Advisor
Hess, Robyn
Committee Member
Hulac, David
Committee Member
Peterson, Eric
Committee Member
Welsh, Marilyn
Department
College of Education and Behavioral Sciences; Department of School Psychology, School Psychology
Institution
University of Northern Colorado
Type of Resources
Text
Place of Publication
Greeley, (Colo.)
Publisher
University of Northern Colorado
Date Created
5-2022
Extent
157 pages
Digital Origin
Born digital
Abstract
Little is known about the characteristics of special education teachers who work in residential treatment care facilities. The quality of relation between teachers and students beset with histories of abuse, neglect, trauma, or other mental health concerns is seen to be an important aspect to the success of this work. Understanding the attachment histories of teachers working in residential treatment may illuminate the factors that prompt these individuals to persist in this challenging environment. A mixed-methods, convergent-parallel design was conducted with 31 teachers working in residential treatment using the Experience in Close Relationships (ECR) and Teacher-Student Relationship Inventory (TSRI) to examine the relationship between adult attachment style and the student-teacher dynamic. A subset of eleven of these teachers were interviewed using a phenomenological approach to discover five emerging themes among special educators in residential settings. Although no significant relationship was found between teacher attachment style and teacher-student relationship, the five qualitative themes—Disrupted Attachment in Home and School, Reparative Relationship, Personal Growth, Something More and Different, and Rigor, Investment, and Reward—provided a greater depth and breadth of understanding to the development of student-teacher relationships in residential settings.
Degree type
PhD
Degree Name
Doctoral
Local Identifiers
Richardson_unco_0161D_11017.pdf
Rights Statement
Copyright is held by the author.
