In the context of the class or book discussion circles of His Name Is George Floyd, all facilitators and participants should be mindful that the issues raised in the book may intersect with lived experiences of our participants. For some, these discussions may bring up traumatic past events experienced either directly or indirectly. We therefore encourage all to be cognizant of how to build a safe discussion environment, be sensitive to how these topics are discussed, and to reiterate the resources available for support.
WHAT IS TRAUMA?
An essential component of understanding how to develop a trauma-informed classroom or out of classroom practice is to understand how "traumatic event" and "trauma" are defined:
According to the National Institute of Mental Health in their article "Coping with Traumatic Events," "A traumatic event is a shocking, scary, or dangerous experience that can affect someone emotionally and physically. Traumatic events can include experiences such as natural disasters (such as hurricanes, earthquakes, and floods), acts of violence (such as assault, abuse, terror attacks, and mass shootings), and car crashes or other accidents."
According to the Center for Disease Control in their article "Building Trauma-Informed Communities"
"Trauma is a physical, cognitive, and emotional response caused by a traumatic event, series of events, or set of circumstances that is experienced as harmful or life-threatening.(2) Trauma can have lasting effects, particularly if untreated."
In the context of this book discussion, it is essential for all--discussion leaders and participants--to be sensitive to how discussing traumatic events, even in the lives of others, need to be handled with extra sensitivity and care. It is also important to note that not all participants will experience a discussion of the same event in the same or similar way.
A trauma-informed approach recognizes that trauma is pervasive, impacts both communities and individuals, and is not visible. Therefore, it is impossible for a discussion leader or participants to identify who in the group may have previously experienced a traumatic event or has suffered trauma and even the person themselves may or may not identify themselves as a trauma survivor.
For a brief overview of classroom trauma-informed practices, please see the National Educational Guidelines and the University of Illinois' "Trauma-Informed Teaching"
To see how we used these guidelines to inform our guidelines for discussion, please view the Guidelines for Faculty, Discussion Leaders, and Participants.
CAMPUS RESOURCES FOR SUPPORT
All members of classes and book discussion circles should be made of resources should they need support beyond the classroom or book discussion circle with a licensed professional.
Counseling Services for Students & Emergency External Resources
Faculty and Staff Support through Employment Assistance Program