{"id":{"repo_id":"duquesne","oai_identifier":"oai:dsc.duq.edu:etd-2048"},"canonical_url":"https://search.dev.ndltd.org/etd/duquesne/oai:dsc.duq.edu:etd-2048","repository":{"repo_id":"duquesne","name":"Duquesne","base_url":"https://dsc.duq.edu/do/oai/"},"display":{"title":"Examining the Perspectives of an Interdisciplinary Treatment Team Regarding the Implementation of a Sensory Motor Group Trauma Curriculum in a Child and Adolescent Partial Hospitalization Program","abstract":"A trauma curriculum was introduced at a child and adolescent partial hospitalization program. This study examined (a) the impact of the trauma curriculum on the partial hospitalization program; (b) the perspectives of the multi-disciplinary treatment team--teachers, teacher aides, trauma clinicians for the children and adolescents in the partial program, parents/caregivers, the facility's psychiatric nurse, the facility's medical director, and county program specialists--and a panel of expert practitioners toward the curriculum, and (c) any changes in the perspectives of the multi-disciplinary treatment team concerning the concept of trauma and its effects. To answer the research questions of this qualitative study, an evaluative case study, using an observer-participant, method was used. Focus groups and key informant interviews were conducted to evaluate the perceptions of the multi-disciplinary team. A focus group was held with expert practitioners to ascertain their evaluation of the trauma curriculum. Transcriptions of the audio-taped interviews were evaluated and emerging themes were noted. A total of 34 themes was identified. Using the proceedings of the focus group with the expert practitioners, the themes were subsumed within one or more of three cultural categories--organizational, clinical, and psycho-social. These findings led to several conclusions: (a) the sensory motor curriculum implemented in the trauma groups at a children's partial program should be continued; (b) the twice-monthly case consultation meetings with the professional staff at the partial hospitalization program should continue with a consultant experienced in the field of trauma; (c) a task force of parents and professional staff should be formed and make recommendations for a parent group to complement the trauma groups needs to be implemented; (d) improved communications for all staff regarding the structure of the trauma groups and the specific needs of the children and adolescents is needed; and (e) academic programs need to address trauma theory and the effects of trauma in counselor education curricula.","abstract_html":"A trauma curriculum was introduced at a child and adolescent partial hospitalization program. This study examined (a) the impact of the trauma curriculum on the partial hospitalization program; (b) the perspectives of the multi-disciplinary treatment team--teachers, teacher aides, trauma clinicians for the children and adolescents in the partial program, parents/caregivers, the facility's psychiatric nurse, the facility's medical director, and county program specialists--and a panel of expert practitioners toward the curriculum, and (c) any changes in the perspectives of the multi-disciplinary treatment team concerning the concept of trauma and its effects. To answer the research questions of this qualitative study, an evaluative case study, using an observer-participant, method was used. Focus groups and key informant interviews were conducted to evaluate the perceptions of the multi-disciplinary team. A focus group was held with expert practitioners to ascertain their evaluation of the trauma curriculum. Transcriptions of the audio-taped interviews were evaluated and emerging themes were noted. A total of 34 themes was identified. Using the proceedings of the focus group with the expert practitioners, the themes were subsumed within one or more of three cultural categories--organizational, clinical, and psycho-social. These findings led to several conclusions: (a) the sensory motor curriculum implemented in the trauma groups at a children's partial program should be continued; (b) the twice-monthly case consultation meetings with the professional staff at the partial hospitalization program should continue with a consultant experienced in the field of trauma; (c) a task force of parents and professional staff should be formed and make recommendations for a parent group to complement the trauma groups needs to be implemented; (d) improved communications for all staff regarding the structure of the trauma groups and the specific needs of the children and adolescents is needed; and (e) academic programs need to address trauma theory and the effects of trauma in counselor education curricula.","abstract_has_math":false,"creators":["Peck, Barbara"],"institution":null,"degree_name":"EdD","degree_level":"Immediate Access","degree_discipline":"Counselor Education and Supervision (ExCES)","degree_department":null,"school":null,"contributors":["Lisa Lopez Levers","Cindy Levine-Hatch","Emma C. Mosley"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2004,"date_issued":"2004-01-01T08:00:00Z","date_published":"2004-01-01T08:00:00Z","updated_at":"2026-07-24T02:10:22Z","subjects":["effects of trauma","group trauma curriculum","sensory motor","trauma interventions"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dsc.duq.edu/etd/1032","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Lisa Lopez Levers","Cindy Levine-Hatch","Emma C. 