Date of Award
Morgridge College of Education, Teaching and Learning Sciences, Child, Family, and School Psychology
Cynthia E. Hazel
Gloria E. Miller
Behavior, Children, Disabilities, Families, Maladaptive, Military
This qualitative study used a phenomenological approach to capture the lived experiences of military families who have children with disabilities and maladaptive behavior to note risk and protective factors that might impede the mental health development of that population of student. Through interviews with at-home-caregivers, I explored their experiences with public school staff, outside mental health services, and school psychologists. Study findings revealed that participants felt they were going to battle with school staff who were not willing to incorporate culturally responsive practices when working with their children. School staff who implemented regular bi-directional communication were more likely to gain the trust of the participants. Participants also described a lack of awareness regarding the role of the school psychologist. Unexpected findings included participants’ desire for school psychologists to: be more aware of military culture; provide culturally responsive practices for their children; advocate for the participants as team members when supporting their children’s educational outcomes; and incorporate more bi-directional communication through the use of Family, School, and Community Partnerships (FSCP). The outcome of this study found valuable information for school psychologists to support military families who have children with disabilities and maladaptive behavior.
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Londi J. Segler
Received from ProQuest
Segler, Londi J., "A Phenomenological Study of the Experiences of Military Families, Who Have Children With Disabilities and Maladaptive Behavior, With School-Based Mental Health Personnel" (2020). Electronic Theses and Dissertations. 1841.