{"id":10658,"date":"2022-09-19T20:20:08","date_gmt":"2022-09-19T20:20:08","guid":{"rendered":"https:\/\/dev-tufts-provost.pantheonsite.io\/celt\/?page_id=10658"},"modified":"2025-01-14T16:00:38","modified_gmt":"2025-01-14T16:00:38","slug":"trauma-informed-healing-centered-engagement-teaching-resources","status":"publish","type":"page","link":"https:\/\/provost.tufts.edu\/celt\/inclusive-and-equitable-teaching\/trauma-informed-healing-centered-engagement-teaching-resources\/","title":{"rendered":"Trauma-Informed\/ Healing-Centered Engagement Teaching Resources"},"content":{"rendered":"<h2><b>Background info:<\/b><\/h2>\n<h3><i>What is trauma?<\/i><\/h3>\n<p>\u201cTrauma results from exposure to an incident or series of events that are emotionally disturbing or life-threatening with lasting adverse effects on the individual\u2019s functioning and mental, physical, social, emotional, and\/or spiritual well-being.<\/p>\n<p>Experiences that may be traumatic include:<\/p>\n<ul>\n<li>Physical, sexual, and emotional abuse<\/li>\n<li>Childhood neglect<\/li>\n<li>Living with a family member with mental health or substance use disorders<\/li>\n<li>Sudden, unexplained separation from a loved one<\/li>\n<li>Poverty<\/li>\n<li>Discrimination, and oppression<\/li>\n<li>Violence in the community, war, or terrorism\u201d<\/li>\n<\/ul>\n<p><i>Excerpted from and read more:<\/i> <a href=\"https:\/\/www.traumainformedcare.chcs.org\/what-is-trauma\/\" target=\"_blank\" rel=\"noopener\">\u201cWhat is Trauma?,\u201d Center for Health Care Strategies<\/a><\/p>\n<p>In the largest study of a univerity population conducted at the University of michigan in 2018, found that 57% of students felt \u201coverwhelming anxiety\u201d over the past year; 39% reported feeling too depressed to function. 10% reported suicidal ideation over the past year.<\/p>\n<p><i>Read more: <\/i><a href=\"https:\/\/uhs.umich.edu\/files\/uhs\/NCHA-2018-web.pdf\" target=\"_blank\" rel=\"noopener\">2018 National Colege Health Assessment<\/a><\/p>\n<p><i>Keywords: trauma, adverse childhood experiences (ACEs), post-traumatic growth (PTG)<\/i><\/p>\n<table style=\"border-collapse: collapse;width: 100%\">\n<tbody>\n<tr>\n<td style=\"width: 100%\"><strong><i>Playlist:<\/i><\/strong><\/p>\n<ul>\n<li><i>Watch: <\/i><a href=\"https:\/\/www.youtube.com\/watch?v=KoqaUANGvpA\" target=\"_blank\" rel=\"noopener\"><i>Understanding Trauma: Learning Brain vs Survival Brain (5 min)<\/i><\/a><\/li>\n<\/ul>\n<ul>\n<li><i>Listen: <\/i><a href=\"https:\/\/teachinginhighered.com\/podcast\/trauma-informed-teaching-and-learning\/\" target=\"_blank\" rel=\"noopener\"><i>Dr. Mays Imad &#8211; Trauma Informed Teaching in Higher Education (44 min)<\/i><\/a><\/li>\n<\/ul>\n<ul>\n<li><i>Explore: <\/i><a href=\"https:\/\/www.ascd.org\/el\/articles\/trauma-informed-teaching-strategies\" target=\"_blank\" rel=\"noopener\"><i>Trauma-informed Teaching Strategies (12 pages, large font)<\/i><\/a><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><i>______________________________________________________________________<\/i><\/p>\n<h3><i>How do we adopt a trauma-aware lens?<\/i><\/h3>\n<p>\u201cTeaching about trauma is essential to comprehending and confronting the human experience, but to honor the humanity and dignity of both trauma&#8217;s victims and those who are learning about them, education must proceed with compassion and responsibility toward both\u2026<\/p>\n<p>A trauma-informed approach to pedagogy\u2014one that recognizes these risks and prioritizes student emotional safety in learning\u2014is essential, particularly in classes in which trauma theories or traumatic experiences are taught or disclosed.