“What’s Strong, Not What’s Wrong”: A Nervous System Strategy for Resilience

Resilience is often thought of as simply pushing through tough times, but in trauma-informed practice, it’s actually about calming the nervous system and recognizing our strengths, focusing on “what’s strong, not what’s wrong” in ourselves and others. This gentle approach encourages understanding and growth for everyone involved.

My mind is constantly scanning for danger. I can’t help it. As I move through a dark parking lot, I grip my keys tightly, the pointed end protruding between my knuckles. Following what I learned in self-defense class, I keep my eyes on the dark corners and the parking area, maintaining a clear view of the door.

The brain’s alertness has enabled humans to survive for over 10,000 years. However, there are many moments when our brain remains on high alert, making it challenging to access problem-solving parts of the brain. This is evident in situations like a customer yelling at a service worker during an exchange, a driver giving the finger to another driver, a loud honk when someone is cut off in traffic, or a child pulling their hood over their head while an adult yells at them. 

This week, as I sat in the Neurosequential Model course taught by Dr. Bruce Perry, I was reminded that the lower part of our brain, the brain stem, is where we are most common as humanity. This is our stress response area of the brain where our reactions to stress can be fight, flight, freeze, or fawn. This part of the brain is often called the lizard or survival brain.

Dr. Perry wrote the book “What’s Happened to You?” with Oprah Winfrey to discuss childhood trauma and how it stays with us through adulthood. The effects of trauma do not go away. If we are aware of our reactions in certain situations, we can begin to build regulation skills to shift from what is wrong to what is strong within ourselves and others. However, this process takes self-awareness and practice. It’s not easy to override the thing that has been keeping us alive for thousands of years. 

Here are three ways you can lean into your strengths and help others lean into theirs as a way to regulate your nervous system.

Noticing Strengths: A Simple Nervous System Reset

When a friend or colleague shares a problematic situation, listen and reflect on what you heard, which is empathetic listening. Acknowledge that the experience was hard, then ask them what has helped them move through such a challenging time. A simple question can help people shift their focus to the strengths in their lives.

Shared Abundance: How Gratitude Supports Nervous System Regulation 

We can keep a gratitude journal to help us see that we are part of a bigger picture. However, one time I kept an abundance journal. My coach had me write down every day all the abundance that came into my life. This could be that a friend bought me a coffee, that I received a paycheck, or that I received a coupon for half off a meal. Whatever I wanted to count as “abundance,” it helped me see how it came into my life daily and how I can spread abundance to others through my actions. 

Calling Out the Strengths: Build Resilience and Confidence

We all have strengths that are specific to who we are. In the CliftonStrengths assessment, strengths are your natural patterns (talents) combined with knowledge and skills, including what you naturally do, have learned, and practice. Recognizing your unique talents, knowledge, and abilities can inspire confidence and self-worth, empowering you to leverage these strengths in challenging situations.

When we practice turning toward our strengths, it can build our resilience. This is a shared journey, and by noticing the people, practices, and strengths within our control, we can support each other and make a meaningful difference in the world through collective resilience. 

If you lead or work in an organization serving children and families, this strengths-based lens is not just personal, it’s cultural. Building resilient teams starts with regulation, safety, and learning to see what’s strong before trying to fix what’s wrong. Incorporating team-based resilience practices can foster a supportive environment that benefits both staff and clients.

Strength-Based Doesn’t Mean Ignoring Problems

When I talk about strength-based approaches in organizations that serve children and families, I sometimes see a familiar reaction.

A slight pause, then a question about what strength-based means.
A raised eyebrow when I explain that it focuses on what is strong in people.
A quiet concern about shoring up others’ weaknesses.

There’s a fear that “strength-based” means we gloss over weaknesses, avoid difficult conversations, or focus so much on what’s going well that we fail to address what isn’t. For professionals carrying heavy responsibility, for children, families, and communities, that concern makes sense.

But a true strength-based approach doesn’t ignore problems; instead, it complements problem-solving by helping us see what’s working, which enhances our capacity to address challenges effectively.

It gives us a better way to face challenges and changes.

What strength-based really means

Being strength-based involves starting from the belief that individuals possess capacities, skills, and values, even during difficult times.

A strength-based approach emphasizes identifying what is working so we can better address what isn’t. In organizations supporting children and families, systemic challenges like stress, trauma, staffing shortages, and emotional demands are common.

A strength-based perspective allows us to acknowledge these issues while focusing on existing resources, helping us tackle systemic problems without ignoring them. Ultimately, this approach helps us shift our perspective to a more balanced view.

