Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
- Think about your Capstone problem and how you might promote positive social change.
Assignment (2–3 pages, e)
- Based on the scientific knowledge and research skills that you acquired throughout the program, develop a solution that could lead to a successful resolution of the problem.
- Explain advantages and challenges to the implementation of this solution.
- Conclude with a minimum of 2 paragraphs describing the potential for positive social change that could result from this solution and how you might promote positive social change.
BELOW ATTACHED IS THE CAPSTONE PROBLEM CLEARLY !
Introduction Problem statement
Running head: CHILDHOOD TRAUMA 2
CHILDHOOD TRAUMA 2
Childhood Trauma and the Lack of School Support
Schools handle all types of children including those who are traumatized or suffering from traumatic stress. School children who are traumatized can show it through high levels of anxiety and stress, avoidance behavior, outbursts, irritability, absenteeism, aggressiveness, and over-reacting or under-reacting to certain situations and sounds. It is normal that such actions may disturb learning in a classroom environment and attract attention from teachers and other children. However, schools are an important instrument in helping children recover from trauma. According to the National Child Traumatic Stress Network (NCTSN), “When educators understand the risk and impact of childhood trauma and recognize and understand the signs and symptoms of traumatic stress, they can partner with parents and other caregivers as well as medical and mental health providers to provide preventive education and effective interventions for trauma recovery”. It is also the role of teachers to ensure that all students are mentally, emotionally, and psychologically stable to be able to study well and allow a conducive environment for learning. However, schools are not able to achieve this because they do not have the necessary resources to help children suffering from trauma and the risk of suffering academically. The objective of this paper is to examine the reason why schools do not have the necessary resources to support children with trauma.
Identifying whether a child is traumatized or not is one of the important steps an educator can make in helping a traumatized child. One of the resources that schools lack in dealing with trauma is enough training and experience to identify the symptoms of trauma in children. When an educator does not understand how a traumatized child behaves, it is difficult to know that the child is suffering and take the necessary actions to help them. Lack of understanding of traumatic behaviors can even lead to misdiagnosis and treating different problems in children while trauma affects them and their performance in the classroom. Phifer and Hull (2016) assert that schools have not been provided with the necessary resources to implement trauma informed practices. Teachers are trained on how to handle students but they are not trained on how to deal with traumatized students.
Some actions required from schools in supporting children with trauma require heavy funding which is a scarce resource for schools. Lack of enough funds is also another reason why schools cannot be able to fully support children suffering from previous traumatic experiences. Schools are not well funded to have structures, practices, and data that can support children who are suffering from trauma. Schools need funds in order to;
· To create a culture of emotional, physical, and psychological safety.
· Educate all educators on the effects of trauma on children
· Train all teachers to identify traumatized students.
· Utilizing data to identify the most vulnerable children in school.
There are also no mental health programs in schools that can help in supporting children suffering from trauma. Perry and Daniels (2016) assert that there are a lot of special education children who are traumatized daily and others end up dropping out of school because the schools do not have programs that can help give hope to those children. Again, schools do not have the necessary support from government and private agencies to start up mental health programs that can help relieve trauma in children. There are no supported partnerships with community mental health providers to ensure there are necessary interventions in schools for the safety of children affected by trauma. There is need to take the necessary steps to ensure schools are well-equipped to help and give hope to children who are traumatized.
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.
Phifer, L. W., & Hull, R. (2016). Helping students heal: Observations of trauma-informed practices in the schools. School Mental Health, 8(1), 201-205.
The National Child Traumatic Stress Network https://www.nctsn.org/resources/child-trauma-toolkit-educators
Childhood trauma can have an initial and overwhelming impact on a child’s education.Childhood trauma in the schools is on a continuous rise, and it is substantially one of the country’s top running public health issues (Gaffney ,2019). Every year, more and more students are entering the school system having to deal with distinctive forms of trauma, such as neglect, violence, natural disasters, and life-threatening illnesses. Nearly 35 million U.S. children have experienced one or more types of childhood trauma (Stevens, 2013). Numerous schools find it challenging to handle this amount of trauma which cause students’ academic success to suffer. Trauma or traumatic experiences can have a running impact on a student’s ability to learn in school and be academically successful. Early childhood traumatic stress is an exogenous variable which has an indirect effect on school achievement through maladaptive behaviors (Christle, Jolivette, & Nelson, 2007).
Schools have the initial impact to positively or negatively influence childhood trauma. Students who have encountered trauma may revisit trauma due to unconscious decisions or resources a school may provide. For example, poor choices in curriculum or assignments that encourage students to read or perform traumatizing experience can hurt rather than help academically. Teachers have been highly trained in content and pedagogy, but lack training in traumatology or trauma-informed best practices (Cummings, Addante, Swindell & Meadan, 2017).
The focus of this Capstone Project is to explore why schools do not have the necessary resources to help children suffering from trauma and the risk of suffering academically. The social change factor includes how the trauma influences behavior and learning and why the resources are not available. ß————— Capstone problem
Christle CA, Jolivette K, Nelson M. School characteristics related to high school dropout rates. Remedial and Special Education. 2007;28(6):325–339.
Cummings, K. P., Addante, S., Swindell, J., & Meadan, H. (2017). Creating Supportive Environments for Children Who have had Exposure to Traumatic Events. Journal of Child and Family Studies, 26(10), 2728-2741. https://doi.org/10.1007/s10826-017-0774-9
Gaffney, C. (2019). When Schools Cause Trauma. https://www.tolerance.org/magazine/summer-2019/when-schools-cause-trauma
Stevens, J. (2013).Adverse Childhood Experiences https://acestoohigh.com/2013/05/13/nearly-35-million-u-s-children-have-experienced-one-or-more-types-of-childhood-trauma/
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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