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Education on Sustainability using a Trauma Sensitive approach

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Education on Sustainability using a Trauma Sensitive approach

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Education for Sustainability using a Trauma Sensitive approach (FULL WEBINAR)

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The Role of Policies and Some of the Considerations Around Them in Trauma-Informed Care
From Mandy Davis, LCSW, PhD, Director, Trauma Informed Oregon
The following is adapted from a chapter co-authored with Dr. Karen Treisman and me for a forthcoming book: Davis, M., & Treisman, K. (in press, 2026). Navigating the journey to trauma-informed organizational change: 40 real-world questions, dilemmas and strategies. Jessica Kingsley Publishers. The information has been abbreviated and adapted to meet TIO-specific audiences and does not represent the entire chapter's work.

The Role of Policies in Trauma-Informed Care

"You can't policy away your problems," and "you can't policy in a trauma-informed approach." So, what then is the role of policy when implementing trauma-informed care and practices? We believe policies are essential components of a comprehensive trauma-informed approach. We also acknowledge that policies, like most components, are not successful on their own. Education, skills, feedback loops, accountability, practices, and commitments must accompany policies. Policies play an important role in organizations. In a trauma-informed organization, we want policies to embed and implement the values and principles of trauma-informed care. It feels important to acknowledge that policy styles will vary, so rather than offering a prescriptive way of carrying out or reviewing policies, we offer some helpful ideas and considerations.

Before we delve in let's take a moment to reflect.

Take a moment to notice how many policies in your organization you can name. Some of you will have many - especially if you are a governmental agency - and some, including newly formed organizations, may have very few.

Do you have a large binder of policies and procedures?

When was the last time you looked at this binder? How up to date is it?

Have you had the experience of hearing about a policy you never knew existed?

How aligned with real-world practice are the policies?

We rarely make time to monitor, update, change and review policies. However, not attending to policies can cause harm.

Purpose of Policies

Policies, in general, provide guidelines and expectations for decision-making (hiring processes, eligibility, promotions) and for behavior (expected work hours, time off, the number of services to offer, etc.). Policies that impact trauma-informed care are found at multiple levels, including the organizational, local or community, and state or federal levels. Often, policies influence, intersect with, complement, or conflict across these levels. Some examples may be:

An organization has a policy to practice harm reduction in response to substance use but the local judiciary has a policy of incarceration and mandated treatment.

Policies to hire people with lived experiences are in contrast to policies that respond to a staff member who has a relapse.

Eligibility for a service is changed based on newly elected politicians.

A change to an insurance policy regarding pre-existing conditions conflicts with an organization's policy to serve all who come.

Behavioral response policies (e.g. restraints, zero tolerance, exclusion, suspension, etc.) are not focused on connection before correction, co-regulation, and de-escalation, etc.

It is important to note that many policies that impact these areas are bound by the law: for example, mandatory reporting for child abuse, dual relationships with a patient, confidentiality, employee records, etc.

Policies are intended to ensure predictable and consistent care and often focus on the following three areas:

Administrative areas (governance, budgets, facilities, benefits, data protection)

Workforce areas (hiring, leave, supervision, complaints, conduct, advancement)

Service delivery (eligibility, length/type of service, equity, cultural responsiveness)

Policies are helpful in trauma-informed efforts to sustain the work beyond a person or moment in time. For instance, an organization may have a person who is passionate about trauma-informed care and regularly trains staff, but when they leave the agency, the training stops. If there were a policy requiring all staff to receive foundational trauma-informed care education, the agency would be held accountable for providing the training.

There are three general policy categories where a trauma-informed lens is essential:

1. Creating policies that are specific to implementing and sustaining trauma-informed care. Examples include a policy to fund a position to champion the work; a commitment to being a trauma-informed organization; trauma-informed education in new staff training; trauma-informed supervision; physical space annual reviews, etc.

2. Editing or sunsetting policies that are not trauma-informed and cause harm, othering, or systemic trauma. For example, a policy that requires all students to be asked about their Adverse Childhood Experiences would be deleted completely or altered to reduce trauma by making it clinically sound rather than mandated. Another example includes changing a policy of using person-administered body searches for those incarcerated to using scanners instead.

3. Creating new policies that are not directly related to trauma-informed implementation work but are absolutely trauma-informed or need a trauma-informed lens. For example, many people found hybrid work beneficial during COVID. An organization may opt to make hybrid work a policy, or make sure parental leave is inclusive for all, or support culturally relevant and inclusive healthcare benefits.

Reviewing Policies

A trauma-informed organization needs to have a way to routinely review policies and procedures through a trauma-informed lens. Though this is essential, it is a new practice. Two decisions have to be made: 1) how to determine if a policy is trauma-informed, and 2) administratively, how to implement the policy review.

