Student Self-Harm: The Impact on an Elementary School Principal's Leadership

Jason Daniel Rose

Student Self-Harm: The Impact on an Elementary School Principal's Leadership

Jason Daniel Rose

Research output: Thesis › Doctoral Thesis

Abstract

Research on self-harm and children tends to focus on adolescent children (12 years of age and above). There is limited available information about self-harm in children ages 11 years and younger. This study utilized autoethnography as the methodology to provide a rich description of the professional experiences and practices of an elementary school principal who worked with self-harming primary-aged students. Based on an autoethnographical analysis, this study proposes future research and makes recommendations for school leaders implementing trauma-informed practices, educators working with self-harming students, and districts committed to proactive support.

Original language	English
Qualification	Doctorate in Education
Awarding Institution	Loyola Marymount University
Supervisors/Advisors	Huchting, Karen, Dissertation Chair Stephenson, Rebecca, Committee Member
State	Published - Jan 1 2021
Externally published	Yes

Access to Document

http://digitalcommons.lmu.edu/etd/1084

Cite this

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title = "Student Self-Harm: The Impact on an Elementary School Principal's Leadership",

abstract = "Research on self-harm and children tends to focus on adolescent children (12 years of age and above). There is limited available information about self-harm in children ages 11 years and younger. This study utilized autoethnography as the methodology to provide a rich description of the professional experiences and practices of an elementary school principal who worked with self-harming primary-aged students. Based on an autoethnographical analysis, this study proposes future research and makes recommendations for school leaders implementing trauma-informed practices, educators working with self-harming students, and districts committed to proactive support.",

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AB - Research on self-harm and children tends to focus on adolescent children (12 years of age and above). There is limited available information about self-harm in children ages 11 years and younger. This study utilized autoethnography as the methodology to provide a rich description of the professional experiences and practices of an elementary school principal who worked with self-harming primary-aged students. Based on an autoethnographical analysis, this study proposes future research and makes recommendations for school leaders implementing trauma-informed practices, educators working with self-harming students, and districts committed to proactive support.

M3 - Doctoral Thesis

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