The following are my current thoughts and planned outline for my dissertation. The outline generally follows the dissertation by a fellow student who graduated last year (Montgomery Di Marco, 2020). It has been adapted to match my population and expected dissertation. A separate document is being uploaded that includes a list of all references reviewed during the Fall 2020 semester of Ecology of Ideas.
Thesis Statement: Teachers who serve students with emotional and behavioral disabilities would benefit from being co-researchers and self-developing a learning community to implement a trauma-informed set of services. Following a 12-week participatory action group, they will be taking information learned back to the classrooms, schools, and community to help make a safer environment for their students.
Alcoff, L. (1991). The problem of speaking for others. Cultural Critique, 20), 5. https://doi.org/10.2307/1354221
Allbright, T. N., Marsh, J. A., Kennedy, K. E., Hough, H. J., & McKibben, S. (2019). Social-emotional learning practices: insights from outlier schools. Journal of Research in Innovative Teaching & Learning, 12(1), 35-52. https://doi.org/10.1108/jrit-02-2019-0020
Altrichter, H., & Posch, P. (2013). Chapter 17 - Action research, professional development and systemic reform. In S. E. Noffke & B. Somekh (Eds.), The SAGE handbook of educational action research (pp. 213-225). SAGE.
Andrews, A., & Brown, J. L. (2015). Discrepancies in the Ideal Perceptions and the Current Experiences of Special Education Teachers. Journal of Education and Training Studies, 3(6), 126-131. https://doi.org/10.11114/jets.v3i6.984
Baker, C. N., Brown, S. M., Wilcox, P. D., Overstreet, S., & Arora, P. (2015). Development and Psychometric Evaluation of the Attitudes Related to Trauma-Informed Care (ARTIC) Scale. School Mental Health, 8(1), 61-76. https://doi.org/10.1007/s12310-015-9161-0
Baum, F., MacDougall, C., & Smith, D. (2006). Participatory action research. J Epidemiol Community Health, 60(10), 854-857. https://doi.org/10.1136/jech.2004.028662
Baweja, S., Santiago, C. D., Vona, P., Pears, G., Langley, A., & Kataoka, S. (2015). Improving Implementation of a School-Based Program for Traumatized Students: Identifying Factors that Promote Teacher Support and Collaboration. School Mental Health, 8(1), 120-131. https://doi.org/10.1007/s12310-015-9170-z
Benner, G. J., Kutash, K., Nelson, J. R., & Fisher, M. B. (2013). Closing the achievement gap of youth with emotional and behavioral disorders through multi-tiered systems of support. Education and Treatment of Children, 36(3), 15-29. https://doi.org/10.1353/etc.2013.0018
Berardi, A. A., Morton, B. M., & George, F. U. (2019). Trauma-informed school practices: Building expertise to transform schools. George Fox University.
Bergold, J., & Thomas, S. (2012). Participatory research methods: A methodological approach in motion (Partizipative forschungsmethoden: Ein methodischer ansatz in bewegung). Historical Social Research, 4(37), 191-222. https://doi.org/10.12759/HSR.37.2012.4.191-222
Bethell, C. D., Davis, M. B., Gombojav, N., Stumbo, S., & Powers, K. (2017). Issue brief: A national and across state profile on adverse childhood experiences among children and possibilities to heal and thrive. http://www.changeimpact.net/uploads/1/0/2/1/102192352/ti.aces_issue_brief-_oct_2017.pdf
Blanton, L. P., & Perez, Y. (2011). Exploring the relationship between special education teachers and professional learning communities: Implications of research for administrators. Journal of Special Education Leadership, 24(1), 6-16.
Bloom, S. L., & Sreedhar, S. Y. (2008). The Sanctuary Model of Trauma-Informed Organizational Change. Reclaiming Children and Youth, 17(3), 48-53.
Boe, E. E. (2016). Long-term trends in the national demand, supply, and shortage of special education teachers. The Journal of Special Education. https://doi.org/10.1177/00224669060400030201
Borda, O. F. (2008). The application of the social sciences’ contemporary issues to work on participatory action research. Human Organization; Oklahoma City, 67(4), 359-361.