Why strengths matter when work is hard

Strengths are not simply rewards for good behavior but serve as a vital resource, especially during difficult times. When people feel recognized for their contributions, they are more likely to stay engaged, accept responsibility, reflect instead of defend, and develop new skills.

This principle applies to both adults and children: a child who perceives themselves as capable is more willing to try again, while a staff member who feels appreciated is more receptive to feedback.

Strength provides the emotional safety essential for learning and growth. Ultimately, strengths help people thrive not because the tasks are easy, but because they carry meaning.

Problems don’t disappear, capacity increases

Strength-based work does not remove challenges. It increases our capacity to address them.

When people are overwhelmed or dysregulated, conversations about performance, behavior, or change often trigger defensiveness or shutdown. A strength-based approach supports regulation by reminding people of their competence and value.

A strength-based approach is about grounding difficult conversations in truth:
• “Here’s what I see you doing well.”
• “Here’s where you’re stuck.”
• “Here’s how we move forward together.”

Regulation makes these conversations possible.

Strength-based is not just individual, it’s systemic

Strength-based cultures don’t rely on individual positivity. They embed strengths into systems by aligning job roles with people’s natural abilities, naming contributions in team meetings, and adopting leadership practices that notice effort, not just outcomes.

When strengths are consistently acknowledged, they become part of the culture. People begin to expect to be seen, not just evaluated.

Ownership of culture matters here. If leaders talk only about strengths but systems reward urgency, compliance, or perfection, the message gets lost. Strength-based practice works when values and systems align, inspiring confidence that systemic change is possible.

Why this matters in work with children and families

For organizations serving children and families, strength-based approaches model the very skills we hope to nurture: resilience, agency, and connection. Children learn who they are through the eyes of the adults around them. Staff do too.

Consistently naming strengths and challenges shows: you matter, you’re capable, and growth is possible. Acknowledging strengths doesn’t make the work lighter, but it makes it sustainable.

Strength-Based Responses in Uncertain Times

When fear is present, people don’t expect perfection from us; they seek steadiness instead.

During uncertain times, a strength-based approach might sound like: “I notice how much you’re still showing up for your child, even when things feel heavy.” “I see your commitment to this community.” “You don’t have to explain everything for me to care.” These moments are significant.

They serve as reminders to families and staff that dignity and humanity are preserved, even under stress. Strength-based practice, especially now, isn’t about minimizing fear but about grounding people in what is reliable when the world seems unstable.

A small action to begin

To introduce a strength-based approach in your organization, begin with small steps.

During your next tough conversation, identify one authentic strength before discussing the challenge. Not as a “sandwich,” but as context. Make the strength specific, genuine, and relevant to the work. Then, address the issue with clarity and compassion.

This small change can significantly influence how the conversation is received and how people react. Strength-based practice is essential for healthy organizations, but must be integrated into a broader ecosystem.

Strengths grow best in soil that includes regulation, psychological safety, aligned systems, and shared ownership of culture. When these elements work together, organizations move beyond survival toward sustainable impact.

If these ideas resonate, this is the heart of the work I bring into organizations through keynotes and trainings. I support teams who serve children and families in building trauma-informed, strength-based cultures that help people stay regulated, connected, and effective, especially during challenging seasons.

This work is not about quick fixes. It’s about cultivating strong ROOTS so organizations can respond with clarity and care when it matters most.
If you’re curious about how this looks in your setting, I’d love to continue the conversation. Email me at Kathy@wildewoodlearning.com to set up a time to talk.

Trauma-Informed Is Not “Soft”, It’s Strategic for Organizational Growth

When I became a parent to four children from the foster care system, I thought I understood trauma and its effects on children. I had read many well-regarded books on the subject and a few that were, frankly, misguided about how to support children from hard places.

I remember reading stories about children with intense, reactive behaviors and thinking, “Oh, not my children.” What I quickly came to understand is that children who grow up in chronic stress without caring, capable adults to help them regulate often develop behaviors that are adaptive for survival, but difficult to understand on the surface.

What is less often named is this: those adaptive responses don’t simply disappear in adulthood.

Without self-awareness and support, the effects of childhood trauma can carry forward, shaping how adults respond to stress, conflict, and relationships. For those of us who work with families and children, this matters. 

Our own unresolved stress responses can influence how we interpret behavior, communicate with caregivers, and show up in moments that require calm and connection. This is one reason trauma-informed practice is not just about understanding children—it’s about understanding ourselves.