The most thorough way to determine whether something is trauma-informed is to assess it against the principles and values of trauma-informed care. Ask: Does this policy impact psychological safety, physical safety, transparency, voice and choice, cultural responsiveness, etc.? It is important to assess this for those served and the workforce. The "4Rs" could also be used to determine whether a policy is trauma-informed: Does it Recognize, Respond to, Resist, and Reduce trauma? Or elements of both could be combined.

Reviewing policies spanning years can feel overwhelming. Many organizations have existing policy teams, committees, or positions committed to policy development, implementation and review. Utilizing these existing entities can be quite helpful. We also don't recommend attempting to review all policies at once. Instead, maybe have a protocol for reviewing all new policies and then review existing ones on a schedule - like conducting yearly reviews based on when the policy was adopted; reviewing 3 policies per quarter, starting with the eldest; or starting with a particular program. Just make sure to decide on a process that is doable and sustainable.

The following are considerations when developing a review process:

It must not be burdensome and take too long. If a review of a policy takes months, this process will likely be abandoned.

Those involved in the review process need to know enough about trauma and trauma-informed care to be effective.

Consider who is involved in the process - is it an existing department, a new trauma-informed focus team, or a person? Do they have enough authority to make recommendations?

See this resource from Trauma Informed Oregon:
Trauma Informed Care Review Board: Policies and Procedures
Developing and Implementing Policies

If an organization has been started and built, from the beginning, with trauma-informed values and principles centered, then all policies will have hopefully been created, written, and shared in trauma-informed ways. That is not the experience for most organizations. Instead, we are rebuilding, adapting, destroying, and restructuring our policies and procedures to align with trauma-informed practices. Here are some considerations for writing and creating new policies:

Language matters. Be mindful of the harm and hurt that can happen with the words used in a policy, and how the language we choose can include or exclude people from supports and services.

Policies need to be consistent but also flexible and adaptable. In trauma-informed organizations, we value predictability and consistency because they support equity and trust. Sometimes, depending on the context, they are a compass rather than a script. However, we also recognize that we are human, and sometimes a policy may not fully fit or feel adequate for a particular situation. We need policies that build in both agency and flexibility whilst allowing staff to use professional judgment and compassion, and to uphold fairness and accountability.

How can policies be more interactive and alive, so that they are felt as helpful and guiding, and a part of the fabric of the organization? Policies might also be displayed or communicated in different formats, such as an infographic, a video, an animation, with images etc.

Can those accessing an organization's services comment on policies or interact with them in a creative way?

Trauma-informed care is a movement that advocates for policies promoting the health and wellness of all individuals. There are many ways to engage in policy work, and being mindful of your sphere of influence can help you stay energized especially since this work requires long-term commitment. You may find that you have more agency in shaping local or organizational policies, or you might choose to join campaigns focused on broader governmental initiatives. You could also be in a position to educate policymakers about trauma and trauma-informed care. This educational role is both critical and powerful, and many trauma-informed champions find it to be a deeply meaningful way to contribute.

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The Role of Policies in Trauma-Informed Care | TIO

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Policies are essential to trauma-informed care but can't work alone. Consider how to review existing policies and create new ones that embed TIC values and principles.

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Becoming Trauma Aware (Cork City E-Learning)

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Becoming Trauma Aware (Cork City E-Learning)

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https://corktraumasensitivecity.corkcity.ie/

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The Practice Is the Work: Reflecting on Trauma-Informed Training and Embodiment
From Ingrid Anderson, Ed.D., Associate Professor of Practice, Trauma Informed Oregon
Over the past year, I've had the opportunity to sit with trainers, educators, early childhood providers, healthcare workers, and community leaders committed to building trauma-informed systems. We've gathered in Zoom rooms and community halls, in circles and at training tables. We've talked about safety and regulation, grief and resilience. We've explored how we lead learning spaces-and what it feels like when our facilitation aligns with our values, and when it doesn't.

Two practices I've returned to often-and that I believe help us stay grounded in this work-are:

1. Facilitating in ways that apply trauma-informed principles in real time, and

2. Creating environments that support regulation and relationship.

These are not abstract ideas. They are daily choices-often quiet, often unseen-that shape how people feel in our presence. They invite us to move beyond explanation and toward embodiment of trauma-informed care.

Applying Trauma-Informed Principles in Real Time

This is one of the hardest things to teach-and one of the most powerful to practice. It often begins with a pause. A breath. A check-in with ourselves:

Am I regulated?

Am I attuned to the dynamics in the room-both verbal and nonverbal?

Are we co-creating safety-emotional, physical, and cultural-not just delivering content?

In facilitation, these questions shape our presence. Sometimes applying trauma-informed principles means slowing down when urgency enters the space. It might mean adjusting the agenda, letting silence stretch, or giving voice to what others may be holding:

"I'm noticing a shift in the room. Can we pause for a moment and check in?"

At times, it means setting aside the plan and letting the moment lead. Other times, it means noticing when we didn't make the shift-and returning with care to name what was missed.