Burke, N. J., Hellman, J. L., Scott, B. G., Weems, C. F., & Carrion, V. G. (2011). The impact of adverse childhood experiences on an urban pediatric population. Child Abuse & Neglect, 35(6), 408-413. https://doi.org/10.1016/j.chiabu.2011.02.006
Cancio, E. J., Albrecht, S. F., & Johns, B. H. (2013). Combating the attrition of teachers of students With EBD: What can administrators do. Intervention in School and Clinic. https://doi.org/10.1177/1053451213513953
Cavanaugh, B. (2016). Trauma-informed classrooms and schools. Beyond Behavior, 25(2), 41-46. https://doi.org/10.1177/107429561602500206
Chafouleas, S. M., Johnson, A. H., Overstreet, S., & Santos, N. M. (2015). Toward a Blueprint for Trauma-Informed Service Delivery in Schools. School Mental Health, 8(1), 144-162. https://doi.org/10.1007/s12310-015-9166-8
Child with a disability or student eligible for special education, 392-172A WAC § 01035 (2007).
Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104(4), 1189-1204. https://doi.org/10.1037/a0029356
Creswell, J. W., Hanson, W. E., Clark Plano, V. L., & Morales, A. (2007). Qualitative research designs: Selection and implementation. The Counseling Psychologist, 35(2), 236-264. https://doi.org/10.1177/0011000006287390
Dombo, E. A., & Sabatino, C. A. (2019). Creating trauma-informed schools: A guide for school social workers and educators. Oxford University Press.
Donna, M. M. (2009). Chapter 1 - Resilience, resistance, and complexities that challenge. In Transformative research and evaluation (pp. 9-42). The Guilford Press. https://ciis.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=262493&site=ehost-live&scope=site
Dorado, J. S., Martinez, M., McArthur, L. E., & Leibovitz, T. (2016). Healthy Environments and Response to Trauma in Schools (HEARTS): A Whole-School, Multi-level, Prevention and Intervention Program for Creating Trauma-Informed, Safe and Supportive Schools. School Mental Health, 8(1), 163-176. https://doi.org/10.1007/s12310-016-9177-0
DuFour, R. (2004). What is a professional learning community? Educational Leadership, 61(8), 6-11. http://www.ascd.org/publications/educational-leadership/may04/vol61/num08/What-Is-a-Professional-Learning-Community¢.aspx
DuFour, R., DuFour, R. B., & Eaker, R. E. (2008). Revisiting Professional Learning Communities at Work. Solution Tree.
Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K. S., Greenberg, M. T., Haynes, N. M., Kessler, R., Schwab-Stone, M. E., & Shriver, T. P. (1997). Promoting Social and Emotional Learning. ASCD.
Evans, G. W., & Kim, P. (2012). Childhood poverty, chronic stress, self‐regulation, and coping. Child Development Prospectives, 7(1), 43-48. https://doi.org/10.1111/cdep.12013
Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., Koss, M. P., & Marks, J. S. (1998). Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults. American Journal of Preventive Medicine, 14(4), 245-258. https://doi.org/10.1016/S0749-3797(98)00017-8
Franke, H. A. (2014). Toxic stress: Effects, prevention, and treatment. Children (Basel), 1(3), 390-402. https://doi.org/10.3390/children1030390
Gonzalez, A., Monzon, N., Solis, D., Jaycox, L., & Langley, A. K. (2016). Trauma exposure in elementary school children: Description of screening procedures, level of exposure, and posttraumatic stress symptoms. School Ment Health, 8(1), 77-88. https://doi.org/10.1007/s12310-015-9167-7
Gresham, F. M., Lane, K. L., Macmillan, D. L., & Bocian, K. M. (1999). Social and academic profiles of externalizing and internalizing groups: Risk factors for emotional and behavioral disorders. Behavioral Disorders. https://doi.org/10.1177/019874299902400303
Guetterman, T. C. (2015). Descriptions of sampling practices within five approaches to qualitative research in education and the health sciences. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 16(2). https://doi.org/10.17169/fqs-16.2.2290
Harris, M., & Fallot, R. D. (2001). Envisioning a trauma-informed service system: A vital paradigm shift. New Directions for Mental Health Services, 89, 3-22. https://doi.org/10.1002/yd.23320018903
Hoffman, S., Palladino, J. M., & Barnett, J. (2007). Compassion fatigue as a theoretical framework to help understand burnout among special education teachers. Journal of Ethnographic & Qualitative Research, 2(1), 15-22.
Hord, S. (2015). What is an authentic professional learning community? The Learning Forward Journal, 36(3), 38-39.
