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Safety; Trustworthiness and transparency; Peer support and mutual self-help; Collaboration and mutuality; Empowerment, voice, and choice; Cultural, historical, and gender issues

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I always offer students to "pass" when we are sharing get to know eachother questions

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incorporates the student as an individual, treating the student's individual needs, peer support, collaboration with academic advisors/ faculty

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So the student finds a safe space in our presence, one where the student feels heard, seen, and supported. Also important as the instructor so we understand what previous adverse events/ trauma has influenced the way the student relates to the world and our classroom.

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Students have options for how to participate that don't require everyone to speak in front of the large group and create multiple paths to engagement that account for the reality that not everyone is comfortable with the same level of speaking out.

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being transparent, offering opportunities to speak about personal experiences, office hours to discuss topics students aren't comfortable discussing in class around others, open communication, student organizations (MNSG, BNSA, STTI)

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publicly acknowledge and apologize when I do something that inadvertently hurts or offends a student

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Allowing students space to choose how vulnerable they want to be in counseling classes and encouraging them not to immediately share things they have not told other people until they have a sense for the dynamic and whether it feels safe to them.

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understanding each individual has their own experiences and voice, more open ended questions available for discussion, identifying broad subjects for discussion instead of focusing on one group of individuals, educating about different populations and implicit bias

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Student choice of texts

Peer mentors from recent students

Collaboration

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I share a vulnerable story first before inviting students to offer theirs.

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Students have many options for how to earn points for the semester. They are able to choose what type of assignments they wish to participate in that allow them to choose to try new skills and genres of creation, or to play to their strengths and interests.

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Setting up the expectations with the students so they know what is going to happen in the classroom/ appointments