\u201d<\/p>\n<p><i>Read more: <\/i><a href=\"https:\/\/doi.org\/10.1080\/15299732.2014.867571\" target=\"_blank\" rel=\"noopener\">Carello, J., &amp; Butler, L. D. (2014). Potentially perilous pedagogies: Teaching trauma is not the same as trauma-informed teaching. <i>Journal of Trauma &amp; Dissociation,<\/i> <i>15(2), <\/i>153-168.<\/a><\/p>\n<p><i>Keywords: retraumatization, secondary traumatization, witness<\/i><\/p>\n<table style=\"border-collapse: collapse;width: 100%\">\n<tbody>\n<tr>\n<td style=\"width: 100%\"><strong><i>Playlist:\u00a0<\/i><\/strong><\/p>\n<ul>\n<li><i>Watch: <\/i><a href=\"https:\/\/www.youtube.com\/watch?v=R8e6QOaIbGA\" target=\"_blank\" rel=\"noopener\"><i>Three Principles of a Trauma-Informed Approach (1.5 min)<\/i><\/a><\/li>\n<\/ul>\n<ul>\n<li><i>Listen:\u00a0<\/i><\/li>\n<\/ul>\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li><a href=\"https:\/\/truthforteachers.com\/truth-for-teachers-podcast\/trauma-informed-teaching\/\" target=\"_blank\" rel=\"noopener\"><i>A Crash Course on Trauma-Informed Teaching (30 min)<\/i><\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li><a href=\"https:\/\/teachinginhighered.com\/podcast\/equity-centered-trauma-informed-education\/\" target=\"_blank\" rel=\"noopener\"><i>Equity-centered Trauma-Informed Education (36 min)<\/i><\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li><a href=\"https:\/\/thinkudl.org\/episodes\/your-humanity-is-an-asset-instructional-videos-trauma-aware-pedagogy-with-karen-costa\" target=\"_blank\" rel=\"noopener\"><i>Instructional videos &amp; Trauma-aware pedagogy with Karen Costa (63 min)<\/i><\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li><i>Explore:\u00a0<\/i><\/li>\n<\/ul>\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li><a href=\"https:\/\/traumainformedoregon.org\/wp-content\/uploads\/2020\/02\/Principles-of-Trauma-Informed-Care.pdf\" target=\"_blank\" rel=\"noopener\"><i>Chart of SAMHSA\u2019s Principles of Trauma-Informed Care (1 page pdf)\u00a0<\/i><\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li><a href=\"https:\/\/docs.google.com\/document\/d\/13yiEXjdErGoaOEh1M2hZtaq2tyfL8woY3tfYI3s30ng\/edit\" target=\"_blank\" rel=\"noopener\"><i>Trauma-Aware Teaching Checklist (6 pages)<\/i><\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li style=\"list-style-type: none\">\n<ul>\n<li><a href=\"https:\/\/sabresmonkey.wixsite.com\/pedagogiesofcare\" target=\"_blank\" rel=\"noopener\"><i>Pedagogies of Care Project (website)<\/i><\/a><i>\u00a0<\/i><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><i>______________________________________________________________________<\/i><\/p>\n<h3><i>How do we engage mindfully with trauma?<\/i><\/h3>\n<p>We offer the following three pillars of trauma-informed practice. Please note that these approaches are not mutually exclusive.<\/p>\n<ul>\n<li><b>Healing-Centered Engagement (HCE)<\/b> is an approach to trauma that uses a resource orientation to center repair and resilience rather than pathologizing damage.<\/li>\n<li><b>Culturally Sustaining Pedagogy (CSP)<\/b> underscores ethnic, cultural, and linguistic diversity as assets rather than as liabilities. This approach disrupts reproductions of hegemonic oppression and trauma which can appear in the classroom in the form of ethnic, cultural, and\/or linguistic devaluation.