Off-campus WSU users: To download campus access dissertations, please use the following link to log into our proxy server with your WSU access ID and password, then click the "Off-campus Download" button below.
Non-WSU users: Please talk to your librarian about requesting this dissertation through interlibrary loan.
Access Type
WSU Access
Date of Award
January 2023
Degree Type
Dissertation
Degree Name
Ed.D.
Department
Educational Leadership and Policy
First Advisor
Erica Edwards
Abstract
Children who suffer from traumatic events such as child sexual abuse are exposed to many different symptoms that can affect their educational success. School support personnel have a unique opportunity to assist students who have experienced trauma from sexual abuse, especially since students spend most of their time in a school environment. Specifically, school social workers and counselors are the assigned school support personnel working with this student population. This study focuses on their work experiences and the strengths and challenges that may exist in school social workers and counselors who work with child survivors of sexual abuse trauma. A qualitative methodology was used, and phenomenology was the theoretical framework that guided the study. Interpretive phenomenological analysis was used to analyze and interpret the data collected. The results show that school social workers and school counselors are the correct school support personnel to work with survivors of child sexual abuse. They are trained and skilled to assist them; however, due to the lack of time available, a large number of caseloads, and a limited number of licensed social workers and counselors, in-depth work with this population of students is difficult to achieve.
Recommended Citation
Barden, Shaquetta T., "Sexual Abuse Trauma And Intervention: A Phenomenological Study Of The Experiences Of School Social Workers And School Counselors" (2023). Wayne State University Dissertations. 3817.
https://digitalcommons.wayne.edu/oa_dissertations/3817