Theses and Dissertations

Issuing Body

Mississippi State University

Advisor

Oliveros, Arazais

Committee Member

McKinney, Cliff

Committee Member

Armstrong, Kevin

Committee Member

Greene, Ross

Date of Degree

8-7-2025

Original embargo terms

Visible MSU Only 1 year

Document Type

Dissertation - Campus Access Only

Major

Clinical Psychology

Degree Name

Doctor of Philosophy (Ph.D.)

College

College of Arts and Sciences

Department

Department of Psychology

Abstract

This study evaluated the implementation of the Handle With Care (HWC) program in a Mississippi school district, examining its potential as a catalyst for trauma-informed systems of care and a model for broader adoption. The program aimed to (1) train school staff and first responders in trauma-informed care (TIC), (2) enhance cross-sector communication, and (3) assess impacts on school staff, first responders, and students. Of the 225 school staff members who accessed the training, 75 completed all modules, along with the pre- and post-surveys. Training was also extended to participating first responder agencies, with 64 first responders (including firefighters, EMA/911 operators, law enforcement personnel, paramedics, and crisis counselors) providing survey responses. Stakeholder meetings supported program refinement and facilitated the integration of HWC into a multi-tiered system of support to address the needs of children and families. Findings demonstrated significant improvements among school staff in TIC attitudes, consultation practices, and school climate indicators, including stronger relationships between staff and students, as well as clearer expectations. Although first responders showed no significant changes in TIC attitudes or overall burnout, analyses revealed that those who completed additional training reported reduced burnout. Student outcomes were mixed: district-wide attendance and chronic absenteeism remained stable, while discipline outcomes indicated fewer in-school detentions but a rise in suspensions, with substantial variation across schools. The study highlights HWC’s role in fostering trauma-informed dialogue, increasing awareness of potentially traumatic events (PTEs), and promoting a contextual understanding of children’s behaviors and needs. Insights emphasize the importance of training tailored to participants’ roles to ensure meaningful integration of trauma-informed practices. These findings guide ongoing implementation within the district and provide valuable insights for surrounding districts adopting or refining HWC. For districts in the early stages, the study emphasizes strategic collaboration, addressing barriers to participation, and aligning training with local needs. For more established districts, findings highlight the value of ongoing evaluation, stakeholder engagement, and targeted refinement of training components to sustain and enhance outcomes. HWC shows strong potential to strengthen communication and support systems, enabling communities to respond more effectively to children exposed to PTEs.

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