Hord, S. M. (2009). Professional learning communities: Educators work together toward a shared purpose - improved student learning. Journal of Staff Development
Hord, S. M. (1997). Professional learning communities: Communities of continuous inquiry and improvement., 72. https://sedl.org/pubs/catalog/items/cha34.html
Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exception, 42(8). https://doi.org/10.17161/foec.v42i8.6906
Hughes, J. N. (2003). Commentary: Participatory action research leads to sustainable school and community improvement. School Psychology Review, 32(1), 38-43. https://doi.org/10.1080/02796015.2003.12086179
Joinson, C. (1992). Coping with compassion fatigue. Nursing, 22(4), 116-118.
Kemmis, S., & Wilkinson, M. (1998). Chapter 2 - Participatory action research and the study of practice. In W. F. Atweh, S. Kemmis, & P. Weeks (Eds.), Action research in practice: partnership for social justice in education (pp. 48-63). Routledge. http://ebookcentral.proquest.com/lib/qut/detail.action?docID=169656
Lambros, K. M., Ward, S. L., Bocian, K. M., MacMillan, D. L., & Gresham, F. M. (1998). Behavioral Profiles of Children At-Risk for Emotional and Behavioral Disorders: Implications for Assessment and Classification. Exceptional, 30(5). https://doi.org/10.17161/fec.v30i5.7548
Lincoln, Y. S., Lynham, S. A., & Guba, E. G. (2011). Chapter 6 - Paradigmatic controversies, contradictions, and emerging confluences, revisited. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (pp. 97-128). Sage.
Marshall, R., Cobb, A., & Ling, C. (1998). Chapter 9 - Change in schools practice and vision. In W. F. Atweh, S. Kemmis, & P. Weeks (Eds.), Action research in practice: partnership for social justice in education (pp. 190-215). Routledge.
McLeskey, J., Tyler, N. C., & Flippin, S. S. (2016). The supply of and demand for special education teachers: A review of research regarding the chronic shortage of special education teachers. The Journal of Special Education. https://doi.org/10.1177/00224669040380010201
Mertens, D. M. (2009). Chapter 5 - A transformative research and evaluation model. In Transformative research and evaluation (pp. 136-163). The Guilford Press.
Montgomery Di Marco, A. (2020). How a group of refugee-immigrant women living in the diaspora in Metro-Vancouver define flourishing and experience participatory-hospitality: A feminist participatory action research project California Institute of Integral Studies.
Perfect, M. M., Turley, M. R., Carlson, J. S., Yohanna, J., & Saint Gilles, M. P. (2016). School-related outcomes of traumatic event exposure and traumatic stress symptoms in students: A systematic review of research from 1990 to 2015. School Mental Health, 8(1), 7-43. https://doi.org/10.1007/s12310-016-9175-2
Perry, D. L., & Daniels, M. L. (2016). Implementing Trauma—Informed Practices in the School Setting: A Pilot Study. School Mental Health, 8(1), 177-188. https://doi.org/10.1007/s12310-016-9182-3
Phifer, L. W., & Hull, R. (2016). Helping Students Heal: Observations of Trauma-Informed Practices in the Schools. School Mental Health, 8(1), 201-205. https://doi.org/10.1007/s12310-016-9183-2
Pickens, I. B., & Tschopp, N. (2017). Trauma-informed classrooms., 32. https://www.ncjfcj.org/publications/trauma-informed-classrooms
Porche, M. V., Costello, D. M., & Rosen-Reynoso, M. (2016). Adverse Family Experiences, Child Mental Health, and Educational Outcomes for a National Sample of Students. School Mental Health, 8(1), 44-60. https://doi.org/10.1007/s12310-016-9174-3
Prather-Jones, B. (2010). “Some People Aren’t Cut Out for It”: The Role of Personality Factors in the Careers of Teachers of Students With EBD. Remedial and Special Education, 32(3), 179-191. https://doi.org/10.1177/0741932510362195
Sailor, W., Dunlap, G., Sugai, G., & Horner, R. (2008). Handbook of Positive Behavior Support. Springer Science & Business Media.
Saunders, L., & Somekh, B. (2013). Chapter 15 - Action research and educational change: Teachers as innovators. In S. E. Noffke & B. Somekh (Eds.), The SAGE handbook of educational action research (pp. 190-201). SAGE.