As Dr. Sandra Bloom writes, "The experience of trauma is not simply an event that happened in the past; it is an imprint on mind, brain, and body that is expressed in the present" (2013). That means our responses-in meetings, trainings, and communities-must be equally present and intentional.

As trainers, our presence often matters more than our materials. Being trauma-informed is less about the perfect slide deck and more about how we show up-responsive, relational, and human.

Reflection for Trainers

When have you adjusted your facilitation in response to what a group needed in the moment-especially during tension or uncertainty?

When have you looked back and thought, "I wish I had paused, asked a question, or slowed down"?

What helped you stay aligned with trauma-informed principles in the moment?

What will you carry forward into your next facilitation space to support regulation, connection, or clarity?

Creating Environments That Support Regulation

At Trauma Informed Oregon, we continue working towards the integration of these practices into our training checklists, session plans, and co-facilitator conversations. But more important than the checklist is the why -the purpose and presence behind each choice.

We're not offering tea, fidgets, or coloring pages because it's trendy-we're doing it because sensory support, nourishment, and moments of joy help people stay grounded and connected. They help us stay in the room-with ourselves, each other, and the content. Especially when the work is hard.

In the field, I've seen how small shifts-soft lighting, permission to take breaks, grounding objects-can change the energy in a room. In spaces where grief or fatigue is present, the environment doesn't just hold people-it offers potential for safety and engagement.

As Dr. Bessel van der Kolk reminds us, "Being able to feel safe with other people is probably the single most important aspect of mental health" (2014). That kind of safety doesn't happen by accident-it's something we design for, moment by moment.

As trainers, we are not only curating content-we are shaping the emotional, cultural, and relational conditions in which learning can take root. These choices-how we light a room, how we pause, how we invite participation-are not peripheral. They are central to trauma-informed practice.

Reflection for You

What supports your own regulation during the workday?

What small environmental shifts could you make in your learning space to support others' regulation?

The Invitation

Trauma-informed training isn't just about information-it's about modeling. It's about ongoing practice. And most of all, it's about relationships.

So I invite you to reflect with your team or on your own:

Are we embodying the principles we teach?

Do our environments support the people we're asking to do hard things?

What are the patterns-not just the policies-that shape our daily interactions?

Let's keep building spaces-trainings, classrooms, meetings, and systems-that reflect the care we believe in. And let's stay in community, learning together and holding each other accountable to the practices that help us all thrive.

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The Practice Is the Work: Reflecting on Trauma-Informed Training and Embodiment

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This blog reflects on trauma-informed training as daily practice-showing how applying principles in real time and creating supportive environments help facilitators embody care, build safety, and strengthen relationships in learning spaces.

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The Feelings Thermometer is a visual tool that helps you (kids and adults) measure how you are doing emotionally and what steps you can take to shift your mood when ​things are getting tough.

How you can use the Feelings Thermometer

Like a temperature thermometer, the Feelings Thermometer shows you when your emotional temperature is getting warmer and then hotter, to potentially dangerous degrees. It starts at blue - the calm zone, and goes to red - the furious zone. Throughout the zones it lists activities to fe​el less angry, frustrated, anxious, and sad.

Research shows that just identifying a calming activity can reduce anxiety. Being aware of your feelings is the first step!

Post a copy of the Feelings Thermometer on your fridge!

​​​Parents, teachers, school social workers and children can all make use of the Feelings Thermometer. In this section we offer ideas on how various adults and children might use the thermometer to monitor feelings and shift them as necessary.

This short handout explains how to use this tool and offers conversation starters.

​​​ How to use Feelings Thermometer - English
Check the emotional temperature of the children in your family:

Post the Feelings Thermometer on your refrigerator

After school, while making dinner, other moments when you are in the kitchen, use it to guide a simple conversation about the importance of paying attention to feelings

How to use Feelings Thermometer - Spanish

Which zone are you in right now? What in your body tells you that you are in that zone?

What can you do to move to the blue zone?

Have you used any of the strategies on the Feelings Thermometer?

What works for you when you are in the red zone?

How could you help someone in the green zone?

Name another activity that works to move you from the orange zone to the blue zone.

Would there be a good time of day for the whole family to check their Feelings reading?

Which activities would help others in the family to stay in the blue, calm zone?

Parents / Grandparents / Aunts & Uncles

Talking about Feelings. With the Feelings Thermometer posted, ask children questions like:
​Check the emotional temperature of your students:

Screen share it at the start or end of your class/meeting to check in on how students are feeling

Share the five feeling levels in Kahoot, PollEverywhere, or another poll platform and ask students to identify which zone they are in

Change your virtual background on Zoom to the Feelings Thermometer

Use it to guide conversation in home room, study hall, advisory, individual therapy sessions, or 1 on 1 check in's with students

For some, identifying feelings is not easy. Encouraging children to identifying feelings is good. It may take some practice for them to connect the feeling with words to describe it. If they can't do it right away, take a break and come back to it later.

