Dear College of Education Community,
Trauma-informed care is an emerging topic in the self-care field. So what does trauma-informed care mean? The original trauma-informed principles (safety, trustworthiness, choice, collaboration, and empowerment) were developed by Roger Fallot and Maxine Harris, the pioneers of trauma-informed care. This is according to the Northern Illinois University article Promoting Resiliency in Teaching and Learning. Trauma-informed care addresses perceived challenges to safety and well-being in both personal and professional settings and has been a recent focus in university contexts. The Northern Illinois University article elaborates on the importance of this approach in educational settings by sharing Trauma Informed Teaching and Learning (TITL) General Principles, linked here, and summarized below.
PHYSICAL, EMOTIONAL, SOCIAL, AND ACADEMIC SAFETY
Efforts are made to create an atmosphere that is respectful of the need for safety, respect, and acceptance for all students, faculty, and staff in both individual and group interpersonal interactions, including feeling safe to make and learn from mistakes.
- TRUSTWORTHINESS AND TRANSPARENCY
Trust and transparency are enhanced by making expectations clear, ensuring consistency in practice, maintaining appropriate boundaries, and minimizing disappointment.
- SUPPORT AND CONNECTION
Individuals and groups are connected with appropriate peer and professional resources to help them succeed academically, personally, and professionally.
- COLLABORATION AND MUTUALITY
Opportunities exist to provide input, share power, and make decisions. Individuals and groups act as allies rather than as adversaries to reach common goals.
- EMPOWERMENT, VOICE, AND CHOICE
Individuals and groups are empowered to make choices and to develop confidence and competence.
- CULTURAL, HISTORICAL, AND GENDER ISSUES
Individuals and groups strive to be responsive to historical, cultural, and gender issues in order to respect one another’s diverse experiences and identities.
- RESILIENCE, GROWTH, AND CHANGE
Strengths and resilience are emphasized over deficiencies and pathology. Feedback is provided to convey optimism and to facilitate growth and change.
To read more about trauma-informed principles and how to apply these in educational settings, go to:
- https://www.niu.edu/movingforward/resources/principles-for-trauma-informed-teaching.shtml
- Carello, Carello, J., & Butler, L. D. (2015). Practicing what we teach: Trauma-informed educational practice. Journal of Teaching in Social Work, 35(3), 262-278.
- Cole, S Cole, S. F., Eisner, A., Gregory, M., & Ristuccia, J. (2013). Helping traumatized children learn: Creating and advocating for trauma-sensitive schools. Massachusetts Advocates for Children Trauma and Learning Policy Initiative. Retrieved from http://tlpi.jacksonwhelan.netdna-cdn.com/wp-content/uploads/2013/11/HTCL-Vol-2-Creating-and-Advocating-for-TSS.pdf
- Elliot, Elliot, D. M., Bjelac, P., Fallot, R. D., Markoff, L. S., & Reed, B. G. (2005). Trauma-informed or trauma-denied: Principles and implementation of trauma-informed services for women.Journal of Community Psychology, 33(4), 461–477.
- Fallot, Fallot, R. D., & Harris, M. (2006). Trauma-informed services: A self-assessment and planning protocol. Washington, DC: Community Connections. Retrieved from https://children.wi.gov/Documents/CCTICSelf-AssessmentandPlanningProtocol0709.pdf
- St. ASt. St. Anrews, A. (2013). Trauma and resilience: An adolescent provider toolkit. San Francisco, CA: Adolescent Health Working Group. Retrieved from https://ahwg.org/download/trauma-and-resilience-2013/
For a list of other self-care options, please go to our COE self-care website for resources for faculty, staff, students, and the community at
https://www.csun.edu/eisner-education/self-care/articles-information-self-care
There is much to benefit from in employing a trauma-informed care approach, especially in educational settings.
Warmly,
Shari