Graduate Studies

 

First Advisor

Ted Hamann

Degree Name

Doctor of Education (Ed.D.)

Committee Members

Elaine Chan, Justin Olmanson, Aprille Phillips

Department

Teaching, Curriculum, and Learning

Date of this Version

5-2024

Document Type

Dissertation

Citation

A dissertation presented to the faculty of the Graduate College of the University of Nebraska in partial fulfillment of requirements for the degree of Doctor of Philosophy

Major: Teaching, Curriculum, and Learning

Under the supervision of Professor Ted Hamann

Lincoln, Nebraska, May 2024

Comments

Copyright 2024, Judith L. Sigler. Used by permission

Abstract

An autoethnographic study on the experience of a Midwest rural school counselor represents a personal and professional perspective on trauma, burnout, and posttraumatic growth. Content includes rural adversity, grief, and career progression. The research aimed to examine professional and private adversities to inform and improve the practice of professional school counselors.

The following research questions were addressed:

  1. How did personal and secondary trauma impact a rural school counselor’s professional trajectory?
  2. What insight can be offered to other school counselors or educators experiencing the challenges that come with this work and, sometimes, that come from sources that are not from work but still affect one’s professional practice?

An intense reflexive process revealed themes of persistence, identity development, and posttraumatic growth. Through the story of my career and intertwining personal life, I offer insight into lessons learned as a professional school counselor. Through the autoethnographic process, I could provide thoughtful insight into a rural school counselor’s practice and lessons learned.

Advisor: Ted Hamann

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