1. What can you do right now to move to the blue zone?

2. Have you used any of the strategies on the Feelings Thermometer?

3. What works for you when you are in the red zone?

4. How could you help someone in the green zone?

5. Name another activity that works to move you from the orange zone to the blue zone.

Teachers / School Social Workers

​Post the Feelings Thermometer on your refrigerator

At breakfast, in the afternoon, at dinner or any other time think about how you are feeling. Are you happy (blue)? Are you worried (green)?

Is there someone you can talk to about your feelings?

Do you want to feel happy? Do you see an activity in the What You Can Do column that might help you feel better? Try it out and see if it works!

If you are already happy/smiling/laughing, can you share your feelings with someone else in your family to brighten their mood?​

Talking about Feelings. With the Feelings Thermometer posted, ask students questions like:

Encourage students to share the thermometer with their parents and have them use it at home to help the whole family stay in the happy/calm zone.

Hear how Families are Using the Feelings Thermometer

Parenting Advice during the Pandemic

Predictability, Purpose, and People - The 3 Ps of Parenting can help parents manage stress and anxiety during the pandemic. First Lady Kathy Evers discusses these with Dr. Marcia Slattery, Professor of Psychiatry and Pediatrics/Director, UW Anxiety Disorders Program, Department of Psychiatry - UW School of Medicine and Public Health.

​The Office of Children's Mental Health would like to thank for guidance in the development of this Feelings Thermometer Dr. Marcia Slattery, MD, MHSc, Professor of Psychiatry and Pediatrics at the University of Wisconsin School of Medicine and Public Health. Dr. Slattery is the Director of the UW Anxiety Disorders Program for children, adolescents and adults. She specializes in the clinical assessment and treatment of anxiety and stress, especially in children and adolescents.​

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​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​ The Feelings Thermometer is a visual tool that helps you (kids and adults) measure how you are doing emotionally and what steps you can take to shift your mood when ​things are getting tough. How you can use the Feelings Thermometer Like a temperature thermometer, the Feelings Thermometer shows you when your emotional temperature is getting warmer and then hotter, to potentially dangerous degrees.

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For Parents/Caregivers - Healing Trauma in Children (ČEŠI PRO SÝRII)

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For Parents/Caregivers - Healing Trauma in Children (ČEŠI PRO SÝRII)

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For Parents/Caregivers - Healing Trauma in Children Workbook ( (ČEŠI PRO SÝRII)

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For Parents/Caregivers - Healing Trauma in Children Workbook ( (ČEŠI PRO SÝRII)

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PSI - A Rapid Response Psychology Tool for Those Working with Refugees

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PSI - A Rapid Response Psychology Tool for Those Working with Refugees

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PSI - Resources for Those Affected by War

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PSI - Resources for Those Affected by War

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Following a number of significant international conflicts, the PSI has set up a resources section which aims to provide assistance to those who have been affect…

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Beacon House - Talking to Children about War and Conflict

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Beacon House - Talking to Children about War and Conflict

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Multilingual Trauma Resources - Child Mind Institute

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Multilingual Trauma Resources - Child Mind Institute

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Lo sentimos, la página que usted busca no se ha podido encontrar. Puede intentar su búsqueda de nuevo o visitar la lista de temas populares.

When communities experience episodes of violence or face natural disasters these events are hard even for adults to comprehend. We can't shield our children from pain and fear when they're exposed to such tragedy. But we can help them process what they're experiencing in the healthiest way possible.

The Child Mind Institute has prepared free trauma resources to aid parents, educators, and other adults in talking to children and adolescents about potentially traumatic events and identifying those who might benefit from more focused professional attention. Our children can be more sensitive to challenges around them because of their life experience and they need our support.

We hope these resources will be of assistance in a trying time, and that you will share them with anyone you think might benefit. And remember to take care of yourself; your children depend on you most of all.

This guide was last reviewed or updated on February 28, 2023.

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Multilingual Trauma Resources - Child Mind Institute

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Free trauma resources to aid parents, educators, and other adults in talking to children and adolescents about potentially traumatic events.

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SAMHSA - Practical Guide for Implementing a Trauma-Informed Approach

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SAMHSA - Practical Guide for Implementing a Trauma-Informed Approach

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Key Reflections in Trauma-Informed Practice (Behaviour as Communication)

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Key Reflections in Trauma-Informed Practice (Behaviour as Communication)

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Three Key Reflections in Trauma Informed Practice.PNG

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Thrive Guide to Trauma-Informed Organizational Development

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Thrive Guide to Trauma-Informed Organizational Development

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Discussions & Conversations

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Handout - Trauma-Informed Language for Teachers

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Handout - Trauma-Informed Language for Teachers

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Handout - Creating a Trauma-Informed Classroom

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Handout - Creating a Trauma-Informed Classroom

