Date of Award
2020
Document Type
Dissertation
Degree Name
Ph.D.
Organizational Unit
Morgridge College of Education, Child, Family, and School Psychology, Teaching and Learning Sciences
First Advisor
Tara C. Raines
Second Advisor
Nicholas Cutforth
Third Advisor
Cynthia Hazel
Keywords
Expanded supports, Non-traditional education settings, Trauma, Youth
Abstract
This paper examines trends among youth who are highly impacted by multiple adverse experiences. It outlines potential patterns of risk and protective factors often experienced by this population and encourages school psychologists to recognize, consider, and advocate for the needs of these youth. It goes on to describe and interpret the cultural practices of Leadership Coffeehouse, a Denver-based social enterprise that seeks to support disconnected youth through professional development and hands-on learning. Finally, because of the unique training school psychologists receive, considerations for expanding the role into non-traditional educational settings are proposed.
Publication Statement
Copyright is held by the author. User is responsible for all copyright compliance.
Rights Holder
L. Morgan Beidleman
Provenance
Received from ProQuest
File Format
application/pdf
Language
en
File Size
255 p.
Recommended Citation
Beidleman, L. Morgan, "Impacted Youth: Why School Psychologists Need to Consider Diverse Approaches of Support" (2020). Electronic Theses and Dissertations. 1724.
https://digitalcommons.du.edu/etd/1724
Copyright date
2020
Discipline
Educational psychology, Education, Psychology