Thi Malesky

 Evaluating Allegheny County High School Policy and its Effectiveness in Encouraging Post Traumatic Growth 

Abstract: 

Trauma can significantly affect an adolescent's psychosocial life, especially within primary environments such as schools.  While Tedeschi and Cohon’s framework of post traumatic growth (PTG) identifies the ways people can transform their identities, there is limited research on whether institutions are intentionally facilitating this growth. To address this gap, the researcher gathered data within the policies of three high performing Allegheny County High Schools, and utilized a dual-methodology by conducting content and cross walk analysis to bridge what is known about the structure of the policy itself to the psychology of post traumatic growth. The findings show there was a significant gap between what the schools were claiming to implement in their policy (Philosophy) versus what they are actionably supporting (Action). Additionally, the sample policies tend to support physical safety at the expense of a student’s emotional safety. If school policy isn’t acting as a catalyst to post traumatic growth then adolescents may not be able to reach their full potential, nor be supported when navigating the implications of trauma.