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Helping Traumatized Children Learn Vol 2 (Creating & Advocating for Trauma Sensitive Schools)

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Helping Traumatized Children Learn Vol 2 (Creating & Advocating for Trauma Sensitive Schools)

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Green Cross Standards of Self Care Guidelines

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Green Cross Standards of Self Care Guidelines

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Window of Tolerance - Widening the Comfort Zone for Increased Flexibility

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Window of Tolerance - Widening the Comfort Zone for Increased Flexibility

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Window of Tolerance - Widening the Comfort Zone.PNG

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Using Trauma-Sensitive Language - Recovery Oriented Language Guide

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Using Trauma-Sensitive Language - Recovery Oriented Language Guide

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Workshop with Dr Nina Koruth - Taking a Trauma Informed Lens to your service and practice:  Sowing seeds for working with children and young people 

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Workshop with Dr Nina Koruth - Taking a Trauma Informed Lens to your service and practice:  Sowing seeds for working with children and young people 

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Taking a trauma informed lens to your work - Sowing Seeds with Dr Nina Koruth

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To access the freely available resources that accompany this guided film, please click the following link:
https://forms.office.com/r/tg854sNS7x  

If you have used this video, either as an individual or as a workshop facilitator, please consider completing a short evaluation form so that we can continue to offer high quality training resources:
https://forms.office.com/r/KHsPaqzyVe

For further information on the NTTP and all the available resources, please visit our website: https://www.traumatransformation.scot/

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Workshop with Dr Caroline Bruce - Taking a Trauma Informed Lens to your service and practice:  Opening Doors for working with adults 

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Workshop with Dr Caroline Bruce - Taking a Trauma Informed Lens to your service and practice:  Opening Doors for working with adults 

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Taking a trauma informed lens to your work : Opening doors

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To access the freely available resources that accompany this guided film, please click the following link: 
https://forms.office.com/r/EwN3HmeJ9y  
If you have used this video, either as an individual or as a workshop facilitator, please consider completing a short evaluation form so that we can continue to offer high quality training resources:
https://forms.office.com/e/aYd3eDZmFT

For further information on the NTTP and all the available resources, please visit our website: https://www.traumatransformation.scot/

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Guide - Trauma Informed Meetings/Discussions

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Guide - Trauma Informed Meetings/Discussions

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Vicarious Trauma and Mental Health Self-Care Wheel

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Vicarious Trauma and Mental Health Self-Care Wheel

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https://redcircle.com/shows/the-trauma-thrivers-podcast

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Listen to The Trauma Thrivers Podcast on RedCircle

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Karen Treisman - Good Relationships are the Key to Healing Trauma

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Karen Treisman - Good Relationships are the Key to Healing Trauma

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Good relationships are the key to healing trauma | Karen Treisman | TEDxWarwickSalon

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https://cesiprosyrii.org/publications/

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Gabor Maté - The Myth of Normal “Trauma, Illness & Healing in a Toxic Culture”

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Gabor Maté - The Myth of Normal “Trauma, Illness & Healing in a Toxic Culture”

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https://www.youtube.com/watch?v=e4PyQGBvFEU

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Dr. Gabor Maté on "The Myth of Normal," Healing in a Toxic Culture & How Capitalism Fuels Addiction

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The 6 Pillars of Trauma-Informed Awareness

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The 6 Pillars of Trauma-Informed Awareness

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Standards of Practice for Trauma Informed Care (Oregon)

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Standards of Practice for Trauma Informed Care (Oregon)

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http://traumainformedoregon.org/wp-content/uploads/2014/10/Standards-of-Practice-for-Trauma-Informed-Care.pdf

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https://thriveldn.co.uk/communications/toolkits-and-resources/toolkit/trauma-informed-practice-training/

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Thrive LDN has partnered with Nicola Lester Psychological Trauma Consultancy to offer free, pre-recorded trauma-informed practice training to support individuals and organisations.

Find below open access workshops and further materials to support individuals and organisations to achieve Bronze, Silver and Gold standard.

The training is designed for anyone in a role supporting others, whether formal or informal. However, participating in the training supports an understanding of how trauma influences and shapes the lives of those it touches regardless of previous knowledge or role.

About the trainer

Nicola Lester is a registered mental health nurse by background, specialising in working with psychological trauma and developing trauma informed approaches to practice across a range of contexts, both in the UK and overseas.
Use of the training workshops and further materials
The team at Nicola Lester Trauma Consultancy have worked very hard to develop this training and to make it accessible to all. We are delighted to host it here for free with thanks to funding and support by the Mayor of London. We ask that you respect this by keeping this online training for use by you and your organisation and do not reproduce the materials or re-distribute for profit.

Please do tell as many people as you can about this free training - this will help us to fulfil our vision of a trauma informed everything!

Bitesize option

Become gold level trauma-informed in just eight weeks

To complete all the available training, starting from the introduction below, takes close to 5 hours in total. Building on feedback, we have developed a bitesize approach to help make things more manageable and less overwhelming.