When professionals working with children and families hear “trauma-informed,” there’s a worry that trauma-informed practices mean lowering expectations, avoiding accountability, or being “too soft.” However, the opposite is true.

Trauma-informed work is not about doing less; it’s a strategic approach that enhances organizational effectiveness and growth. It’s about creating conditions that enable people to do their best work.

What trauma-informed really means

At its core, trauma-informed practice recognizes a simple truth: stress and trauma change how people think, feel, and respond, especially children.

When individuals are overwhelmed or dysregulated, they have less access to:

  • problem-solving
  • emotional regulation
  • empathy and connection

These behaviors appear in classrooms, family systems, and organizations as reactivity, shutdown, or burnout. Trauma-informed practices don’t justify these responses; they enable us to understand them better so we can respond more effectively.

When we shift from “What’s wrong with them?” to “What’s happened to them?”, our responses change, and outcomes can improve, fostering hope for better futures.

Why this is strategic, not soft

Trauma-informed organizations are often more:

  • clear
  • consistent
  • regulated
  • effective

They pay attention to how policies, schedules, communication styles, and expectations impact the nervous systems of the people within them. Instead of relying on individuals to “hold it together,” they reduce unnecessary stress at the system level.

Paying attention to staff is especially important in organizations that serve families and children. Adults who feel supported and regulated are better able to co-regulate with children, communicate with families, and stay grounded during challenging moments.

Trauma-informed practices strengthen capacity. They don’t lower the bar; they make it reachable.

One small action you can take

If trauma-informed work feels big or overwhelming, start here:

Pause before responding to behavior, whether adult or child, and ask one question:
“What might this person need right now to feel safe enough to engage?”

Practicing the pause creates space for regulation, curiosity, and choice. It shifts the response from reactive to intentional and can change the tone of an entire interaction.

One part of a larger framework

Trauma-informed practice is essential, but it’s not the whole picture.

It is one piece of a larger ecosystem I call the ROOTS Framework, a way of thinking about organizational culture that integrates regulation, strengths, systems, and sustainability. Trauma-informed practices help create safety. From there, strengths can emerge, systems can support well-being, and people can truly thrive.

Culture change doesn’t happen all at once. It begins with small, thoughtful shifts that make adopting trauma-informed practices more approachable and sustainable.

Trauma-informed work is one of the most strategic places to begin.

Choosing Trauma-Informed Prevention That Works

A recent regional story about a high-school “mock crash”—a staged DUI collision with blood, sirens, and ambulances—took me back to practices many communities once embraced as prevention. I grew up in the 1980s, and before prom or graduation, there was always a community in the area that staged a “mock crash.” These events are meant to shock teens into safer choices. But today, with what we know about trauma and what the research shows about behavior change, we need to ask: Do mock crashes work—and at what cost?

What the evidence says

Independent reviews of school-based alcohol and impaired-driving programs consistently find that dramatic, one-off events can change feelings for a moment but don’t change behavior over time. A research summary from the Washington Traffic Safety Commission concluded that well-known programs, such as Every 15 Minutes and “Grim Reaper/Mock Crashes,” have not produced significant, long-term outcomes on attitudes or behavior. At best, short-term attitude shifts fade within weeks; crucially, studies rarely show reductions in actual drinking or alcohol-related crashes.

This pattern aligns with broader prevention science: fear- or threat-based campaigns are attention-grabbing, but their effects on actual driving behavior are small or short-lived, and they can be least effective for the very youth who are most likely to take risks. (Traffic Injury Research Foundation)

Why this kind of “prevention” can harm

Being trauma-informed means recognizing that many students and staff carry visible and invisible wounds. As physician Gabor Maté puts it, “Trauma is not what happens to you but what happens inside you as a result of what happens to you.” Graphic simulations risk re-activating those internal wounds—especially for students who’ve lost loved ones in crashes, have family members with DUIs, or who live with chronic stress. 

Best-practice frameworks for trauma-informed schools emphasize avoiding re-traumatization, creating emotional and physical safety, and building regulation and connection. Loud sirens, staged accidents, and EMTs may directly conflict with those principles, potentially compounding distress for vulnerable youth. 

When we know better, we do better

So what should schools and communities do instead? Shift from shock to strengths and connection—approaches that build protective factors, positive norms, and help-seeking.

