We regularly hear in regards to the life-enhancing advantages of mindfulness meditation practice. As teachers, we’ve likely experienced these advantages ourselves and have subsequently turn into inspired to share the practice with others. But is mindfulness all the time healing? Or, is there a possible for mindfulness and meditation to cause harm to those we share it with?
As mindfulness meditation teachers, it is necessary to know that where trauma is present, re-traumatization through mindfulness practice is feasible. As we all know, mindfulness brings us into contact with our direct experience – and, with whatever lives beneath the surface of it. What we discover in our inner world isn’t all the time comfortable, and in some cases it may possibly be completely overwhelming.
The reply will not be to avoid mindfulness or meditation where trauma is present; nonetheless, it is necessary to navigate these practices with skill and care. That is the work of trauma-sensitive mindfulness.
What Is Trauma-Sensitive Mindfulness?
Trauma-sensitive mindfulness is the practice of taking a trauma-informed approach to the work that we do during mindfulness and meditation exercises. As David Treleaven notes, trauma-informed practice indicates that we’ve a basic understanding of trauma because it pertains to our work.
In relation to mindfulness, trauma-sensitivity begins with the popularity that mindfulness and meditation practice could cause things like flashbacks, overwhelm, and dysregulated emotions. Since mindfulness is about being attentive to our experience , each certainly one of us can have a unique experience. For many who have experienced trauma, paying close attention might bring things to the surface that we should not yet ready to handle (or, that we’d like skilled support to administer).
We can even define trauma-sensitive practice through ‘the 4 Rs’. To be trauma-sensitive (no matter whether that is in mindfulness teachings, healthcare, or elsewhere) means to have adopted the next:
Who Can Teach Trauma-Sensitive Mindfulness?
Many wonder not only the way to teach meditation with trauma-sensitivity but in addition who can teach it. The vital thing to notice is that trauma-sensitive practice will not be a ‘style’ that we have to be qualified to show (though studying it may possibly help). It’s something that everybody can bring to their teachings and it’s something that we’ll learn more about through study and experience.
With that said, it is necessary not to say that we’re trauma experts if we should not. For instance, we are able to naturally bring trauma-sensitivity into the classes that we lead, but we may not hold a workshop specifically on ‘trauma care’ or ‘trauma sensitivity’ unless we’re adequately trained. It can be crucial to be open and honest about what we’ve knowledge and expertise in.
Suggestions for Teaching Trauma-Sensitive Mindfulness
When you are wondering the way to teach mindfulness with increased trauma awareness, there are a selection of suggestions that you could bring into your teachings. The next list is definitely not exhaustive, however it does highlight some key considerations to make to be certain that you might be guiding others as safely and responsibly as possible.
1. Create a secure environment.
Initially, we wish to be certain that after we are teaching mindfulness, we’ve created as secure an environment as possible. Safety is multi-dimensional, including elements akin to physical safety, emotional safety, and social safety. Due to this fact, we are able to cultivate a secure practice environment not only by ensuring that the space is freed from physical danger but in addition by showing up with compassion, care, authenticity, and full presence.
2. Concentrate on signs that trauma is coming up.
If we’re teaching trauma-sensitive mindfulness, we probably already realize the impact that trauma can have. Nonetheless, are we aware of the signs that trauma is present? Signs can include: slack or rigid muscle tone, hyperventilation, excessive sweating, emotional volatility, and pale skin. Awareness is vital if we’re to reply appropriately.
3. Offer suggestions and directions which might be flexible.
One other tip for the way to teach mindfulness with sensitivity to trauma is to supply options or invitations in your instructions. When you are leading a bunch, it’s difficult to be certain that your instructions are supportive for everybody, so to be inclusive of everyone, you would possibly offer flexible guidance. As an example, you would possibly say something like: “If it feels comfortable for you now, you would possibly gently close your eyes; or you would possibly as an alternative soften your gaze.” You may as well offer options as to where your students can anchor their attention (i.e. the breath or the seat or their hands).
