Trauma-Sensitive Practice
This course is grounded in trauma-sensitive practice. Trauma-sensitive practice acknowledges that people’s behaviours are often shaped by past experiences. These experiences may impact people’s present behaviours and responses to situations.
Having a trauma-sensitive approach takes into consideration a person’s lived experiences and the physical as well as emotional impacts of people who have been harmed.
Staff Member, B.C. Education System
Trauma-sensitive practice also considers what individuals may need to feel comfortable. Trauma-sensitive environments foster a sense of safety, trustworthiness, collaboration, and empowerment for everyone. It involves approaching all individuals with care, dignity, and respect.
When working through the modules of this course, you or others may feel discomfort because of lived or living experiences. It is important to be aware of these feelings. If needed, seek out support from supervisors, other leaders and/or colleagues.
Brave Spaces
If you are working with a group, identify together how you can create a brave space for everyone during the process. Creating or participating in a brave space acknowledges that power dynamics, personal experiences, and being in a group setting can be challenging for some people. In some cases, it can be difficult to fully participate in and discuss sensitive topics such as race and racism. Members of brave spaces often create agreements on how each person can participate by ensuring their needs are being met. Group agreements may also focus on the importance of treating everyone in the group with care, dignity, and respect — and examples of what that might look like in group interactions.
Consider your role within your school community or district — how might you strengthen your approach to being trauma-sensitive? If your role involves working with students, there are support resources focused on integrating trauma-sensitive practices in the classroom.
Reflection
The topics covered in the course may bring up uncomfortable feelings or lead to reflections on your own lived and living experiences. What supports might be helpful as you prepare to do this course? Consider your physical, learning, and emotional needs.
Think about the following questions to help prepare yourself:
- What spaces do I best learn in? Alone? With others?
- What does this space look like?
- What can I do to feel physically safe and comfortable while I’m learning?
- How do I learn new concepts?
- Do I want to write things down, or express my ideas in other ways such as drawing, talking with others, or typing?
- How often do I need to take breaks or check in with others for understanding?
- If triggering feelings like frustration, guilt, or anger occur, how will I process these emotions?
- How do I self-regulate?
- How will I reach out to others for support?