One model with a strong and growing evidence base is Sources of Strength, which spreads peer-led messages of Hope, Help, and Strength and connects students to trusted adults. A multi-state randomized evaluation showed schoolwide improvements in help-seeking norms, with the most significant gains among students at higher risk. (PMC)

Most compelling, a recent CDC-funded cluster randomized trial found a 29% reduction in new suicide attempts among high-school students in schools implementing Sources of Strength—powerful evidence that positive-norm, connection-based prevention can produce real behavioral outcomes. Both substance (alcohol, cannabis, and drugs) misuse and suicidality are strongly linked to unresolved trauma, emotional dysregulation, and lack of social connection—the very areas addressed by trauma-informed prevention models like Sources of Strength.

We know when youth drink, it’s rarely “just about the alcohol.” It’s often about coping with pain, pressure, or disconnection. Fear-based campaigns and mock crashes don’t heal that pain—but hope, belonging, and connection do.

Research results align with trauma-informed school guidance, emphasizing the importance of building safety and belonging, elevating student voice, and strengthening skills and supports, rather than relying on graphic fear appeals.

A better path forward

If your community is considering a mock crash before prom or homecoming, here are trauma-informed alternatives that honor lived experience and improve outcomes:

  • Peer-led positive norms campaigns (e.g., Sources of Strength “Hope, Help, Strength” messaging) that regularly reinforce help-seeking, safe-ride plans, and looking out for friends.
  • Skill-building sessions (refusal skills, bystander intervention, planning a ride) are integrated into advisory or health classes rather than one-time assemblies. Evidence reviews show life-skills approaches outperform scare tactics.
  • Storytelling with consent and support, centered on resilience and recovery—not graphic details—and accompanied by clear pathways to help during and after the event (school counselors, 988). Trauma-informed toolkits support choice, safety, and connection.

As a certified trainer of Sources of Strength in the state of Minnesota, I help schools and communities replace outdated, potentially harmful practices with trauma-informed, strengths-based prevention that actually moves the needle. If your district wants to talk about ditching mock crashes and building a culture of Hope, Help, and Strength, I’d love to connect.

Are you a school or community in Minnesota interested in implementing Sources of Strength? Click HERE to find out how Kathryn can support your school.

How a County Social Service Agency Strengthened the Skills of Its Staff to Increase Resilience

This is the second case study I will share, illustrating Wildewood Learning’s partnerships with schools and organizations that serve families and children, with a focus on trauma-informed, strength-based interventions. The first case study was with a school district in northwestern Minnesota. You can read about it here. 

The social services agency, located in a small county in northwestern Minnesota, took a proactive approach to staff development. The staff, comprising approximately 20 people, provided and implemented social service programs for the 4,000 residents in the county. Wildewood Learning provided training to the staff over the course of 9 months through three targeted training sessions.

Challenge

The staff members were often disconnected in their work relationships. It was the fall of 2022, and some staff members had not yet returned to the office, while others were on a rotating schedule. There was a strong need to bring everyone together in the agency. Additionally, staff struggled to understand client needs and behaviors. However, through the training, they gained a more compassionate lens in understanding the effects of trauma, leading to a significant shift in their approach.

Solution

In a collaborative effort between Rural Minnesota CEP (Concentrated Employment Program) and the local social services agency, they hired Wildewood Learning (Kathryn Magnusson) to facilitate a Strengths in Action training using the Clifton StrengthsFinder Assessment with CEP and County staff. The training session enabled the staff to come together and create a shared experience, learning about one another’s strengths. 

The positive results led to two additional trainings: one on Trauma-Sensitive Communities, so that all staff, from reception personnel to the director, had a basic understanding of trauma, its effects, and how to create resilience. 

The third training was on the topic of Increasing Optimism. The goal of this training session was to create a positive atmosphere within the workplace, which would, in turn, enhance relationships with colleagues and clients. 

Results

After the three sessions, I sat down with the director to ask how the training had affected the staff.

  • Increased staff positivity and energy: The director noted that the training provided a much-needed “shot of positivity,” helping staff shift their mindset at work. The agency’s commitment to fostering a positive workplace culture was evident in the staff’s increased energy and improved outlook, which were seen as meaningful wins in maintaining a healthier workplace culture.
  • Improved team cohesion: She emphasized the importance of bringing her staff together. By participating in activities as a group, staff had the opportunity to collaborate, connect across departments, and “rub elbows with each other.” The sessions strengthened relationships and reduced feelings of isolation between teams.
  • Shared learning experience: Rather than sending one or two staff to outside trainings, the agency found greater benefit in having all staff learn together. The director observed that when “we’re all in the same room, listening to the same person,” the training messages carried further and were more consistent across the organization.
  • Support for leadership development: The director also highlighted her own growth, noting that bringing training in-house aligned with her annual leadership goals. Hosting ongoing staff development was seen not only as beneficial for the team but also as part of building her capacity as an agency leader.

