Transcending Adversity: Trauma-Informed Educational Development

Abstract

The purpose of this article is to reflect on the pertinence and utility of using a trauma-informed lens in educational development. A traumainformed approach is a framework grounded in an understanding of and responsiveness to the impact of trauma. After I describe the primary source of traumatic stress many faculty members are experiencing, I offer trauma-informed suggestions for how educational developers can help mitigate the effects of that stress. Importantly, in order to do this work of supporting faculty effectively and sustainably, it is critical that educational developers continue to attend to their own well-being. The overarching theme of this article is the importance of cultivating empowering relationships to help engage faculty members in supporting and improving the design and development of inclusive and equitable student learning experiences.

Teaching and Learning During A Pandemic: How one Graduate Community Psychology Class Quickly Incorporated Healing Justice Into Our Practices

“…Trauma can be complex (Ginwright, 2016 ; Raffo , nd) and collective (Daw, 2013 ; Page, 2013 ). Complex trauma is a common outcome from long‐term and generational exposure to the myriad forms that racism, classism, and other types of structural violence take, such as over‐policing, genocide, and housing and food insecurity (Imad, 2019 ; Page, 2013 ). Although collective trauma can occur through racism, sexism, and other ‐isms that disproportionately directly target minoritized groups, it can also occur through events such as hurricanes, terror attacks, and pandemics (Daw, 2013 ), which may indiscriminately target all groups but have a disproportionate outcome for minoritized groups (Page, 2013 ; Watson et al, 2020 ).…”

“…The model should be contextually and culturally relevant (Page, 2013 ). We conceptualize healing justice as the combination of radical healing (French et al, 2020 ; Ginwright, 2016 ) and collective action in a trauma‐informed space (Imad, 2019 ; Page, 2013 ; see Figure 1 ). A model for radical healing based in our region that has been used in connection to schools is Ginwright’s CARMA model (2016).…”

“…Agency includes the individual and collective ability to act (French et al, 2020 ; Ginwright, 2016 ; Imad, 2019 ). Possibilities arise through agency.…”

“…Active roles are healing because they restore control and influence that might have been foreclosed through the trauma generated by injustice. Agency also allows us to make changes toward a desirable condition like transforming education to be just (French et al, 2020 ; Ginwright, 2016 ; Imad, 2019 ).…”

“…Relationships enable us to connect to and care for one another, and see our places within an historical context of those who have worked toward justice before us (French et al, 2020 ; Ginwright, 2010 , 2016 ; Imad, 2019 ; Raffo , nd). Given that we would be holding class over the internet, I knew I would have to develop additional mechanisms for connection, showing care, and relationship building.…”