4. Teach your students the way to ‘change the channel’ or ‘apply the brakes’.
If a mindfulness practice is becoming an excessive amount of for somebody, it is necessary that they know the way to modulate their emotions or shift focus. One idea is to show those that they’ll ‘switch the channel’ of their mind if feelings of overwhelm begin to rise. Moreover, we are able to all the time give people the choice to open their eyes in the event that they must, shift their posture, and even leave the room.
5. Be available before and after the session for questions and comments.
Moreover, it is necessary to make yourself available to your students for them to share their experience with you. In the event that they have questions or concerns beforehand, can they arrive to you before the session begins? Or, in the event that they had something troubling come up during practice, can they discuss this with you at the top of sophistication? This will help your students to feel secure and supported.
10 Resources for The way to Teach Trauma-Sensitive Mindfulness
For extra guidance on the way to teach mindfulness or meditation with trauma awareness, consider the next resources. Learn from top mindfulness teachers and trauma researchers to strengthen your ability to steer with sensitivity and care.
When you’re working with individuals who have experienced trauma, you wish to be certain that they’ve tools required to modulate their experience. David Treleaven calls this ‘applying the brakes’. As mindfulness meditation teachers, we are able to equip those we teach with practical techniques that may support them on this.
It is usually helpful to have an understanding of the ‘Window of Tolerance’. A term coined by Dan Siegel of the Mindsight Institute, this term refers to when the body is in its optimal state of arousal and an individual is in a position to function most effectively. Being aware of the Window of Tolerance will help us to know when students are moving into either hyperarousal (can’t calm down) or hypoarousal (shutting down).
Bonnie Duran explores the ability of body scans to assist us connect with and release stored trauma. She notes that while practicing a body scan meditation, strong emotions can arise because our emotions should be known before we are able to allow them to go.
The Trauma-Sensitive Mindfulness Podcast, hosted by David Treleaven, features discussions with expert speakers who explore the intersection of mindfulness, meditation, and traumatic stress. David Treleaven also wrote the book, Trauma-Sensitive Mindfulness, and has a training program for those who want to dive deeper.
One other model to consider if we wish to show mindfulness meditation with trauma-sensitivity is the 4 Rs. On this video, David Treleaven explores what these are: Realize, Recognize, Respond, (Avoid) Re-Traumatization. This definition of trauma-sensitivity comes from the National Center for Trauma-Informed Care.
David Treleaven highlights the importance of cultivating curiosity when teaching others mindfulness. We may not all the time know what someone needs in a given moment, but by coming from a spot of curiosity, we remain open and adaptable. This creates room for us to learn and grow.
On this clip, Bonnie Duran explores the importance of two things: cultural humility and deferring to affinity groups where appropriate. In cases of specific trauma (akin to racial trauma), we are able to consider sharing resources of specific affinity groups that we all know of. At the identical time, we are able to welcome all those that come to us with a way of cultural awareness and humility.
Sean Fargo notes that a part of the job of being a mindfulness teacher is to encourage courage. Nonetheless, so as to do that we’d like to create a secure environment for our students to explore their experience. By taking mindfulness as a step-by-step process (and addressing difficult emotions in baby steps), we express sensitivity for any trauma that somebody could be carrying.
9. Working With Trauma (with Tara Brach)
On this talk, Tara Brach explores the way to work with trauma, noting that it is typically vital to not dive straight into what’s present. If we’re too forceful with our exploration, we’d find yourself feeling retraumatized. If it doesn’t feel right to explore a difficult sensation with greater attention, we are able to practice loving kindness as an alternative.
Lastly, on this talk, David Treleaven responds to an issue about the way to teach trauma-sensitive mindfulness when working with groups online. He notes that it’s a challenge but shares easy tricks to get a way of what participants are experiencing when teaching virtually.
