Schools have always stood as pillars of learning, growth, and holistic development. They not only teach academic subjects but also instil values, skills, and resilience in students, preparing them for the complex world outside. However, our students have seen unprecedented challenges in recent times. From the global pandemic that shifted the very nature of traditional schooling to deeply unsettling incidents like mass school shootings, bullying, and rising hate crimes, our students are navigating a world replete with trauma triggers. With such profound changes in the socio-educational environment, it is no longer an option but an absolute necessity for schools to evolve in their approach.
To truly support the holistic well-being of students, we must be intentional about infusing trauma-informed practices into our daily routines. Recognizing the depth and breadth of this subject, we are excited to introduce a three-part blog series dedicated to guiding educators on this journey. In this first instalment, we'll delve deep into understanding what trauma-informed care is and why it's become an indispensable facet of modern education.
What is Trauma-Informed Care?
Trauma-informed care (TIC) is not just an approach, but rather a philosophy and commitment to fostering environments where individuals feel understood, safe, and empowered. While it is an approach that can be applied across various settings, its importance in educational environments cannot be understated. Let's investigate deeper into its core principles and its significance in the realm of education:
The Four R’s of Trauma-Informed Care: As defined by SAMHSA (2014), for a program or organization to be trauma-informed, it must:
a. Realize the widespread prevalence of trauma.
b. Recognize the signs and symptoms of trauma in clients, families, staff, and others.
c. Respond by fully integrating trauma knowledge into policies, procedures, & practices.
d. Actively seek to Resist re-traumatization*.
Holistic Perspective: TIC focuses on the whole person, not just the traumatic events they have experienced. It appreciates the entirety of one's life experiences and how they interplay with trauma (Fallot & Harris, 2009).
Safety and Trustworthiness: Establishing a safe environment is paramount. This safety is both physical, ensuring that individuals are free from harm, and psychological, ensuring that individuals feel respected, informed, and connected (Hodas, 2006).
Empowerment and Choice: TIC empowers survivors by prioritizing their agency and voice in the process of healing. In educational settings, this might manifest in offering students choices in their learning or finding ways to involve them in decision-making processes about their education (Bloom, 1997).
Cultural, Historical, and Gender Issues: Recognizing that trauma does not exist in a vacuum, TIC takes into account the broader sociocultural context, understanding that experiences and perceptions of trauma can be shaped by factors like race, gender, and historical oppression (Harris & Fallot, 2001).
Collaboration and Mutuality: This principle is about leveling the playing field between professionals and those they assist. In schools, it's about ensuring that teachers, staff, students, and families work together, understanding that everyone has a role to play and no one's role is more significant than another's (SAMHSA, 2014).
Educational Application: In classrooms, TIC implies a shift from asking, "What's wrong with you?" to "What happened to you?" This reframing can lead to more compassionate and effective strategies for supporting students, recognizing that misbehavior might be a symptom of underlying trauma.
In essence, trauma-informed care is more than a set of guidelines—it's a fundamental shift in perspective. In educational contexts, adopting a trauma-informed approach means creating environments where students aren't defined by their traumatic experiences but are instead supported in ways that acknowledge their past and nurture their potential.
References:
SAMHSA. (2014). SAMHSA’s concept of trauma and guidance for a trauma-informed approach. Rockville, MD: Substance Abuse and Mental Health Services Administration.
Fallot, R. D., & Harris, M. (2009). Creating cultures of trauma-informed care (CCTIC): A self-assessment and planning protocol. Community Connections.
Hodas, G. R. (2006). Responding to childhood trauma: The promise and practice of trauma informed care. Pennsylvania Office of Mental Health and Substance Abuse Services.
Bloom, S. L. (1997). Creating sanctuary: Toward the evolution of sane societies. Routledge.
Harris, M., & Fallot, R. D. (Eds.). (2001). Using trauma theory to design service systems. Jossey-Bass.
Kommentare