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Action Research, Design Thinking: Consulting at a Trauma-Informed Community School
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Author(s): William Louis Conwill (University of Illinois at Urbana-Champaign, USA)and Ronald William Bailey (University of Illinois at Urbana-Champaign, USA)
Copyright: 2020
Pages: 12
Source title:
Emerging Perspectives on Community Schools and the Engaged University
Source Author(s)/Editor(s): Robert F. Kronick (University of Tennessee, USA)
DOI: 10.4018/978-1-7998-0280-8.ch009
PurchaseView on the publisher's website for pricing and purchasing information.
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Abstract
Narratives of unruly Black children in failing schools often normalize hopelessness at the expense of students. Newer, sometimes silenced voices, however, can produce counter-narratives that can lead to ecological solutions for assisting traumatized students. This is a case study of the transformation of a principal who asked, “What's wrong with these children?” to an advocate whose inquiry shifted to “What happened to these children, and what must we do to help them?” With trauma awareness and behavioral management training for her staff, improvements began. The local school board cut her successes short by changing the lock on her office door on the day before teachers returned for the Fall Semester and informed her that her services were no longer needed. What is the lesson for the consultant?
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