Abstract
This project provides a supplementary training for Instructional Student Assistants in the Educational Opportunity Program at Sacramento State University regarding human development and impacts of developmental trauma including attachment trauma, Adverse Childhood Experiences (ACEs), and male Gender Role Strain (GRS). The training is intended to help student services professionals better understand impacts of developmental trauma through Trauma Informed Practices and Gender Socialization Theory lens. According to Alisha Moreland-Capuia (2019) we are more likely to express the best of our humanity from our highest self when we understand one another, learn from one another, and relate humbly from a place of genuine care. As social beings we can be influencers of healing through healthy relational example (Anisman, 2015; Baglivio & Wolff, 2020; Bethell et al., 2019; Davis, 2019; Jones et al., 2017; Mason et al., 2020; Moreland-Capuia, 2019; National Scientific Council on the Developing Child, 2004; Siegel, 2020; Trujillo, 2019; Tutu et al., 2013). Cultivating consciousness, compassion, confidence, courage, and community may allow these moments to unfold (Mason et al., 2020). While personal, intergenerational, collective, historic, and other trauma including attachment wounds, ACEs, and GRS have the potential to impact individuals emotionally, physically, and neurobiologically; some of these impacts may be mitigated through therapeutic methods and positive support (Anisman, 2015; Baglivio & Wolff, 2020; Bethell et al., 2019; Moreland-Capuia, 2019; National Scientific Council on the Developing Child, 2004; Siegel, 2020). Through qualitative methods of content analysis, thematic analysis, and instructional design the project unfolded to create a VoiceThread training that raises awareness regarding the prevalence and impacts of trauma, explores campus resources for addressing trauma, offers a list of attitudes which may be beneficial toward healing trauma, and explores a Tapestry of Hindrances and Affordances tool created by the researcher which may be helpful for recognizing and mitigating trauma impacts. While student services professionals cannot be expected to heal students’ trauma, they can realize the existence of past and potentially current trauma and cultivate an understanding of how trauma impacts an individual both neurobiologically and developmentally (Moreland-Capuia, 2019). From this awareness student services professionals may more readily connect students to available campus resources and commit to creating and encouraging positive relational interactions which may help students in their healing process (Moreland-Capuia, 2019).