<\/li>\n<li><b>Universal Design for Learning (UDL) <\/b>is a framework that positions students as experts and co-crafters of the classroom experience. This approach empowers students to be agents of their own learning rather than receptacles of knowledge. UDL asks instructors to use multiple modalities in teaching and learning in order to reach and engage all students, regardless of ability or neurodiversity.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h4>Healing-Centered Engagement<\/h4>\n<blockquote><p>\u201cA healing centered approach is holistic involving culture, spirituality, civic action and collective healing. A healing-centered approach views trauma not simply as an individual isolated experience, but rather highlights the ways in which trauma and healing are experienced collectively\u2026<\/p>\n<p>While trauma-informed care offers an important lens to support young people who have been harmed and emotionally injured, it also has its limitations\u2026 The term \u201ctrauma informed care\u201d didn\u2019t encompass the totality of [one\u2019s] experience and focused only on [one\u2019s] harm, injury and trauma.\u201d<\/p><\/blockquote>\n<p><i>Read more: <\/i><a href=\"https:\/\/ginwright.medium.com\/the-future-of-healing-shifting-from-trauma-informed-care-to-healing-centered-engagement-634f557ce69c\" target=\"_blank\" rel=\"noopener\">Ginwright, S. (2018). The future of healing: Shifting from trauma informed care to healing centered engagement. Occasional Paper, 25, 25-32.<\/a><\/p>\n<p><i>Keywords: Ubuntu, salutogenic approach<\/i><\/p>\n<table style=\"border-collapse: collapse;width: 100%\">\n<tbody>\n<tr>\n<td style=\"width: 100%\"><strong><i>Playlist:<\/i><\/strong><\/p>\n<ul>\n<li><i>Watch: <\/i><a href=\"https:\/\/vimeo.com\/480519769\" target=\"_blank\" rel=\"noopener\"><i>Healing-Centered Engagement in a Post-Covid World, Dr. Ginwright Keynote and Q&amp;A (60 min)\u00a0<\/i><\/a><\/li>\n<\/ul>\n<ul>\n<li><i>Listen: <\/i><a href=\"https:\/\/teachinginhighered.com\/podcast\/healing-conversations-racial-identity\/\" target=\"_blank\" rel=\"noopener\"><i>Healing Conversations About Racial Identity with Dr. Hoskins (40 min)<\/i><\/a><\/li>\n<li><i>Explore: <\/i><a href=\"https:\/\/static1.squarespace.com\/static\/5bf21032b98a7888bf3b6e21\/t\/5f36efa82e32e91a7703b80d\/1597435824760\/LC1+Brief+-+Healing.pdf\" target=\"_blank\" rel=\"noopener\"><i>Recognizing Healing-Centered Community Practices as Complement to Trauma-informed Interventions and Services &#8211; The Praxis Project (10 pages)<\/i><i><\/i><\/a><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h4>Culturally Sustaining Pedagogy<\/h4>\n<p>\u201cIt was now 17 years ago that Gloria Ladson-Billings (1995) published the landmark article <i>Toward a Theory of Culturally Relevant Pedagogy (CRP)<\/i>\u2026 The term <i>culturally sustaining <\/i>requires that [instructors] support young people in sustaining the cultural and linguistic competence of their communities while simultaneously offering access to dominant cultural competence\u2026\u201d(citation?)<\/p>\n<p><i>Read more:<\/i> <a href=\"https:\/\/web.stanford.edu\/class\/linguist159\/restricted\/readings\/Paris2012.pdf\" target=\"_blank\" rel=\"noopener\">Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), pp. 93\u201397.