Subscribe to an eight-week programme and you'll receive the training chapter-by-chapter direct into your inbox. This means you can spend around 20-30 minutes per week engaging with the training.

By week 8 you'll have fully completed the training programme and will be awarded gold level status 'Committed to Trauma Informed Practice'.
Sign up today.
Introduction

As part of a wider campaign to increase access to training in trauma informed practice, Nicola Lester Psychological Trauma Consultancy has developed the following recorded, open access training workshops to support individuals and organisations.

In a short introductory video, Nicola Lester introduces the training series and the various training levels. We encourage you to watch this introduction before beginning the Bronze Level recorded training workshop.

Bronze Level

The Gift of Reconnection: Becoming Trauma Aware (Bronze level)

This online recorded training workshop is comprised of an introduction to the training series, followed by three chapters each lasting between 25-35 minutes.

Overview of the training

Making a commitment to 'practice' trauma informed care first requires an understanding of how trauma influences and shapes the lives of those it touches. We must know how it changes, alters and transforms the way someone thinks and feels; how they engage with and experience the world around them.

Specific chapters include:

1. Understanding trauma and loss

2. Understanding the complexity of developmental trauma

3. Integrating a trauma informed approach to practice

Additional training materials
The Gift of Reconnection Becoming Trauma Aware (Bronze level) Manual [PDF]
A download of the training workshop slides to keep as a manual for the Bronze Level.
Bronze Level: Becoming Trauma Aware - Facilitation guide [PDF]
Whilst the bronze level training video can be accessed individually, some organisations may prefer to participate in a group, either in person or online. This brief guide to facilitators to promote engagement and enhance opportunities for discussion and sharing learning.
Bronze Level: Becoming Trauma Aware - aide-mémoire [PDF]
A download of a memory aid to support the Bronze Level training.

Certificate of completion

Once you have completed The Gift of Reconnection: Becoming Trauma Aware (Bronze level) training, then please fill out this online form.

The form will give you an opportunity to reflect on your learning, and provide information to receive a certificate of completion and certified badge, which can be used to demonstrate your knowledge and trauma informed training status. If you require support in completing this or would like it in another format, then please contact the Thrive LDN team.

Silver Level

The Gift of Reconnection: Developing Trauma Informed Practice (Silver Level)

This online recorded training workshop is comprised of two chapters each lasting between 25-35 minutes.

Please note, this is the second level of the series. Please access the bronze level training before you access the silver level.

Overview of the training

At the silver level, we move beyond developing an awareness of the impact of trauma to thinking about how we 'practice' a trauma informed approach. This is broken down into two key areas; therapeutic skills for reconnection and creativity in trauma informed practice.

Whilst trauma informed practice is not about 'treating' trauma or providing 'therapy', it is about being 'therapeutic' and sitting in the darkness beside someone demands an understanding of connection, empathy, compassion, courage and vulnerability and kindness. In this session we establish the skills needed to bear witness to distress and remain present, withhold judgement and hold space and to 'steward' stories.

Specific chapters include:

1. From disconnection to reconnection-therapeutic skills for practice

2. Creative trauma informed practice

Additional training materials

▪ The Gift of Reconnection Developing Trauma Informed Practice (Silver Level) Manual [PDF]

A download of the training workshop slides to keep as a manual for the Silver Level.

▪ Silver Level: Developing Trauma Informed Practice - Facilitation guide [PDF]

Whilst the training video can be accessed individually, some organisations may prefer to participate in a group, either in person or online. This brief guide to facilitators to promote engagement and enhance opportunities for discussion and sharing learning.

▪ Silver Level: Developing Trauma Informed Practice - aide-mémoire [PDF]

A download of a memory aid to support the Silver Level training.
▪ Making a friendship bracelet ▪ Making a worry doll booklet ▪ Trauma informed brownies
Certificate of completion

Once you have completed The Gift of Reconnection: Developing Trauma Informed Practice (Silver Level) training, then please fill out this online form.

The form will give you an opportunity to reflect on your learning, and provide information to receive a certificate of completion and certified badge, which can be used to demonstrate your knowledge and trauma informed training status. If you require support in completing this or would like it in another format, then please contact the Thrive LDN team.

Gold Level

The Gift of Reconnection: Committed to Trauma Informed Practice (Gold Level)

This online recorded training workshop is comprised of three chapters each lasting between 30-45 minutes.

Please note, this is the third level of the series. Please access the bronze and silver level trainings before you access the gold level.

Overview of the training

At the gold level, the focus shifts from individual practice to think about organisational practice. When we consider 'trauma', both in terms of its cause and effect, discussions of power should never be far behind. This level also examines the challenge of working within 'traumatised organisations' and the barriers that these can create to making a commitment to trauma informed practice.

