Assignment 4

See attachment for instructions and examples.

EDUC

Part 4 – Procedures Approaches Assignment

Instructions

Instructions

Submit a well-developed draft of the Procedures Approaches Two and Three of the prospectus. The candidate will include the Approaches by choosing two approaches from among focus group, survey, documents, and/or artifacts. Do not remove any of the sections developed in the Parts 1-3 assignments.

Remember a focus group requires a minimum of 10 questions. Each question must be grounded in the topic literature. A survey requires a minimum of 3 demographic questions and 10 survey questions of similar type. Each question must be grounded in the topic literature.

Add a minimum of 7 full pages to the existing. The submission must include add at least 4 additional unique sources/citations, which are also properly listed on a reference page at the end of the submission (total of 16 sources minimum), using proper APA format.

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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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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.

PROCEDURES

Overview

The study’s purpose was to provide recommendations on ways to improve children’s assistance with childhood trauma in Celebration High School. This section outlines the interview procedures and the interview questions used in collecting data for the research study.

Interview Procedure

In collecting the research data, researchers used two types of interviews: structured interviews and semi-structured interviews. Structured interviews are the first method used in collecting the data comprised of predetermined questions. In the interviews, the questions were planned and focused on the topic of the research topic. This type of interview ensured the accuracy of the data concerning discussion, which increased the research work’s efficiency (Marcus-Blank et al., 2019). One of the structured format formats is the panel interview format, where one interviewee is questioned by different interviewers based on the data required. Among the interviewers used were the psychiatrist, the head of students’ service, and the researcher, who was involved in interviewing other applicants such as the parents. The professionals could obtain accurate feedback from the participants through the face-to-face interviews between the outlined interviewers and the interviewee. The structured interviews also ensured consistency across the process where all the candidates were subjected to a similar procedure.

The use of structured interviews enabled researchers to make comparisons during conclusions. The interviews ensured fairness in the data collection procedures by enhancing the objectivity of the study. It enabled the interviewed teachers to see the link between evaluations and their role in the study (Marcus-Blank et al., 2019). The majority of the structured interviews’ questions were close-ended and required short answers. The structured interviews took place in the school, where the interviewers engaged in the students’ service department boardroom.

Semi reviews were the second method used in collecting data allowed the interviewers to collect additional concepts while adhering to the relevance to the study’s topic. These interviews used open-ended questions, which allowed discussion between the interviewer and interviewee. The semi-structured interviews were used in collecting data on the recommendations as it allowed the participants to expound on the effectiveness of the proposed methodologies (Brown & Danaher, 2019). In determining the possible ways to improve the assistance given to children many alternative recommendations were required from the participants, the recommendations would be assessed based on their suitability. This is why semi-structured interviews created the best possible platform for participants to propose methods that they felt would be necessary for assisting children. The interviews enabled the interviewers to prepare questions beforehand, which assisted in guiding the conversation. It also enhanced the two-way communication between the interviewer and the interviewers, making the study an exciting process.

In collecting the data using the semi-structured interviews, a series of steps were followed; the first step was preparing the interview by writing down the information aimed at collecting. This entailed the long-term effects of childhood trauma. The second step involved writing a guide, which included questions to provide the required focus and track. The third step involved the interviewer introducing themselves and building rapport with participants. The fourth step started with simple questions and finishing with the more complex questions. Considerations were established, among these being mindful of the questions, writing down the impressions made during the interview, know the time for ending the interview, and recording the interview (Brown & Danaher, 2019).

Interview Questions

1. How would you define childhood trauma?

The question aimed at determining the interviewee’s understanding of the topic of the study. This was used in ensuring that the respondents gave a response that was relevant to the topic of study. This is because the study relied its foundation on the definition of the term “childhood trauma.”

2. What are three events that are likely to cause mental or emotional distress in a child?

The question aimed at assessing the extent to which the respondent understands the causes of childhood trauma. It also aimed at evaluating the level of association and applicability of childhood trauma in their lives. Understanding the events that caused the trauma is essential to the developing of recommendations of reducing or eliminating the events’ adverse effects.

3. What are the effects of childhood trauma on the child in their later life?

The question assesses the participant’s level of understanding being addressed in the study. Through the question, the interviewer establishes if the interviewee could identify the behaviors associated with childhood trauma.

4. Based on your experience, what are the overall effects of childhood trauma?

This question aimed at determining the empirical data on the effects of childhood trauma from a psychiatrist point. The question was used to ensure the data collected was reliable and valid (Castleberry & Nolen, 2018).

5. What are the effects of childhood trauma on the performance and behavior of the student in school?

The question aimed at assessing the teacher’s understanding of the issue and its prevalence in school. The researcher will compare between the data collected from other sources and that collected from the interviewee.

6. How does the school cater to the mental health of the students?

The question aimed at reviewing existing mechanisms and structures to address the problem. This question is critical in determining the improvements foundations on assisting the children.

7. What would you recommend as a way of assisting children with childhood trauma?

The question aimed at collecting many alternatives, which are instrumental in the study. The responses would be analyzed based on the justifications given by the respondent.

8. What role of the school in improving the assistance offered to children with trauma?

The question aimed to determine the school’s role in reducing the effects of childhood trauma observed on the students. This is aimed at providing suggestions that should be school-oriented.

9. In what ways, as a teacher, would you assist a student with childhood trauma?

The question aimed at establishing the understanding of the teachers as one of the stakeholders to the study. The question aimed at assessing the recommendations on assisting children with childhood trauma that are teacher-oriented and the necessary skills that teachers should aim at having in assisting the affected students.

10. What is the importance of assisting children with childhood trauma?

The question focused on establishing the participant’s understanding of the importance of the study. This provided a metric for determining the effectiveness of the concerned participant’s recommendation (Su et al., 2020).

References

Brown, A., & Danaher, P. A. (2019). CHE principles: Facilitating authentic and dialogical semi-structured interviews in educational research. International Journal of Research & Method in Education, 42(1), 76-90.

Castleberry, A., & Nolen, A. (2018). Thematic analysis of qualitative research data: Is it as easy as it sounds?. Currents in Pharmacy Teaching and Learning, 10(6), 807-815.

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).

Marcus-Blank, B., Dahlke, J. A., Braman, J. P., Borman-Shoap, E., Tiryaki, E., Chipman, J., … & Cullen, M. J. (2019). Predicting performance of first-year residents: Correlations between structured interview, licensure exam, and competency scores in a multi-institutional study. Academic Medicine, 94(3), 378-387.

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.

Su, R., Hu, J., Zou, Q., Manavalan, B., & Wei, L. (2020). Empirical comparison and analysis of web-based cell-penetrating peptide prediction tools. Briefings in Bioinformatics, 21(2), 408-420.

Unknown. (2012). Newsletter. DoDEA.

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