<\/a><\/p>\n<p><i>Keywords: Resource pedagogies, repertoires of practice\u00a0<\/i><\/p>\n<table style=\"border-collapse: collapse;width: 100%\">\n<tbody>\n<tr>\n<td style=\"width: 100%\"><strong><i>Playlist:<\/i><\/strong><\/p>\n<ul>\n<li><i>Watch: <\/i><a href=\"https:\/\/www.youtube.com\/watch?v=KChoVJcjtfM\" target=\"_blank\" rel=\"noopener\"><i>What is Culturally Responsive Teaching? (2 min)\u00a0<\/i><\/a><\/li>\n<\/ul>\n<ul>\n<li><i>Listen:<\/i>\n<ul>\n<li><a href=\"https:\/\/www.bamradionetwork.com\/track\/the-look-and-feel-of-culturally-responsive-instruction\/\" target=\"_blank\" rel=\"noopener\"><i>Look and Feel of Culturally Responsive\/Sustaining Instruction (10 min)<\/i><\/a><\/li>\n<li><a href=\"https:\/\/teachinginhighered.com\/podcast\/culturally-responsive-online-teaching\/\" target=\"_blank\" rel=\"noopener\"><i>Culturally-Responsive Online Teaching with Dr. Plotts (40 min)\u00a0<\/i><\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li><i>Explore: <\/i><a href=\"http:\/\/www.nysed.gov\/common\/nysed\/files\/programs\/bilingual-ed\/1.16.19-cr-s-framework_a.pdf\" target=\"_blank\" rel=\"noopener\"><i>Guidelines for Culturally Responsive-Sustaining Education (57 pages)<\/i><\/a><i>\u00a0<\/i><\/li>\n<\/ul>\n<ul>\n<li><i>Read: <\/i><a href=\"https:\/\/www.everylearnereverywhere.org\/blog\/culturally-responsive-teaching-in-higher-ed\/\" target=\"_blank\" rel=\"noopener\"><i>Curricula that Account for All Students: A Look at Culturally Responsive Teaching in Higher Ed (4 pages)<\/i><\/a><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h4>Universal Design for Learning<\/h4>\n<blockquote><p>\u201cCourse seats are likely to be filled by students who face any one of many possible learning challenges, including learning disabilities, English language barriers, emotional challenges, low motivation\/engagement, physical disabilities, and sensory disabilities\u2026 Of students identified as \u201cat risk,\u201d 75% continued from secondary to postsecondary education (Hayward, 2000; Horn &amp; Berktold, 1999).\u201d<\/p><\/blockquote>\n<p><i>Read more:<\/i> <a href=\"https:\/\/journals.sagepub.com\/doi\/abs\/10.2190\/et.38.2.d?casa_token=RW9clgwbImkAAAAA:MOH-p5znz7i7iM5qVFzUJk5Xps2WJ7PJkLeCW9hBFzss3K7ry6ih-mYB7R8F7cibBVWzOSarcodi\" target=\"_blank\" rel=\"noopener\">Gradel, K., &amp; Edson, A. J. (2009). Putting Universal Design for Learning on the Higher Ed Agenda. Journal of Educational Technology Systems, 38(2), 111\u2013121.\u00a0<\/a><\/p>\n<p><i>Keywords:<\/i> multiple means of representation, multiple means of engagement, multiple means of action<\/p>\n<table style=\"border-collapse: collapse;width: 100%\">\n<tbody>\n<tr>\n<td style=\"width: 100%\"><strong><i>Playlist:<\/i><\/strong><\/p>\n<ul>\n<li><i>Watch: <\/i><a href=\"https:\/\/www.youtube.com\/watch?v=NL2xPwDrGqQ\" target=\"_blank\" rel=\"noopener\"><i>What is Universal Design for Learning (UDL)? (6 min)\u00a0<\/i><\/a><\/li>\n<\/ul>\n<ul>\n<li><i>Listen: <\/i><a href=\"https:\/\/thinkudl.org\/episodes\/udl-evolution-with-lindsay-masland\" target=\"_blank\" rel=\"noopener\"><i>UDL Evolution with Lindsay Masland (55 min)<\/i><\/a><\/li>\n<\/ul>\n<ul>\n<li><i>Explore: <\/i><a href=\"https:\/\/www.cast.org\/impact\/universal-design-for-learning-udl\" target=\"_blank\" rel=\"noopener\"><i>About Universal Design for Learning, CAST.org<\/i><\/a><\/li>\n<\/ul>\n<ul>\n<li><i>Read:<\/i>\n<ul>\n<li><a