Those of us working in K-12 education interact with students and staff who have experienced trauma whether we’re aware of the specific events or not.
A lot of people have heard the term “trauma-informed” care, but not everyone knows what it means or how to do it in practice.
That’s why I wanted to invite Rachel Archambault to episode 115 of the De Facto Leaders podcast to talk about what trauma-informed care is and share how educators and therapists can put it into practice.
Rachel Archambault, MA CCC-SLP is an SLP Program Specialist for Broward County Public Schools. After a traumatic event happened at her workplace on 2/14/18, she looked for ways to work with students (and herself) after trauma. She found trauma-informed care and has been presenting nationally to SLPs and other providers on how TIC can be used in their setting. She runs the Instagram account, @PTSD.SLP which discusses TIC from a speech lens.
In this conversation, she shares:
✅What exactly is trauma-informed care and how can those working in the schools provide a supportive environment for students?
✅What school leaders need to know about being trauma-informed (and why it’s not just about the students).
✅How to avoid re-traumatization, including the way you use language or other common triggers to be aware of.
✅Mistakes people make (even though they’re well-intended) and how you can build trust with students and colleagues who have experienced trauma.
You can listen to the entire episode here:
You can connect with Rachel on her Instagram account here, her Facebook page here, and on LinkedIn here. Her website (coming soon) is at ptsdslp.com.
In this episode, I mentioned my free online training for K-12 therapists who want to offer social and academic support that’s evidence-based and neurodiversity-affirming. You can sign up for that free training here.