- Introduction
- Comprendre les pratiques et les soins tenant compte des traumatismes
- Utilisation des pratiques et des soins tenant compte des traumatismes sur les campus
- Tableau 1 | Stratégies de communication tenant compte des traumatismes à l’intention des superviseurs-ses
- Tableau 2 | Stratégies d’action tenant compte des traumatismes pour les superviseurs-ses
- Personnel (par exemple, personnel d’administration et de soutien)
- Étudiants-es-personnel (par exemple, assistants-es d’enseignement, conseillers-ères résidents-es)
- Corps professoral (par exemple, les professeurs-es, les conférenciers-ères)
- Comment les campus utilisent-ils déjà des pratiques et des soins tenant compte des traumatismes ?
- Recommandations
- Références
Références
Abdrasheva, D., Escribens, M. Sabzalieva, E., Vieira do Nascimento, D. Yerovi, C. (2022). Resuming or reforming? Tracking the global impact of the COVID-19 pandemic on higher education after two years of disruption. UNESCO International Institute for Higher Education in Latin America and the Caribbean (IESALC).
Bridgland, V. M., Jones, P. J., & Bellet, B. W. (2023). A meta-analysis of the efficacy of trigger warnings, content warnings, and content notes. Clinical Psychological Science. https://doi.org/10.1177/21677026231186625
Butler, L. D., Critelli, F. M., & Rinfrette, E. S. (2011). Trauma-informed care and mental health. Directions in Psychiatry, 31(3), 197-212.
Centre for Applied Special Technology. (2022, February 8). About universal design for learning. CAST. https://www.cast.org/impact/universal-design-for-learning-udl
Clark, T. R. (2020). The 4 stages of psychological safety: Defining the path to inclusion and innovation. Berrett-Koehler Publishers.
Davidson, S. (2017). Trauma-informed practices for postsecondary education: A guide. Education Northwest 5, 3-24.
Elliott, K., & Urquiza, A. (2006). Ethnicity, culture, and child maltreatment. Journal of social issues, 62(4), 787-809.
Galatzer-Levy, I. R., Burton, C. L., & Bonanno, G. A. (2012). Coping flexibility, potentially traumatic life events, and resilience: A prospective study of college student adjustment. Journal of Social and Clinical Psychology, 31(6), 542–567.
Government of Canada, Statistics Canada. (2020, May 12). How are postsecondary students in Canada impacted by the COVID-19 pandemic? https://www150.statcan.gc.ca/n1/pub/11-627-m/11-627-m2020032-eng.htm
Institute on Trauma and Trauma Informed Care (ITTIC). (2022, October 24). What is trauma- informed care? Buffalo Center for Social Research. https://socialwork.buffalo.edu/social-research/institutes-centers/institute-on-trauma-and-trauma-informed-care/what-is-trauma-informed-care.html
Li, J., Matouschek, N., & Powell, M. (2017). Power dynamics in organizations. American Economic Journal: Microeconomics, 9(1), 217–241. https://doi.org/10.1257/mic.20150138
Lynch, J. R. (2019). An interdisciplinary approach: Using social work praxis to develop trauma resiliency in live-in residential life staff. The Journal of College and University Student Housing, 45(3).
Mental Health Commission of Canada (MHCC). (2022). Mental health and substance use during COVID-19. Mental Health Commission of Canada. https://www.ccsa.ca/sites/default/files/2022-10/CCSA-Mental-Health-and-Substance-Use-during-Covid-19-2022-en.pdf.
Rolston, A., & Lloyd-Richardson, E. (n.d.). What is emotion regulation and how do we do it? Cornell Research Program on Self-Injury and Recovery.
https://www.selfinjury.bctr.cornell.edu/perch/resources/what-is-emotion-regulationsinfo-brief.pdf
Rytwinski, N. K., Scur, M. D., Feeny, N. C., & Youngstrom, E. A. (2013). The co-occurrence of major depressive disorder among individuals with posttraumatic stress disorder: A meta-analysis. Journal of Traumatic Stress, 26(3), 299–309.
Sillcox, C. (2022). Implication of COVID-19 on post-secondary students’ mental health: A review. McGill Journal of Medicine, 20(1). https://doi.org/10.26443/mjm.v20i1.922
Singh, B., Winkel, D. E., & Selvarajan, T. T. (2013). Managing diversity at work: Does psychological safety hold the key to racial differences in employee performance? Journal of Occupational and Organizational Psychology, 86(2), 242–263. https://doi.org/10.1111/joop.12015
Substance Abuse and Mental Health Services Administration (SAMHSA) (2014). Trauma-informed care in behavioral health services. Center for Substance Abuse Treatment.
Tebes, J. K., Champine, R. B., Matlin, S. L., & Strambler, M. J. (2019). Population health and trauma-informed practice: implications for programs, systems, and policies. American Journal of Community Psychology, 64(3-4), 494-508. https://doi.org/10.1002/ajcp.12382
Van Ameringen, M., Mancini, C., Patterson, B. & Boyle, M. (2008). Post-traumatic stress disorder in Canada. CNS Neuroscience & Therapeutics, 14(3), 171-181. https://doi.org/10.1111/j.1755-5949.2008.00049.x
Van Bavel, M., & Conde, C. F. (2022). Trauma- Informed Care for Sexually and Gender Diverse Youth: A Research Summary. Community of Practice: Addressing Youth Dating Violence (pp. 1–25). PREVNet. https://youthdatingviolence.prevnet.ca/wp-content/uploads/2022/03/Trauma-Informed-Care-2SLGBTQ-Youth.pdf
Varghese, R., Quiros, L., & Berger, R. (2018). Reflective practices for engaging in trauma- informed culturally competent supervision. Smith College Studies in Social Work, 88(2), 135–151. https://doi.org/10.1080/00377317.2018.1439826
Ressources pour une lecture plus approfondie
- Trauma-Informed Teaching & Learning
( « Enseignement et apprentissage tenant compte des traumatismes ») - Example Syllabus (Annotated)
(« Exemple de syllabus (annoté) ») - University of Buffalo – Social Work
(« Université de Buffalo – Travail social ») - An Interdisciplinary Approach: Using Social Work Praxis to Develop Trauma Resiliency in Live-In Residential Life Staff
(« Une approche interdisciplinaire : utilisation de la praxis du travail social pour développer la résilience aux traumatismes chez le personnel de la vie résidentielle en résidence ») - SAMHSA’s Concept of Trauma and Guidance for a Trauma-Informed Approach
(« Concept de traumatisme et conseils
pour une approche tenant compte des traumatismes de la SAMHSA ») - Trauma Exposure and Resident Assistants: A Study of Meaning Making
(« Exposition aux traumatismes et assistants- es de résidence : une étude sur la création de sens ») - Cultivating Trauma-Informed Spaces in Education: Promising Practices Manual
(« Cultiver des espaces informatifs sur les traumatismes dans l’éducation : manuel des pratiques prometteuses »)