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This study examined (a) the impact of the trauma curriculum on the partial hospitalization program; (b) the perspectives of the multi-disciplinary treatment team--teachers, teacher aides, trauma clinicians for the children and adolescents in the partial program, parents/caregivers, the facility's psychiatric nurse, the facility's medical director, and county program specialists--and a panel of expert practitioners toward the curriculum, and (c) any changes in the perspectives of the multi-disciplinary treatment team concerning the concept of trauma and its effects. To answer the research questions of this qualitative study, an evaluative case study, using an observer-participant, method was used. Focus groups and key informant interviews were conducted to evaluate the perceptions of the multi-disciplinary team. A focus group was held with expert practitioners to ascertain their evaluation of the trauma curriculum. Transcriptions of the audio-taped interviews were evaluated and emerging themes were noted. A total of 34 themes was identified. Using the proceedings of the focus group with the expert practitioners, the themes were subsumed within one or more of three cultural categories--organizational, clinical, and psycho-social. These findings led to several conclusions: (a) the sensory motor curriculum implemented in the trauma groups at a children's partial program should be continued; (b) the twice-monthly case consultation meetings with the professional staff at the partial hospitalization program should continue with a consultant experienced in the field of trauma; (c) a task force of parents and professional staff should be formed and make recommendations for a parent group to complement the trauma groups needs to be implemented; (d) improved communications for all staff regarding the structure of the trauma groups and the specific needs of the children and adolescents is needed; and (e) academic programs need to address trauma theory and the effects of trauma in counselor education curricula."]},{"key":"dc:title","label":"Title","values":["Examining the Perspectives of an Interdisciplinary Treatment Team Regarding the Implementation of a Sensory Motor Group Trauma Curriculum in a Child and Adolescent Partial Hospitalization Program"]}]}],"canonical_facts":{"dc:contributor":["Lisa Lopez Levers","Cindy Levine-Hatch","Emma C. Mosley"],"dc:creator":["Peck, Barbara"],"dc:date.available":["2018-08-03T07:00:00Z"],"dc:description.abstract":["A trauma curriculum was introduced at a child and adolescent partial hospitalization program. This study examined (a) the impact of the trauma curriculum on the partial hospitalization program; (b) the perspectives of the multi-disciplinary treatment team--teachers, teacher aides, trauma clinicians for the children and adolescents in the partial program, parents/caregivers, the facility's psychiatric nurse, the facility's medical director, and county program specialists--and a panel of expert practitioners toward the curriculum, and (c) any changes in the perspectives of the multi-disciplinary treatment team concerning the concept of trauma and its effects. To answer the research questions of this qualitative study, an evaluative case study, using an observer-participant, method was used. Focus groups and key informant interviews were conducted to evaluate the perceptions of the multi-disciplinary team. A focus group was held with expert practitioners to ascertain their evaluation of the trauma curriculum. Transcriptions of the audio-taped interviews were evaluated and emerging themes were noted. A total of 34 themes was identified. Using the proceedings of the focus group with the expert practitioners, the themes were subsumed within one or more of three cultural categories--organizational, clinical, and psycho-social. These findings led to several conclusions: (a) the sensory motor curriculum implemented in the trauma groups at a children's partial program should be continued; (b) the twice-monthly case consultation meetings with the professional staff at the partial hospitalization program should continue with a consultant experienced in the field of trauma; (c) a task force of parents and professional staff should be formed and make recommendations for a parent group to complement the trauma groups needs to be implemented; (d) improved communications for all staff regarding the structure of the trauma groups and the specific needs of the children and adolescents is needed; and (e) academic programs need to address trauma theory and the effects of trauma in counselor education curricula."],"dc:identifier":["https://dsc.duq.edu/etd/1032"],"dc:language":["English"],"dc:subject":["effects of trauma","group trauma curriculum","sensory motor","trauma interventions"],"dc:title":["Examining the Perspectives of an Interdisciplinary Treatment Team Regarding the Implementation of a Sensory Motor Group Trauma Curriculum in a Child and Adolescent Partial Hospitalization Program"],"thesis:degree_discipline":["Counselor Education and Supervision (ExCES)"],"thesis:degree_level":["Immediate Access"],"thesis:degree_name":["EdD"]},"updated_at":"2026-07-24T02:10:22Z"}