Building a trauma-informed society
Transforming the lives of practitioners and survivors
This site is currently in transition from writer and education consultant Suzanne Methot’s main website to a resource centre for trauma and healing. For information on Suzanne’s work and her book Legacy: Trauma, Story, and Indigenous Healing, go to the new author website. For information and resources on trauma and healing – or becoming a trauma-informed practitioner – stay tuned throughout 2019 as we build this site.
Who Will Benefit From Being Trauma-Informed?
Correctional Service Officers
Lawyers and Judges
About This Site
Being a trauma-informed practitioner, or delivering trauma-informed services, does not mean delivering specific treatment and healing interventions or using one specific approach. Being trauma-informed is about recognizing the pervasiveness of trauma within Indigenous communities, meeting people’s needs without re-traumatizing them, and understanding the connection between an individual’s life experiences and the everyday impacts of trauma that they enact or experience.
Delivering trauma-informed services – in any sector, whether education, justice, health, or beyond – is about creating safe and empowering spaces that assist survivors in changing the way they view themselves and the world around them. Being trauma-informed is about supporting survivors of trauma in regaining a sense of control over their daily lives and actively involving them in the planning and evaluation of their healing journey. This means institutions must involve community members in the design and evaluation of programs.
Being trauma-informed means understanding the necessity of relationship building as a means of promoting healing and wellness. In that sense, creating a trauma-informed society is a necessary part of reconciliation.
It took 130 years to create this problem.Justice Murray Sinclair, Chairperson, Truth and Reconciliation Commission of Canada, Winnipeg Free Press, Feb. 18, 2012
It’s probably going to take us 130 years to undo it.
Everyone has the right to education. … Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance, and friendship among all nations [and] racial or religious groups.United Nations Universal Declaration of Human Rights, 1948
[K]nowledge is something human beings createBarbara J. Thayer-Bacon, “What Is Constructivism?” Key Questions for Educators, Hare & Portelli, eds. (2005)
in a dialogical relationship with others.
Book a half-day consultation (3 hours) or a full-day consultation (6 hours) for professional development workshops and classroom visits. Contact us for policy and program work, including community consultations, and for research and writing.
- Teacher Professional Development
- Classroom/School Visits
- Staff and Volunteer Team Workshops
- Community Consultation
- Program Development
- Research & Writing
- This is one of the best workshops I have had. I feel inspired to learn more, but also confident to start integrating some elements into my classroom practice. The Best Practices checklist is a fantastic tool that has immediate applicability for my class.(Participant, ETFO Summer Academy)
- Very interactive activities, and good at bringing ancient teachings into the students' lives in a way that is relevant today.(Teacher, Dokis First Nation)