href=\"https:\/\/www.scirp.org\/pdf\/JSS_2018052314570423.pdf\" target=\"_blank\" rel=\"noopener\"><i>A Systematic Review of Empirically Based Universal Design for Learning: Implementation and Effectiveness of Universal Design in Education for Students with and without Disabilities at the Postsecondary Level (15 pages)<\/i><\/a><\/li>\n<li><a href=\"https:\/\/www.proquest.com\/docview\/1820578401\" target=\"_blank\" rel=\"noopener\"><i>Cross-pollinating Culturally Sustaining Pedagogy and Universal Design for Learning (20 pages)<\/i><\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><i>______________________________________________________________________<\/i><\/p>\n<h2>Additional Reading:<\/h2>\n<h3>Articles:<\/h3>\n<ul>\n<li>Carello, J., &amp; Butler, L. D. (2015). Practicing what we teach: Trauma-informed educational practice. <i>Journal of Teaching in Social Work,<\/i> 35(3), 262-278.<\/li>\n<li><a href=\"https:\/\/karenraycosta.medium.com\/the-next-phase-a7912bc6a453\" target=\"_blank\" rel=\"noopener\">Costa, Karen (2021). The Next Phase. <i>Medium.com.<\/i> <\/a><\/li>\n<li><a href=\"https:\/\/eric.ed.gov\/?id=ED330171\" target=\"_blank\" rel=\"noopener\">Cross, T. L. (1989). Towards a culturally competent system of care: A monograph on<\/a> effective services for minority children who are severely emotionally disturbed.<\/li>\n<li><a href=\"https:\/\/doi.org\/10.1080\/13562517.2020.1786046\" target=\"_blank\" rel=\"noopener\">Harrison, N., Burke, J. &amp; Clarke, I. (2020). Risky teaching: developing a<\/a>\u00a0<a href=\"https:\/\/doi.org\/10.1080\/13562517.2020.1786046\" target=\"_blank\" rel=\"noopener\">trauma-informed pedagogy for higher education, Teaching in Higher Education, DOI: 10.1080\/13562517.2020.1786046<\/a><\/li>\n<li>Martinez-Cola, M., with, English, R., Min, J., Peraza, J., Tambah, J., &amp; Yebuah, C. (2018). When pedagogy is painful: Teaching in tumultuous times. Teaching Sociology, 46(2), 97-111.<\/li>\n<li>Yellow Bird, M. (2012). Neurodecolonization: Using mindfulness practices to delete the neural networks of colonialism. Waziyatawin &amp; M. Yellow Bird (Eds.), <i>For indigenous minds only: A decolonization handbook. <\/i>Print.<\/li>\n<li>Rend\u00f3n, L. I. (2012). Sentipensante (sensing\/thinking) pedagogy: Educating for wholeness, social justice and liberation. Stylus Publishing, LLC.<\/li>\n<li>Yosso, T. J. (2014). Whose culture has capital? A critical race theory discussion of community cultural wealth. In Critical race theory in education (pp. 181-204). Routledge.<\/li>\n<\/ul>\n<h3>Books:<\/h3>\n<table style=\"border-collapse: collapse;width: 100%\">\n<tbody>\n<tr>\n<td style=\"width: 100%\">Ginwright, S. (2016). <i>Hope and Healing in Urban Education: How Activists and<\/i><\/p>\n<p><i>Teachers Are Reclaiming Matters of the Heart. <\/i>Print.<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 100%\">Hooks, b. (2001). <i>All About Love: New Visions. Healing: Redemptive Love<\/i>. Print.<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 100%\">Kelley, R. D. (2002). <i>Freedom Dreams: The Black Radical Imagination. \u201cWhen History<\/i><\/p>\n<p><i>Sleeps\u201d.<\/i> Print.<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 100%\">Menakem, R. (2017). <i>My Grandmother\u2019s Hands: Racialized Trauma and the Pathway to<\/i><\/p>\n<p><i>Mending Our Hearts and Bodies. <\/i>Print.