Understanding how organisations can also become disconnected, disempowered and isolated is essential, not least because of the profound implications that this has on staff and beneficiaries and their experiences. Most importantly, the topic of self-care and vicarious trauma is also explored as we acknowledge that a commitment to trauma informed practice can only emerge when we make the same commitment to take care of ourselves.

The final chapter focuses on making 'SENSE' of trauma informed practice, offering a structure for trauma informed care by weaving together knowledge and practice to create this commitment.

Specific chapters include:

1. Understanding organisations, trauma, power and betrayal

2. Our hearts: The impact of working with trauma

3. Making SENSE of trauma informed practice

Additional training materials
▪The Gift of Reconnection Committed to Trauma Informed Practice (Gold Level) manual [PDF] ▪Gold Level Committed to Trauma Informed Practice - Facilitation guide [PDF]
A download of the training workshop slides to keep as a manual for the Gold Level.

Whilst the training video can be accessed individually, some organisations may prefer to participate in a group, either in person or online. This brief guide to facilitators to promote engagement and enhance opportunities for discussion and sharing learning.
▪Gold Level Committed to Trauma Informed Practice - reflective practice guide [Word]
▪ Gold Level: Committed to Trauma Informed Practice - aide-mémoire [PDF]

A download of a memory aid to support the Gold Level training.

A reflective practice guide for participants to use when accessing the Gold Level training.

Certificate of completion

Once you have completed The Gift of Reconnection: Committed to Trauma Informed Practice (Gold Level) training, then please fill out this online form.

The form will give you an opportunity to reflect on your learning, and provide information to receive a certificate of completion and certified badge, which can be used to demonstrate your knowledge and trauma informed training status. If you require support in completing this or would like it in another format, then please contact the Thrive LDN team.

Getting Through This Together

Getting Through This Together is a campaign developed by Thrive LDN in response to the increased cost-of-living pressures.

Getting Through This Together aims to encourage Londoners to strengthen their social networks with family members and friends, and trusted others in their community - which we know is going to be a significant factor in supporting people during this period. As well as highlighting the professional support and advice services which are available.

The Gift of Reconnection training series forms part of the campaign's range of tools and resources to protect and enhance people's mental wellbeing, so that they can adapt and thrive after their lives have been disrupted by current shocks.

Mental Health and Wellbeing Recovery Mission

This series of trauma informed training sessions are funded and supported by the Mayor of London to support Londoners recover from the mental health impacts of the pandemic and face the cost-of-living crisis. This comes as thousands of Londoners pledge to become champions for positive wellbeing where they are empowered to act to improve their own and their communities' wellbeing.

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Trauma-Informed Practice training - Thrive LDN

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Thrive LDN has partnered with Nicola Lester Psychological Trauma Consultancy to offer free, pre-recorded trauma-informed practice training to support individuals and organisations. Find below open access workshops and further materials to support individuals and organisations to achieve Bronze, Silver and Gold standard. The training is designed for anyone in a role supporting others, whether formal or informal.

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Supporting the Wellbeing of Children from Ukraine in your Post-Primary School 

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Supporting the Wellbeing of Children from Ukraine in your Post-Primary School 

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Supporting the Wellbeing of Children from Ukraine in your Primary School 

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Supporting the Wellbeing of Children from Ukraine in your Primary School 

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Educate Together: Talking about Conflict in Schools

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Educate Together: Talking about Conflict in Schools

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Dr Jane Mulcahy: Video on Trauma and the Classroom (1)

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Dr Jane Mulcahy: Video on Trauma and the Classroom (1)

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CTCER session 5:Trauma and the classroom part 1

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Dr Jane Mulcahy: Video on Trauma and Classroom (2)

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Dr Jane Mulcahy: Video on Trauma and Classroom (2)

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CTCER session 5: Trauma and the classroom part 2

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A trauma-informed practice

Cian (Clinical Manager, Jigsaw in Limerick) and Jason (Clinical Governance Lead) discuss in this video series, a trauma-informed framework that can support you and your classroom.

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A trauma-informed practice | Classroom resources | Jigsaw.ie

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A trauma-informed practice Cian (Clinical Manager, Jigsaw in Limerick) and Jason (Clinical Governance Lead) discuss in this video series, a trauma-informed framework that can support you and your classroom.

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#159 Laura Dowling talks about her early life and career as a Pharmacist

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The Two Norries Podcast is hosted by James Leonard & Timmy Long from north west Cork city and is themed around crime, mental health, addiction and social & health issues. Two Norries Podcast Hosted on Acast. See acast.com/privacy for more information.

