An Auto-Ethnography of the Implementation of Social-Emotional Focused Programming in a Kindergarten/Grade 1 Classroom

Simple item page
cityu.schoolAlbright School of Education
cityu.siteVancouver, BC
cityu.site.countryCanada
dc.contributor.authorHorton, Lisa
dc.date.accessioned2020-09-24T22:48:28Z
dc.date.available2020-09-24T22:48:28Z
dc.date.issued2020-08
dc.description.abstractMore than 60% of students have experienced one or more traumatic events in their life by the time they reach 17 years of age (Blodgett & Lanigan, 2018; Langley, Gonzalez, Sugar, Solis & Jaycox, 2015; Holmes, Levy, Smith, Pinne & Neese, 2015). Despite this statistic, there are not adequate mental health services within the education system to address the growing population of traumatized youth (Cobbett, 2016). This autoethnography study looks at the impact of social-emotional focused programming in a kindergarten and grade 1 classroom to see if this mitigates the impact of trauma challenges such as poor attendance and academic delays. Detailed research notes were taken over 3 months by the classroom teacher/researcher. Upon completion of the study, common themes emerged including, teacher time constraints and stress, the importance of a soft start, environmental influences on calming, and the importance of connections to the engagement and attendance of students during the early years to facilitate optimal learning.
dc.identifier.urihttp://hdl.handle.net/20.500.11803/935
dc.language.isoen
dc.publisher.institutionCity University of Seattle (CityU)
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rightsopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subjectsocial emotional curriculum
dc.subjectbounce back
dc.subjectchild-centered play therapy
dc.subjectearly developmental instrument
dc.subjectfriends resiliency program
dc.subjecthead start trauma smart
dc.subjectintergenerational trauma
dc.subjectMaslow's hierarchy of needs
dc.subjecttoxic stress
dc.subjecttrauma
dc.subjecttrauma-focused cognitive behavioral therapy
dc.titleAn Auto-Ethnography of the Implementation of Social-Emotional Focused Programming in a Kindergarten/Grade 1 Classroom
dc.typeThesis
thesis.degree.disciplineSchool Counseling
thesis.degree.grantorCity University of Seattle
thesis.degree.levelMasters
thesis.degree.nameMaster of Education
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
LisaHortonThesis.pdf
Size:
2.87 MB
Format:
Adobe Portable Document Format
Description:
Lisa Horton Thesis
Download
Collections
CityU Scholarly Work (Open Access)