Twelve administrators at Michigan Upper Peninsula (U.P.) high schools participated in 12 separate structured interviews to identify programs, services, and approaches to address trauma-related outcomes. Participants were three U.P. superintendents, eight principals, and one Intermediate School District (ISD) social worker who described a convergence of factors affecting assessment measures of programs, services, and approaches to address student trauma-related outcomes in U.P. high schools. The interviews addressed the identification of programs, services, and approaches to address trauma-related outcomes at U.P. high schools and the assessment measures in use to evaluate available programs, services, and approaches. A systems theory approach and understanding of trauma-informed schools were used to ground interpretation of the results. Data analysis was conducted utilizing mixed-methods. Key findings of the research clarified extent of use of program assessment methods to measure trauma-related program effectiveness and quality, identified goal outcomes of trauma-related programs, services, and approaches to include student attendance, wellness, and GPA, and determined perceived extent to which mission statements were inclusive to address student trauma-related programs, services, and approaches in U.P. high schools.
A product of the research included a compilation of programs, services, and approaches in use at U.P. high schools to address trauma-related outcomes in students (see Appendix A).
","abstract_html":"<p>Twelve administrators at Michigan Upper Peninsula (U.P.) high schools participated in 12 separate structured interviews to identify programs, services, and approaches to address trauma-related outcomes. Participants were three U.P. superintendents, eight principals, and one Intermediate School District (ISD) social worker who described a convergence of factors affecting assessment measures of programs, services, and approaches to address student trauma-related outcomes in U.P. high schools. The interviews addressed the identification of programs, services, and approaches to address trauma-related outcomes at U.P. high schools and the assessment measures in use to evaluate available programs, services, and approaches. A systems theory approach and understanding of trauma-informed schools were used to ground interpretation of the results. Data analysis was conducted utilizing mixed-methods. Key findings of the research clarified extent of use of program assessment methods to measure trauma-related program effectiveness and quality, identified goal outcomes of trauma-related programs, services, and approaches to include student attendance, wellness, and GPA, and determined perceived extent to which mission statements were inclusive to address student trauma-related programs, services, and approaches in U.P. high schools.</p> <p>A product of the research included a compilation of programs, services, and approaches in use at U.P. high schools to address trauma-related outcomes in students (see Appendix A).</p>","abstract_has_math":false,"creators":["VanEnkevort, Jaime"],"institution":null,"degree_name":"Master of Arts in Education","degree_level":"Thesis","degree_discipline":"Education, Leadership and Public Service","degree_department":null,"school":null,"contributors":["Dr. Judith Puncochar"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-12-01T08:00:00Z","date_published":"2020-12-01T08:00:00Z","updated_at":"2026-07-24T03:24:17Z","subjects":["trauma-informed approach","trauma-informed schooling","Upper Peninsula","Michigan","assessment measures","trauma-related outcomes","high schools","rural education","education","Accessibility","Curriculum and Instruction","Curriculum and Social Inquiry","Educational Assessment, Evaluation, and Research"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://commons.nmu.edu/theses/647","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Judith Puncochar"]},{"key":"dc:creator","label":"Author","values":["VanEnkevort, Jaime"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-11-05T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education, Leadership and Public Service"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts in Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["trauma-informed approach","trauma-informed schooling","Upper Peninsula","Michigan","assessment measures","trauma-related outcomes","high schools","rural education","education","Accessibility","Curriculum and Instruction","Curriculum and Social Inquiry","Educational Assessment, Evaluation, and Research"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://commons.nmu.edu/theses/647"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Twelve administrators at Michigan Upper Peninsula (U.P.) high schools participated in 12 separate structured interviews to identify programs, services, and approaches to address trauma-related outcomes. Participants were three U.P. superintendents, eight principals, and one Intermediate School District (ISD) social worker who described a convergence of factors affecting assessment measures of programs, services, and approaches to address student trauma-related outcomes in U.P. high schools. The interviews addressed the identification of programs, services, and approaches to address trauma-related outcomes at U.P. high schools and the assessment measures in use to evaluate available programs, services, and approaches. A systems theory approach and understanding of trauma-informed schools were used to ground interpretation of the results. Data analysis was conducted utilizing mixed-methods. Key findings of the research clarified extent of use of program assessment methods to measure trauma-related program effectiveness and quality, identified goal outcomes of trauma-related programs, services, and approaches to include student attendance, wellness, and GPA, and determined perceived extent to which mission statements were inclusive to address student trauma-related programs, services, and approaches in U.P. high schools.
A product of the research included a compilation of programs, services, and approaches in use at U.P. high schools to address trauma-related outcomes in students (see Appendix A).
"]},{"key":"dc:title","label":"Title","values":["AVAILABILITY AND PERCEIVED EFFECTIVENESS OF HIGH SCHOOL PROGRAMS, SERVICES, AND APPROACHES TO ADDRESS TRAUMA-RELATED OUTCOMES IN THE UPPER PENINSULA OF MICHIGAN"]}]}],"canonical_facts":{"dc:contributor":["Dr. Judith Puncochar"],"dc:creator":["VanEnkevort, Jaime"],"dc:date.available":["2020-11-05T08:00:00Z"],"dc:description.abstract":["Twelve administrators at Michigan Upper Peninsula (U.P.) high schools participated in 12 separate structured interviews to identify programs, services, and approaches to address trauma-related outcomes. Participants were three U.P. superintendents, eight principals, and one Intermediate School District (ISD) social worker who described a convergence of factors affecting assessment measures of programs, services, and approaches to address student trauma-related outcomes in U.P. high schools. The interviews addressed the identification of programs, services, and approaches to address trauma-related outcomes at U.P. high schools and the assessment measures in use to evaluate available programs, services, and approaches. A systems theory approach and understanding of trauma-informed schools were used to ground interpretation of the results. Data analysis was conducted utilizing mixed-methods. Key findings of the research clarified extent of use of program assessment methods to measure trauma-related program effectiveness and quality, identified goal outcomes of trauma-related programs, services, and approaches to include student attendance, wellness, and GPA, and determined perceived extent to which mission statements were inclusive to address student trauma-related programs, services, and approaches in U.P. high schools.
A product of the research included a compilation of programs, services, and approaches in use at U.P. high schools to address trauma-related outcomes in students (see Appendix A).
"],"dc:identifier":["https://commons.nmu.edu/theses/647"],"dc:subject":["trauma-informed approach","trauma-informed schooling","Upper Peninsula","Michigan","assessment measures","trauma-related outcomes","high schools","rural education","education","Accessibility","Curriculum and Instruction","Curriculum and Social Inquiry","Educational Assessment, Evaluation, and Research"],"dc:title":["AVAILABILITY AND PERCEIVED EFFECTIVENESS OF HIGH SCHOOL PROGRAMS, SERVICES, AND APPROACHES TO ADDRESS TRAUMA-RELATED OUTCOMES IN THE UPPER PENINSULA OF MICHIGAN"],"thesis:degree_discipline":["Education, Leadership and Public Service"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Master of Arts in Education"]},"updated_at":"2026-07-24T03:24:17Z"}