Trauma-informed: From “applying to” others, to “being with” others (and ourselves)
Trauma was presented to me as this big, dark cloud that loomed over all of my students. It was something rare, something that happened to them, but not to many others. They needed specialised practices to help them cope, and that’s what our school was all about.
My very first teaching experience was in an alternative high school that provided education to young people living in out-of-home care. The school was only a few years old when I started, and the understanding of trauma-informed practice in schools was just “emerging.”
Back then, there was even this misconception that these kids didn’t want to attend school, so the school didn’t even have “school” in the title, and it had been opened in a building that couldn’t look less like a school (it was in a converted warehouse with concrete floors and no natural light). It was going to be “education by stealth” — get them in the door, treat them like they’re in a youth centre, and trick them into learning a few things.
Luckily for me (and out students), new ideas in the field were emerging quickly, and an exceptional Principal was guiding our campus to be a place where our students not only felt safe, but could also engage in meaningful education.
In those first few weeks, I was provided with some trauma training. It was great; it gave me insight into what trauma can do to the brain, why my students might behave in certain ways, and strategies I could use to manage “explosive behaviours.” That was 15 years ago, and back then, that was the extent of it.
Trauma was presented to me as this big, dark cloud that loomed over all of my students. It was something rare, something that happened to them, but not to many others. They needed specialised practices to help them cope, and that’s what our school was all about.
Applying trauma-informed practice
In those early years, I ‘applied’ trauma-informed practice onto the young people.
I co-regulated them.
I met them with unconditional positive regard.
I provided them with choice and negotiation.
I saw their behaviour as reactions to their trauma and worked to understand their triggers.
My primary goal was to create a space where they felt safe, both physically and emotionally, so they could engage in learning.
In those early years, I would focus so heavily on how stressed my students might be feeling in school that I never really stopped to allow myself the same grace I was offering them.
Then, at the end of each day, I would take off my ‘trauma-informed practice hat’ and return to my 'normal' life. A life where trauma wasn’t a constant presence because those around me hadn’t grown up in out-of-home care, experienced significant harm at the hands of others or fled a war-torn country. At the time, I was taught that this practice was only necessary for my traumatised students. It’s not that my friends and loved ones weren’t compassionate with each other, but, we certainly weren’t viewing each other and the rest of the world through a trauma-informed lens.
You might be reading this and nodding along. If you’ve worked in the field for a little while, you might have started with an 'applied to x' approach, too.
But, I’ve come to understand that being trauma-informed isn’t just an 'applied to x' practice, and it is my hope this understanding is spreading.
Trauma-informed practice in action is compassion.
It’s a way of being with each other.
It's a whole new way of seeing the world and interacting with everyone around us.
Why the shift in view and in practice? I’ll unpack just some of the ways my views changed.
Recognising our collective experience and addressing root causes
As I reflect on those early years of "applying" trauma-informed practice to traumatised students, I realise that this approach can sometimes ignore our collective experience and interconnectedness. By viewing trauma as something that happens to "others," I was inadvertently reinforcing a sense of separation and, in some ways, victimising those I sought to help.
Using trauma-informed practices can be great in supporting others to feel safe, to create moments of co-regulation, and to minimise harm, but it’s not enough.
Treating trauma as an individual issue disregards the systemic and relational aspects of trauma. We are all interconnected, and our experiences of trauma and healing influence one another.
Acknowledging that trauma affects everyone helps in designing inclusive systems that address the needs of all individuals. Policies and practices should be developed with a broad understanding of trauma, ensuring that they are sensitive to the diverse experiences of the population.
It’s about understanding that we are all part of the same fabric, and healing is a journey we undertake together, shaping better environments, systems, and policies along the way.
The Dual Continuum Model: thriving amidst healing (and healing amidst thriving).
A significant addition to my understanding of trauma and wellbeing came from Corey Keyes and the Dual Continuum Model of mental health. This model illustrates that mental health and mental illness are related but distinct dimensions. A person can experience mental illness while also thriving and flourishing in other aspects of life.
Adapted image of the Dual Continuum Model displaying 4 quadrants.
Top left: “Flourishing with mental illness”
Top right: “Flourishing without mental illness”
Bottom left: “Languishing with mental illness”
Bottom right: “Languishing without mental illness”
Traumatic experiences can lead to experiences of mental illness, manifesting as anxiety, depression, PTSD, or other psychological challenges. However, the dual continuum model suggests that individuals can also experience high levels of wellbeing and fulfilment despite these challenges.
The recognition that flourishing and healing are not mutually exclusive is crucial. A person may be thriving in their career, relationships, and personal growth, yet still have unresolved trauma that requires attention and healing. Alternatively, a person we are supporting may be experiencing a mental illness, evidently navigating a journey of healing, while simultaneously engaging in wellbeing practices and improving their mental health.
Corey Keyes’ work highlighted to me the need to support my students to enhance their wellbeing and develop their strengths while simultaneously navigating their healing. But, it also reminded me that all of our psychological experiences are complex. Those who appear to be thriving are also carrying their own stories of struggle, illness, and healing. Each of us needs some compassion and will benefit from trauma-informed approaches to our wellbeing.
The broadening definition of trauma and adversity
Over the years, our understanding of trauma and adversity has evolved significantly. What was once seen as a result of extraordinary events, such as war or severe abuse, is now understood to encompass a much wider range of experiences.
Gabor Maté has been instrumental in this shifting perspective. He emphasises that trauma is not merely what happens to us, but what happens inside us as a result of what happens to us. He explains that trauma can stem from any event or series of events that overwhelm our ability to cope, causing lasting emotional and psychological wounds. This includes not only the obvious and dramatic experiences, like natural disasters or suffering abuse, but also more subtle and pervasive forms of adversity, such as chronic stress, societal oppression, and relational disruptions (particularly in childhood).
This broader definition captures that experiences of trauma and adversity are much more prevalent in our society than first thought.
Do our current practices and policies recognise the prevalence and impact of trauma and adverse experiences on each of us?
Do schools and workplaces make each of us feel safe?
Do families gather in compassionate ways that allow for healing?
Concluding thoughts
Trauma-informed practice is evolving from something we apply to others into a way of being with each other and ourselves. By embracing a strengths-based approach, recognising our interconnectedness, and broadening our understanding of trauma and adversity, we can create more inclusive and supportive environments. This ongoing journey calls for compassion, collective responsibility, and a commitment to fostering holistic wellbeing for all.
The vision of Wagtail Institute is for all children to have a safe and magical childhood with support from adults who believe in their future. Our vision can only come to life when we, the adults, are “well.” We need to be practising what it means to be trauma-informed and to be committed to collective wellbeing. We need to accept the role we have in the healing and thriving of ourselves and others.
References:
Westerhof, G. J., & Keyes, C. L. M. (2010). Mental illness and mental health: The two continua model across the lifespan. Journal of Adult Development, 17(2), 110–119:
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2866965/
Public Health Insight. (2020). The mental health continuum: Flourishing, languishing, and everything in between. American Journal of Health Promotion, 34(6), 792–795.
https://thepublichealthinsight.com/the-mental-health-continuum-flourishing-languishing-and-everything-in-between/
Maté, G. (2010). The Myth of Normal: Illness and Health in an Insane Culture. North Atlantic Books.
