"The Impact of Trauma-Informed Strategies on Self-Regulation and Sense of Belonging in Elementary Students". Franzen, S. M. Master's thesis, St. Catherine University, St. Paul, Minnesota, 2019.
"The Impact of Trauma-Informed Strategies on Self-Regulation and Sense of Belonging in Elementary Students" [link]Paper  abstract   bibtex   
The purpose of this action research was to determine the effects of trauma-informed strategies on self-regulation and sense of belonging in elementary students. The research took place over a six-week period in an upper elementary classroom in a public Montessori school in the MidAtlantic. The population included 20 students ages 9-11. The intervention utilized traumainformed strategies such as mindfulness, yoga, community building, a calm box, and solo time. Data was collected through daily observations, a daily log, pre- and post-intervention questionnaires, and student journals. The repertoire of interventions proved to be beneficial in positively affecting self-regulation among students. Some positive effects were seen on student sense of belonging, particularly in terms of teacher-student relationships, laying the groundwork for continued growth in this area. The success in establishing positive connections and building self-regulation points to the usefulness of this research as initial steps in applying traumainformed strategies in the classroom. Continued research is needed to determine the effectiveness of further applications of trauma-informed strategies in additional domains, such as academic achievement, social-emotional learning, agency and empowerment, and restorative discipline.
@mastersthesis{franzen_impact_2019,
	address = {St. Paul, Minnesota},
	title = {"{The} {Impact} of {Trauma}-{Informed} {Strategies} on {Self}-{Regulation} and {Sense} of {Belonging} in {Elementary} {Students}"},
	url = {https://sophia.stkate.edu/maed/340},
	abstract = {The purpose of this action research was to determine the effects of trauma-informed strategies on self-regulation and sense of belonging in elementary students. The research took place over a six-week period in an upper elementary classroom in a public Montessori school in the MidAtlantic. The population included 20 students ages 9-11. The intervention utilized traumainformed strategies such as mindfulness, yoga, community building, a calm box, and solo time. Data was collected through daily observations, a daily log, pre- and post-intervention questionnaires, and student journals. The repertoire of interventions proved to be beneficial in positively affecting self-regulation among students. Some positive effects were seen on student sense of belonging, particularly in terms of teacher-student relationships, laying the groundwork for continued growth in this area. The success in establishing positive connections and building self-regulation points to the usefulness of this research as initial steps in applying traumainformed strategies in the classroom. Continued research is needed to determine the effectiveness of further applications of trauma-informed strategies in additional domains, such as academic achievement, social-emotional learning, agency and empowerment, and restorative discipline.},
	language = {eng},
	school = {St. Catherine University},
	author = {Franzen, Sakeenah M.},
	year = {2019}
}
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