The purpose of this toolkit is to give those working and/or studying within the post-secondary space the context, knowledge, and skills to begin reflecting on and implementing trauma-informed practice & care into their work. This toolkit does not hope to create experts in this diverse range of practices, but to offer readers a space to consider how trauma not only impacts those they interact with, but also themselves. We invite the reader to use this toolkit to treat themselves and others with care and compassion.
Trauma-Informed Practice & Care
Introduction
The transition to post-secondary education can create many challenges for students, but those with a history of trauma can face additional ones. If the campus community works together with a shared sense of responsibility for students’ safety (physical, social, emotional, and academic) then trauma-affected students can thrive and be models of resilience and success (Davidson, 2017).
ViewUnderstanding Trauma-Informed Practice & Care
In this section we will build on the general context given above to delve deeper into the wide practices of trauma-informed practice & care. At the end of this section readers will have a better understanding of the specifics of trauma-informed practice & care, what trauma is, and how trauma relates to student mental health.
ViewUsing Trauma-Informed Practice & Care on Campus
Trauma is defined as any experience in which a person’s internal resources (skills or coping strategies that already exist within the individual) are not adequate to cope with external stressors
ViewTable 1 | Trauma Informed Communication Strategies for Supervisors
ViewTable 2 | Trauma Informed Action Strategies for Supervisors
ViewHow are Campuses Already Using Trauma-Informed Practice & Care?
The following section will offer readers a chance to reflect on the variety of spaces and contexts on campus and how trauma-informed practice & care can be brought into each of them.
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