Trauma-Informed Practices

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Trauma-Informed 

SAMHSA (Substance Abuse and Mental Health Services Administration) defines trauma-informed care as an approach that recognizes the widespread impact of trauma and understands potential paths for recovery. It involves recognizing the signs and symptoms of trauma in individuals, responding by integrating trauma knowledge into policies and practices, and actively working to prevent re-traumatization. Essentially, it shifts the focus from "What's wrong with you?" to "What happened to you?" when interacting with individuals who have experienced trauma. 

 

Trauma-Informed Principles

1. Safety
   1. Physical, emtoional and psychological
   2. In practice on campus
      1. Welcoming, private, and predictable spaces (in counseling, the classroom, waiting areas etc.)
      2. Clear expectations in syllabi and student conduct processes
      3. Knowing how to de-escalate distress and respond calmly
      4. Creating a safe space to ask for help without punishment or judgement
2. Trustworthiness & Transparency
   1. Clear, consistent, and honest communication
   2. In practice
      1. Clear expectations
      2. Transparency around confidentaility and mandatory reporting
      3. Consistent follow-through from staff and faculty
      4. No "hidden rules" in academic or support processes
3. Support & Connection
   1. Connection reduces isolation and bulids healing
   2. In practice
      1. Normalizing help-seeking and accessing resources as a smart strategy successful students use
      2. Refer students to appropriate resources (basic needs, mental health, health services, VA, counseling, etc) using a "warm handoff"
4. Collaboration & Mutuality
   1. Power is shared, not imposed
   2. In practice 
      1. Working with students rather than doing it for them
      2. Create opportunities for students to provide input and make decisions
      3. Create a "class agreement" that supports class community 
5. Voice & Choice
   1. Designed to exercise agency to develop confidence and competence
   2. In practice
      1. Offer options rather ultimatums
      2. Offer differnt options for participation, including solo or group work
      3. Respect student autonomy
      4. Use strength-based language focused on resilience, not deficits
      5. Encourage students to do what they need physically to support learning
      6. Encourage self-advocacy and decision making
6. Cultural, Historical & Gender Responsiveness
   
   1. Recognizing identity, context, and systemic trauma
   2. In practice
      1. Inclusive policies for gender identity, race, disability, immigration status
      2. Awareness of histrical trauma impacting communities
      3. Respect one another's diverse experiences and identities 
7. Resilence, Growth & Change
   1. Recognizing strengths and resilience and provide feedback to foster growth and change

 

What Trauma-informed is NOT

• It does not require knowing anything about individual students background or trauma history; much like universal design for learning, trauma informed principles can be applied to everyone.
• It does not require instructors take on more work, or go outside their role. It is an approach on how we interact and think about others. We are not diagnosing.
• It does not only benefit students who are experiencing or have experienced trauma. Trauma-informed principles benefits everyone.
• It is not acting as a therapist in the classroom, it is not lowering academic standards, it is not excusing harmful behaviors. It is about responding with empathy, clarity, and consistency.

 

Additional Resources 

Regulation Strategies Reference Sheet

Sensory Strategies for Everyone