“These trainings have given my staff the positivity and energy they need to face tough work. When we’re all in the same room, learning together, it builds stronger connections and helps us support each other. Bringing this training in-house has been one of the best ways to invest in my team’s well-being and growth.” 

Amy Ballard, Director, Lake of the Woods Social Services

The work done in collaboration with Wildewood Learning supports the social service director in her goals of creating a positive workplace atmosphere, acknowledging the strengths of the staff, and also creating empathy for clients and colleagues. 

Wildewood Learning offers customized professional development, consulting, and tools to support workplaces in becoming trauma-informed and strength-based places where people thrive. Let’s connect to discuss how we can support your staff, strengthen relationships, and help you achieve your leadership goals for your organization. Connect with Wildewood Learning today!

Understanding N.E.A.R. Science: How Trauma and Toxic Stress Affects You and Your Team

The county fair is a big highlight of the summer each year. When my children were young, we would attend the fair every day. Being involved in 4-H, sports, and community activities led to much work at the various food stands and booths.

At the county fair, there were a variety of carnival rides. My children looked forward to going on all the different carnival rides, “The Bullet,” “Tilt-a-Whirl,” and “Rocket” were some that I can remember. I would walk through the crowded pathways with my children in tow, the loud music of the carnival rides blasting throughout the area. I stood back and watched which rides each of them chose. My son loved the fast rides that made his stomach go up and down. My other son would favor bumper cars and Ferris wheels. As I stood by “Rocket,” waiting for my son, I would watch other children come off, saying,” Never again” or “Let’s do it again!”

Trauma and its effects on the brain are similar to the response to a carnival ride. We all have traumatic or high-stress experiences in life. Some people come through trauma and stressful times with a response of resilience and growth. Others experience a challenging event and are stuck in the struggle, unable to move beyond it. It can be the same traumatic or high-stress event; however, they have very different reactions.

The human brain, with its complexity, is a fascinating subject to learn about. Understanding how we react to events, our world, and others is a journey of discovery. Past trauma and toxic stress can change how each of us responds to those experiences on our journey of discovery.

Researcher Gabor Mate’ explains that trauma is not the event; it’s what happens inside our body as a result of the event.

As an organization strives to become Trauma-Informed and Resilient, understanding toxic stress and trauma’s effects is a crucial first step. In my previous blog post, I introduced N.E.A.R. Science as a key support for creating a Trauma-Informed, Resilient Workplace. A deep understanding of the N.E.A.R. Science model, Neurobiology, Epigenetics, Adverse Childhood Experiences (ACEs), and Resilience provides a practical understanding of how trauma and toxic stress can impact you and your staff. 

Let’s break down the N.E.A.R. Science model to see how to use this information in the workplace.

Neurobiology studies the brain and how stress can affect its structure. The brain is critical to understanding humans’ responses to stress and how that works in our bodies. Returning to the carnival ride, some people respond to stressors in life and can handle the stress with the support in place. They know that the world is overall safe. They have the protective factors to be resilient and can “do it again”! Other people will react to the stressors by seeing the world as scary and lonely; they don’t have the protective factors and agency to be resilient and falter in moving forward. They  “never want to do that again!” Each reaction is the person’s experience, and both are valid.

Epigenetics studies how the environment and behaviors can affect how our genetic code is expressed. It helps us better understand people’s varied responses to traumatic and stressful events based on intergenerational trauma. There is ongoing research into epigenetics, and the Harvard Center on the Developing Child is an excellent resource with an infographic that explains epigenetics and how it relates to child development. Reasons for a person’s or a group’s responses to the carnival ride (or other events) may lie in a person’s epigenetics. 

ACEs (Adverse Childhood Experiences) are children’s experiences from birth to age 18. These types of experiences can have long-term negative health implications for adults. The research study included ten specific traumatic events studied in the 1990s through Kaiser Permanente. The results showed that ACEs are common in the population; over 64% of adults said they had experienced at least one event, and nearly 1 in 6 reported four or more. There was a strong correlation between the number of ACEs and adverse health outcomes in the group with four or more ACEs. The Centers for Disease Control (CDC) has more information about ACEs and their implications on our population. These experiences cause toxic stress in a child, which can cause long-term negative impacts. In the example of the carnival ride, the child comes off the ride and is made fun of for their response to the experience, or there is no one there to comfort them. If this happens repeatedly, the stress builds up and can affect the stress response system in the body.