<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 100%\"><a href=\"https:\/\/wvupressonline.com\/node\/757\" target=\"_blank\" rel=\"noopener\">Tobin, T. J. and Behling, K. T. (2018) <i>Reach Everyone, Teach Everyone: Universal Design for Learning in Higher Education<\/i>. Print.\u00a0<\/a><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h3>Videos\/ Podcasts:<\/h3>\n<ul>\n<li><a href=\"https:\/\/www.youtube.com\/watch?v=mySy5dC4lWs\" target=\"_blank\" rel=\"noopener\">Culturally Responsive and Relevant Pedagogy: The Foundation and Core Components (8 min video)<\/a><\/li>\n<li><a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/culturally-responsive-sustaining-pedagogy\/id978422671?i=1000421045197\" target=\"_blank\" rel=\"noopener\">Culturally-Responsive &amp; Sustaining Pedagogy (30 min podcast)<\/a><\/li>\n<li><a href=\"https:\/\/www.youtube.com\/watch?v=_dy8u_sUvhQ\" target=\"_blank\" rel=\"noopener\">Why trauma-aware instead of trauma-informed (5 min video)<\/a><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h3>Guides\/ Tools:<\/h3>\n<ul>\n<li><a href=\"https:\/\/educationnorthwest.org\/sites\/default\/files\/resources\/trauma-informed-practices-postsecondary-508.pdf\" target=\"_blank\" rel=\"noopener\">Davidson, S. (2017). Trauma-informed practices for postsecondary education: A guide.<\/a> <a href=\"https:\/\/educationnorthwest.org\/sites\/default\/files\/resources\/trauma-informed-practices-postsecondary-508.pdf\">Retrieved October, 12, 2019.<\/a><\/li>\n<\/ul>\n<table style=\"border-collapse: collapse;width: 100%\">\n<tbody>\n<tr>\n<td style=\"width: 100%\">\n<h3><strong>Additional Resources:<\/strong><\/h3>\n<ul>\n<li><a href=\"https:\/\/sites.tufts.edu\/teaching\/\" target=\"_blank\" rel=\"noopener\">Teaching@Tufts<\/a><\/li>\n<li><a href=\"https:\/\/wwnorton.com\/books\/9780393714739\" target=\"_blank\" rel=\"noopener\">Equity-Centered Trauma-Informed Education<\/a><\/li>\n<\/ul>\n<p><a href=\"https:\/\/provost.tufts.edu\/celt\/inclusive-and-equitable-teaching\/\">Return to Inclusive and Equitable Teaching Landing Page<\/a><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Background info: What is trauma? \u201cTrauma results from exposure to an incident or series of events that are emotionally disturbing or life-threatening with lasting adverse effects on the individual\u2019s functioning and mental, physical, social, emotional,&hellip;&nbsp;<a class=\"moretag\" href=\"https:\/\/provost.tufts.edu\/celt\/inclusive-and-equitable-teaching\/trauma-informed-healing-centered-engagement-teaching-resources\/\">Read More<\/a><\/p>\n","protected":false},"author":30,"featured_media":0,"parent":11100,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"wide.php","meta":{"footnotes":"","_links_to":"","_links_to_target":""},"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v24.3 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Trauma-Informed\/ Healing-Centered Engagement Teaching Resources - Center for the Enhancement of Learning and Teaching<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/provost.tufts.edu\/celt\/inclusive-and-equitable-teaching\/trauma-informed-healing-centered-engagement-teaching-resources\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Trauma-Informed\/ Healing-Centered Engagement Teaching Resources - Center for the Enhancement of Learning and Teaching\" \/>\n<meta property=\"og:description\" content=\"Background info: What is trauma? 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