSISTING CHILDREN WITH CHILDHOOD TRAUMA 2

Recommendations for Improving Assistance to Children with Childhood Trauma

at Celebration High School

Student

School of Education, Liberty University

INTRODUCTION

Overview

This study aims to analyze the challenges faced by students who had childhood trauma. In addition to providing appropriate recommendations to improve correcting the students’ performance and the educational environment. The focus of the study is the Celebration High School, where will describe the role of the teachers in attending to the concerned students at length. This introduction provides detailed information on the organizational profile, an introduction to the problem and its significance or the benefit in addressing the issue.

Organizational Profile

The study’s educational institution was a suburban public High School based in Celebration, Florida, United States. The learning institution’s motto is power, pride, and perseverance, where it was established in the year 2003. It offers a four-class system: regular, advanced, placement, and International Baccalaureate, with English being the language used. It has an enrollment of 2,663 students in grades 9-12, with the student to teacher ratio being 20.80.

The department focused on the study is the student services department, mainly focusing on mental health services. The department is regulated and coordinated by the school district of Osceola County, Florida, which focuses on enrollment and management of the students’ mental health. The department ensures hotlines are provided on the school website for the concerned parties to access the student staff directories. The department also offers mental health education based on the health education standards adopted in rule 6A-1.09401 (Doss, 2017).

Introduction to the Problem

The problem is that approximately 6% of students at Celebration High School below the age of 17 years suffer or were exposed to some childhood trauma. Childhood is caused by one stressful or dangerous event during the student’s tender ages or from exposure to a stressful situation for an extended period of time (Siverns, 2019). The effects of such events during childhood include depression, making it difficult for the student to concentrate in class (Unknown, 2012). As a result, poor self-regulation, hypervigilance, negative thinking, and trouble forming relationships become common among them. Teachers being a critical part of the students’ development process have a role in helping them overcome these challenges (Chafouleas, 2019).

Significance of the Problem

The benefits of analyzing the challenges children with childhood trauma suffer in schools would help create a baseline for implementing new programs to reduce or eliminate the long-term effects on students’ school performance. Integrating the teachers’ role in assisting the students would benefit in determining ways to develop a self-sufficient institutional program that embraces both skills and meets the learners’ basic needs (Smith, 2019). Also, instilling such skills in the management of childhood trauma on the teachers would help build a healthier society as the teachers can be involved in other platforms other than schools, thus contributing to society’s general welfare. On the other hand, this study would translate into improving students’ performance in a school environment and help assess the possible grounds for students drop out of school (McFarland et al., 2020). Besides, addressing the problem reduces the chances of the children engaging in health-risk behaviors to channel the effects of childhood trauma such as depression (McLaughlin, 2017). Among the most common behaviors that such young people engage in include but are not limited to substance use and abuse, smoking, among others. Also, assisting the children with childhood trauma increases the chances of recovery and developing into better and more healthy adult life.

Purpose Statement

The study aims to provide recommendations on improving the assistance to children with childhood trauma in Celebration High School. In attaining the study’s purpose, there was the organization of the data collection methods, development of a research design, sample, and location where the study’s various elements took place. Concerning data collection, both qualitative data collection methods and quantitative data collection methods were used (Moser, 2018). The qualitative methods used were observation and visual analysis, where the observation method was used in collecting the data related to the cause-effect relationships. The visual analysis as the second qualitative data collection method used videos and other forms of presentations, which were obtained from a wide range of sources (Stieglitz, 2018).

The sources were evaluated based on the relevance to the study’s topic and their applicability in a school set up. The quantitative methods used in collecting data, questionnaires, and face-to-face interviews were used to gather the required data. Questionnaires were used in collecting data from the sample selected from the total population of the students. Interviews were used in collecting data from the stakeholders such as the head of students’ services in the school, the psychiatrist, five parents, and 15 teachers who participated in the study. In carrying out the study, the relevant data and its respective nature: qualitative and quantitative, was determined, the data was collected, after which it was analyzed, and interpretations made based on the results.

The sample used in the study comprised 260 students, which was approximate 10% of the total population. Random sampling was used in selecting the sample to enhance pure representation. Using the sample size was to ensure optimum confidence level, thus more efficient results that are highly reliable for decision making (Nguyen, 2020). The study was carried out at Celebration High School, with stakeholders from the school, such as the parents and the psychiatrist, participated.

Central Research Question

How can the assistance to children with childhood trauma be improved at Celebration High School?

Definitions

1. Assessment – The action of judging something or someone based on specific required standards.

2. Childhood trauma – The event by a child that causes mental or emotional distress and causes lasting effects on the child.

3. Hypervigilance – The state of elevated alertness where the individual is susceptible to their surroundings.

4. Interventions – The effort or strategy used in providing support to the children to overcome the adverse effects of the trauma.

5. Psychiatrist – A physician who focus on mental health where he or she assess both the mental and physical aspects of psychological problems.

References

Chafouleas, S. M., Koriakin, T. A., Roundfield, K. D., & Overstreet, S. (2019). Addressing childhood trauma in school settings: A framework for evidence-based practice. School Mental Health, 11(1), 40-53.

Doss, K. M., Krach, S. K., & Vickers, P. (2017). Alabama and Florida school psychologists shortage: Significance for training programs. Trainers of School Psychologists. (34(3), pp. 34-42).

McFarland, J., Cui, J., Holmes, J., & Wang, X. (2020). Trends in high school dropout and completion rates in the United States: 2019. Compendium report. NCES 2020-117. National Center for Education Statistics.

McLaughlin, K. A., & Lambert, H. K. (2017). Child trauma exposure and psychopathology: Mechanisms of risk and resilience. Current Opinion in Psychology, 14, 29-34.

Moser, A., & Korstjens, I. (2018). Series: Practical guidance to qualitative research. Part 3: Sampling, data collection and analysis. European Journal of General Practice, 24(1), 9-18.

Nguyen, T. T., Luong, A. V., Dang, M. T., Liew, A. W. C., & McCall, J. (2020). Ensemble selection based on classifier prediction confidence. Pattern Recognition, 100, 107104.

Siverns, K., & Morgan, G. (2019). Parenting in the context of historical childhood trauma: An interpretive meta-synthesis. Child Abuse & Neglect, 98, 104186.

Smith, T. (2019). Electing or appointing school district superintendents in the state of Florida: A comparison of characteristics and performance of districts led by elected superintendents versus districts led by appointed superintendents. Electronic Theses and Dissertations, 2004-2019. 6579.

https://stars.library.ucf.edu/etd/6579

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Stieglitz, S., Mirbabaie, M., Ross, B., & Neuberger, C. (2018). Social media analytics–Challenges in topic discovery, data collection, and data preparation. International Journal of Information Management, 39, 156-168.

Unknown. (2012). Newsletter. DoDEA.

https://www.dodea.edu/Offices/Safety/loader.cfm?csModule=security/getfile&pageid=194397