Resilience, the ability to bounce back from adversity, is nurtured through the protective factors established within our community or individually. Research has shown that these protective factors and Positive Childhood Experiences (PCEs) can mitigate the effects of ACEs. The support of friends and family, community members, and schools can have a positive long-term impact on the health of adults. In the example of the carnival ride, a child steps off and is scared, but another person is there who can comfort them. The child can feel safe about the experience, and the other person cheers them on to try more. This is an example of the protective factor of another person to mitigate the stress of the experience.

We often feel like we are on a carnival ride in our work and life. You or your staff members may react like one of my children to a stressful situation. When we have unresolved issues from childhood, those stressful experiences can bring on reactions that you or staff members may not fully understand the origin. The N.E.A.R. Science model helps your team to move from wondering, “What is wrong with that person?” to “What has happened to that person?” This shift can bring empathy and compassion to our interactions with team members.

The N.E.A.R. Science model provides a comprehensive view of the impact of trauma and ways to build resilience through individual practices and system-wide changes. When we grasp the principles of N.E.A.R. Science, we gain a deeper understanding of the individual and how they navigate life experiences. This understanding allows us to implement practices to help staff better understand and address their needs, leading to a more supportive and effective work environment.

Being Trauma-Informed in Your Organization

A few weeks ago, I wrote a post about being your best and that your best will change from moment to moment, day to day, and year to year. As humans, we each have our unique personalities and characteristics. We don’t need to fix ourselves; we need to learn and practice skills that allow us to be who we are.

Over the past year, we’ve witnessed a significant departure of staff from the helping professions. In a recent meeting with social service agencies, a leader reported a staggering 60% vacancy rate. Even in schools, we’ve seen teachers leaving their positions mid-year due to stress and burnout. This is a pressing issue that demands our immediate attention. 

Practicing well-being skills can be the individual’s responsibility and supported by organizational values and goals. An organization that understands the effects of trauma and stress on people and promotes well-being and self-care activities for the staff yet makes unrealistic demands and expectations for productivity are not walking the talk. Traumatic events and toxic stress are the contributors to burnout. According to research on trauma, 90% of adults experience a traumatic event at least once in their lives. Trauma can be any perceived harm with adverse effects on one’s functioning or well-being (SAMSHA).

What is a Trauma-Informed Organization?

According to the Substance Abuse and Mental Health Services Administration (SAMHSA), a trauma-informed organization strives to meet four criteria:

  1. Realize the widespread impact of trauma
  2. Recognize the signs and symptoms of trauma
  3. Responds by fully integrating knowledge about trauma into practice and 
  4. Actively resists retraumatization.

Implementing the 4R framework can be a transformative, multi-year journey for any organization or school. This approach, which includes strategic planning, training, coaching, and collaboration among leadership and staff, has the potential to significantly improve the well-being and resilience of your workplace. 

What can organizations do to support a Trauma-Informed, Resilient workplace?

  1. Understand how trauma and toxic stress can affect yourself and your staff. Everyone in leadership must deeply understand the N.E.A.R. Science model, Neurobiology, Epigenetics, Adverse Childhood Expereinces (ACEs), and Resilience to put in place the protective factors needed for staff.
  1. Review the policies in place and identify changes that need to be made that align with the 4R’s framework. 
  1. Create safety: physical and emotional safety is one of the key principles of a trauma-informed, resilient workplace. Establish safety by promoting a “culture of wellness” that moves an organization from burnout to resilience. This culture of wellness can be fostered through regular check-ins, open communication, and providing resources for self-care.
  1. Skills development to build staff resources and resilience. These can include emotional intelligence training, communication workshops, and wellness practices. These skills allow us to understand and gain insight into others and ourselves.

These four points are a starting point to help leaders set the tone for the organization’s culture and develop a path to supporting everyone within it.

Change takes time; however, interventions from the organizational level have the highest impact and require thoughtful planning. This is a real paradigm shift. It is changing the way organizations or schools support families, children, and youth to prevent the exit of highly qualified professionals affected by burnout.

Leadership commitment is crucial on the path to a trauma-informed, resilient organization or school. This commitment not only fosters a supportive workplace for staff but also paves the way for the growth and well-being of the clients we serve. It’s a mission-driven responsibility that we, as leaders in the helping profession, must uphold. 

If you are looking for a place to start on the path to a Trauma-Informed, Resilient organization or school, please reach out to see how we can collaborate on the journey.