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Full text release has been delayed at the author's request until May 06, 2025

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Interpretive Phenomenological Analysis: The Lived Experiences of Faculty Who Teach Traumatized Students in Higher Education

Boone, Danielle Marie
http://orcid.org/0009-0003-6997-4735
http://rave.ohiolink.edu/etdc/view?acc_num=dayton1681201006341511

Abstract Details

2023, Doctor of Philosophy (Ph.D.), University of Dayton, Educational Leadership.
This study was conducted to expand and contribute to the corpus of trauma-informed pedagogical knowledge and research. With the high prevalence of trauma in college student populations, it is critical for institutions to understand the experiences of faculty members who engage daily with traumatized students. Using an Interpretive Phenomenological Analysis (IPA) approach, this qualitative inquiry explored the lived experiences of faculty members who teach traumatized students in higher education and the impacts those experiences have had. Eight faculty members from various institutions of higher education across the United States took part in hour-long, semi-structured interviews regarding their experiences of teaching traumatized students. The transcribed and coded data, viewed through the lenses of secondary trauma and crossover theoretical frameworks, revealed that teaching traumatized students, in combination with an absence of trauma-informed professional preparation, has impacted the wellbeing of faculty, negatively influenced their teaching self-efficacy beliefs, and resulted in negative perceptions toward employing institutions. The glaring need for trauma-informed pedagogical training for faculty members in higher education is successfully established in this study.
Thomas Lasley (Committee Chair)
Cassie Barlow (Committee Member)
Steven Hinshaw (Committee Member)
Mary Ziskin (Committee Member)
136 p.
Education; Education Policy; Educational Leadership; Higher Education; Higher Education Administration; Organizational Behavior; Psychology
trauma-informed pedagogy; faculty; interpretive phenomenological analysis; student success; faculty development; professional development; higher education; crossover theory; secondary trauma; traumatized students; employment policy

Recommended Citations

Citations

  • Boone, D. M. (2023). Interpretive Phenomenological Analysis: The Lived Experiences of Faculty Who Teach Traumatized Students in Higher Education [Doctoral dissertation, University of Dayton]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1681201006341511

    APA Style (7th edition)

  • Boone, Danielle. Interpretive Phenomenological Analysis: The Lived Experiences of Faculty Who Teach Traumatized Students in Higher Education . 2023. University of Dayton, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=dayton1681201006341511.

    MLA Style (8th edition)

  • Boone, Danielle. "Interpretive Phenomenological Analysis: The Lived Experiences of Faculty Who Teach Traumatized Students in Higher Education ." Doctoral dissertation, University of Dayton, 2023. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1681201006341511

    Chicago Manual of Style (17th edition)

dayton1681201006341511
© 2023, all rights reserved.
This open access ETD is published by University of Dayton and OhioLINK.