The following suggestions are offered in terms of their relative usefulness in discussing trauma and learning
|more helpful things to do
|don't address violence without reliable resources / referrals
[need for research]
| find reliable counseling referrals prior to addressing
[investigate possibilities, invite speakers]
build connections/relationships with community providers
|avoid 'knowing it all,'
don't assume someone else can or should do what you might do
|avoid 'doing for'
|work with learners to develop advocacy skills
|don't require people to share
|work with people to create safe spaces / ground rules for those who wish to share
|teachers are not counselors; don't take on a counseling role
|provide good referral information as appropriate
|avoid judgements; don't blame the victim
|respect others' rights to make their own decisions, while providing information/increasing awareness about options
|avoid simplistic answers
|be realistic about difficulties and possibilities (hopeful survival stories)
|don't store journals where others might read them
messages that blame or discourage victims
|important messages to receive
|Did you try to stop the abuse?
What did you do to provoke it?
| I believe you
It's not your fault
|Why don't you just leave?
|I'm interested in hearing more.
|That happened a while ago, why are you still talking about it?
|How can we make our classroom feel safe?
|Can't you just forget about it? You need to get on with your life.
|I'm interested in helping you understand how your experiences affect your learning
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