Schonert-Reichl, K. A. (2017). Social and emotional learning and teachers. The Future of Children, 27(1), 137-155. https://doi.org/10.1353/foc.2017.0007
Shonkoff, J. P., Garner, A. S., Garner, A. S., Siegel, B. S., Dobbins, M. I., Earls, M. F., McGuinn, L., Pascoe, J., & Wood, D. L. (2012). The lifelong effects of early childhood adversity and toxic stress. Pediatrics, 129, e232-246. https://doi.org/10.1542/peds.2011-2663
Shor, I., & Freire, P. (1987). What is the “Dialogical Method” of Teaching? Journal of Education, 169(3), 11-31. https://doi.org/10.1177/002205748716900303
Skolimowski, H. (1994). The participatory mind: a new theory of knowledge and of the universe. Arkana/Penguin Books.
Substance Abuse Mental Health Services Administration. (2012). SAMHSA’s Working Definition of Recovery. https://store.samhsa.gov/product/SAMHSA-s-Working-Definition-of-Recovery/PEP12-RECDEF
Sumara, D., & Davis, B. (2013). Chapter 29 - Complexity theory and action research. In S. E. Noffke & B. Somekh (Eds.), The SAGE handbook of educational action research (pp. 358-369). SAGE.
Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child Development, 88(4), 1156-1171. https://doi.org/10.1111/cdev.12864
Trauma and Justice Strategic Initiative. Substance Abuse and Mental Health Services Administration. Department of Health & Human Services. The United States. (2014). SAMHSA’s concept of trauma and guidance for a trauma-informed approach. https://store.samhsa.gov/system/files/sma14-4884.pdf
Trout, A. L., Epstein, M. H., Nelson, R., Synhorst, L., & Duppong Hurley, K. (2006). Profiles of children served in early intervention programs for behavioral disorders. Topics in Early Childhood Special Education, 26(4), 206-218. https://doi.org/10.1177/02711214060260040201
Tsai, S.-F., Cheney, D., & Walker, B. (2013). Preliminary Psychometrics of the Participatory Evaluation and Expert Review for Classrooms Serving Students with Emotional/Behavioral Disabilities (PEER-EBD). Behavioral Disorders, 38(3), p137-153. 17p. 1 Diagram, 5 Charts. https://doi.org/10.1177/019874291303800303
Valent, P. (2013). Chapter 1 - Diagnosis and treatment of helper stresses, traumas, and illnesses. In C. R. Figley (Ed.), Treating Compassion Fatigue
Psychosocial Stress Series (pp. 17-38). Brunner-Routledge. http://public.eblib.com/choice/publicfullrecord.aspx?p=1138596
Verbitsky-Savitz, N., Hargreaves, M. B., Penoyer, S., Morales, N., Coffee-Borden, B., & Whitesell, E. (2016). Preventing and Mitigating the Effects of ACEs by Building Community Capacity and Resilience: APPI Cross-Site Evaluation Findings., 134. https://www.mathematica.org/our-publications-and-findings/publications/final-report-preventing-and-mitigating-the-effects-of-aces-by-building-community-capacity
Walker, B., Clancy, M., Shu-Fei, T., & Cheney, D. (2013). Bridging the Research-to-Practice Gap: Empowering Staff to Implement Meaningful Program Evaluation and Improvement to Better Serve Students with Emotional or Behavioral Disorders. Beyond Behavior, 22(3), p3-14. 12p.
Webster-Wright, A. (2009). Reframing professional development through understanding authentic professional learning. Review of Educational Research, 79(2), 702-739. https://doi.org/10.3102/0034654308330970
Wolpow, R., Johnson, M. M., Hertel, R., & Kincaid, S. O. (2016). The heart of learning and teaching: Compassion, resilience, and academic success. Washington State Office of Superintendent of Public Instruction Compassionate Schools. https://k12.wa.us/student-success/health-safety/mental-social-behavioral-health/compassionate-schools-learning-and/heart-learning-compassion-resiliency-and-academic-success
Woodbridge, M. W., Sumi, W. C., Thornton, S. P., Fabrikant, N., Rouspil, K. M., Langley, A. K., & Kataoka, S. H. (2015). Screening for Trauma in Early Adolescence: Findings from a Diverse School District. School Mental Health, 8(1), 89-105. https://doi.org/10.1007/s12310-015-9169-5
The following essay was originally posted as an outline for TSD 6526 - Ecology of Ideas as a part of my Ph.D. Studies in Transformative Studies at the California Institute of Integral Studies.