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Psychological First Aid for Displaced Children and Families

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Psychological First Aid for Displaced Children and Families

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Standards of Practice for Trauma Informed Care:  Definitions and Additional Resources  (Oregon)

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Standards of Practice for Trauma Informed Care:  Definitions and Additional Resources  (Oregon)

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https://traumainformedoregon.org/wp-content/uploads/2018/08/Definitions-and-Additional-Resources-for-Standards-of-Practice-2018update.pdf

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A foundation for Trauma-Informed Practice

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A foundation for Trauma-Informed Practice

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Childhood Trauma, Consequences and Essential Responses (8 Modules)

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Childhood Trauma, Consequences and Essential Responses (8 Modules)

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https://janehmulcahy.wixsite.com/theheartcentre/post/free-eight-module-adult-education-course-childhood-trauma-consequences-and-essential-respo

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Just a quick note to say thank you so much for this powerful course. It was recommended to me by (name) Training Co-ordinator in Tusla, (place). I am a foster parent who has also had several ACEs.

I found the course to be informative, challenging, empathic, sensitive and gave me a huge awareness going forward with the little girl we foster who obviously has had many ACEs too in her life.

Everyone should do this course. I have learned so much about my own experiences but also how and why I chose the different roles I've played in my life. Thank you seems like such a small word but doing this course has changed my life and my perspective on my life and others.

Note: Trauma is prevalent in society. I believe that knowledge is power and can be life-changing. Depending on your own personal history, however, you may find some of the content activating (i.e. upsetting).

Please pay attention to the physiological signals of distress within your body and to any emotional overwhelm. Take a break when necessary. If distress persists, you might benefit from talking to someone about it. There are various ways that you can access support from the Samaritans. See https://www.samaritans.org/ireland/how-we-can-help/contact-samaritan/ Alternatively, you might feel that you would benefit from speaking to a professional counsellor face to face in your locality.

It is important to note that not all counsellors and mental health professionals are neurodevelopmentally aware and trauma-informed. It is advisable to research trauma-informed practitioners, before selecting a helping professional. Also, if you have already explored talk therapy and found that it did not help you to resolve your trauma fully, you might be interested in exploring body-based interventions that target the somatic, embodied residue of trauma such as Somatic Experiencing, Sensorimotor Psychotherapy, Deep Brain Re-orienting, the Comprehensive Resource Model and EMDR. Practices such as Trauma Releasing Exercises, yoga, mindfulness, meditation and Coherent Breathing may also help you manage stress and physiological discomfort. Please take care of yourself and respect the safety-related messages that your body and emotions are giving you.

Just a quick note to say thank you so much for this powerful course. It was recommended to me by (name) Training Co-ordinator in Tusla, (place). I am a foster parent who has also had several ACEs.

I found the course to be informative, challenging, empathic, sensitive and gave me a huge awareness going forward with the little girl we foster who obviously has had many ACEs too in her life.

Everyone should do this course. I have learned so much about my own experiences but also how and why I chose the different roles I've played in my life. Thank you seems like such a small word but doing this course has changed my life and my perspective on my life and others.

Note: Trauma is prevalent in society. I believe that knowledge is power and can be life-changing. Depending on your own personal history, however, you may find some of the content activating (i.e. upsetting).

Please pay attention to the physiological signals of distress within your body and to any emotional overwhelm. Take a break when necessary. If distress persists, you might benefit from talking to someone about it. There are various ways that you can access support from the Samaritans. See https://www.samaritans.org/ireland/how-we-can-help/contact-samaritan/ Alternatively, you might feel that you would benefit from speaking to a professional counsellor face to face in your locality.

It is important to note that not all counsellors and mental health professionals are neurodevelopmentally aware and trauma-informed. It is advisable to research trauma-informed practitioners, before selecting a helping professional. Also, if you have already explored talk therapy and found that it did not help you to resolve your trauma fully, you might be interested in exploring body-based interventions that target the somatic, embodied residue of trauma such as Somatic Experiencing, Sensorimotor Psychotherapy, Deep Brain Re-orienting, the Comprehensive Resource Model and EMDR. Practices such as Trauma Releasing Exercises, yoga, mindfulness, meditation and Coherent Breathing may also help you manage stress and physiological discomfort. Please take care of yourself and respect the safety-related messages that your body and emotions are giving you.

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Free eight module adult education course "Childhood trauma, Consequences and Essential Responses"

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Freely available for a limited period! (Extended due to multiple requests and my desire to make the content available to people who might benefit personally, professionally or both from it)Email testimonial from 28/01/23Hi Jane,Just a quick note to say thank you so much for this powerful course.

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Using the Trauma Informed Care Screening Tool (Oregon) 

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Using the Trauma Informed Care Screening Tool (Oregon) 

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https://traumainformedoregon.org/wp-content/uploads/2018/12/Screening-Tool-and-Guidelines-Letter-Size-12-12-18.pdf

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Sharon Lambert on Trauma (The Blindboy Podcast Episode)

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Sharon Lambert on Trauma (The Blindboy Podcast Episode)

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Speaking to an expert about Trauma | The Blindboy Podcast on Acast

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Dr Sharon Lambert is a researcher in applied psychology. We speak about trauma on an indivual level and a societal level Hosted on Acast. See acast.com/privacy for more information.