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dc.contributor.advisorHart, Jennifer L. (Jennifer Lynn), 1967-eng
dc.contributor.authorMills, Wendy Lynne, 1968-eng
dc.date.issued2010eng
dc.date.submitted2010 Springeng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on June 4, 2010).eng
dc.descriptionThe entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.eng
dc.descriptionDissertation advisor: Dr. Jeni Hart.eng
dc.descriptionVita.eng
dc.descriptionPh. D. University of Missouri--Columbia 2010.eng
dc.description.abstractMost research about childhood trauma focuses on the damage it causes. Some research delves into how resilience and posttraumatic growth can mitigate the effects of trauma and how survivors may thrive in the aftermath of trauma. However, no previous research has examined how childhood trauma shapes leadership. This grounded theory study explored the influence of traumatic experience in childhood on the professional practice of school leaders. Four study participants, all former or practicing principals, took part in two individual interviews. The first interview focused on the participants' childhood experiences of trauma including physical, emotional and sexual abuse; physical and emotional neglect; family violence; as well substance abuse and alcoholism of parents. The core category of survivor leader emerged from the data. Survivor leaders arise from abuse and neglect, combined with intelligence and opportunity. They demonstrate resilience and posttraumatic growth in their commitment to use their powers for good by being student advocates and protectors, though they also exhibit lingering indicators of abuse including symptoms of Post Traumatic Stress Disorder (PTSD) and unhealthy coping strategies. Despite these issues, however, the survivor leaders in this study were a deliberately hopeful group. Undergirding the core category are four themes: loner who seeks to connect, from ignorance to penetrating insight, a soft place to fall, and a voice for the voiceless. The core category reflects who the survivor leaders are, and the underlying categories reflect what the survivor leaders do. The results of this study suggest a need for further study into the newly identified phenomenon of survivor leadership. Noted implications for education and practice include the importance of educating school leaders on the long term effects of childhood trauma to enrich their understanding of the staff and students in their care.eng
dc.description.bibrefIncludes bibliographical referenceseng
dc.format.extentviii, 150 pageseng
dc.identifier.merlinb77824714eng
dc.identifier.merlinb77824714eng
dc.identifier.oclc655319154eng
dc.identifier.urihttps://doi.org/10.32469/10355/8322eng
dc.identifier.urihttps://hdl.handle.net/10355/8322
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcollectionUniversity of Missouri--Columbia. Graduate School. Theses and Dissertations.eng
dc.relation.ispartofcommunityUniversity of Missouri-Columbia. Graduate School. Theses and Dissertations. Dissertations. 2010 Dissertationseng
dc.rightsOpenAccess.eng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
dc.subject.lcshEducational leadershipeng
dc.subject.lcshGrounded theoryeng
dc.subject.lcshPost-traumatic stress disorder in childreneng
dc.subject.lcshAdult child abuse victimseng
dc.titleSurvivor leaders : a grounded theory inquiry into leadership practices of childhood trauma survivorseng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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