E-learning Course

E-learning Course

This online interactive course is part of the COPE project. If you are interested in learning more about the project, about trauma, become trauma aware and learn about trauma-informed care (TIC), press Start

Start

Introduction

This course is part of the COPE project: The COPE project, which stands for "Preparing Non-formal education in Europe for traumatised learners," aims to address the mental health challenges faced by refugees and other trauma survivors. The project seeks to support not only the trauma survivors but also the educators, volunteers, and helpers who work with them. The training course aims at giving knowledge for non-formal adult educators and volunteers, using situational simulations to equip them with the skills needed to handle critical situations.

Objectives

Our main goal is to provide non-formal educators and curious minds with the tools and knowledge necessary to understand trauma, trauma-informed care and be trauma aware. Throughout the course, you will immerse yourself in interactive lessons, stimulating case studies and practical exercises designed to strengthen your understanding and application of key concepts. Upon completion, you will be equipped not only with a solid theoretical understanding, but also with the confidence and ability to tackle real-world challenges.

As you engage with the principles of trauma-informed care (TIC), approach this material with empathy, self-awareness, and a commitment to self-reflection. TIC is not a substitute for professional therapy, nor does it offer diagnostic tools. Instead, it provides a framework for fostering safe, respectful, and supportive environments. When applying these principles, prioritize both your well-being and that of others, staying mindful of your own boundaries and limitations. Practice toughfully by remaining curious, open to learning, and respectful of the unique experiences of those you work with. If at any point you feel triggered or encounter situations beyond you knowledge or expertise, pause and prioritize your own care. Seek guidance from experienced professionals or recommend appropriate resources when necessary. Remembe, building a trauma-informed space starts with mindful intention, ongoing education, and a deep respect for each person's individual journey.

Modules

Module 3: Can we identify trauma in a session?

Module 1: Concepts of trauma

Module 4: Creating safe learning spaces

Module 2: Signs and symptoms of trauma

Module 5: Self-care for non-formal educators

Glossary

Additional resources

Module 7: Cooperation and reciprocity

Module 6: Support

Module 8: Empowerment and agency

Concepts of trauma

Notes for the learners

Module

Understanding trauma & related lexicon

1.1

Definition

Refers to an emotional response to a deeply distressing or disturbing event that overwhelms an individual’s ability to cope. Trauma often affects a person’s physical, emotional, and psychological well-being, influencing how they perceive and interact with the world around them.

Module

Trauma informed care

1.2

Definition

An approach that underpins frameworks to reduce coercive practices, stating that behind all behaviors that challenge is an unmet need. TIC is characterized by a strength-based approach using psychoeducational training, service-user interventions (e.g., play-based, sport-based), debriefing, and problem-solving.

Module

How trauma informed care is used

1.3

Trauma-Informed Care can be applied across various fields and in different roles. It is not a specific set of techniques, but rather a framework for understanding and responding to individuals who may have experienced trauma. Here are some examples of how TIC is used in practice:

School context

Healthcare

Social Services

Non-Formal Education in general

Workplace Settings

Module

How to apply TIC

1.4

Teachers

Teachers can create a trauma-sensitive classroom by being mindful of how students mightrespond to certain types of feedback or situations.

Sports trainers or coaches

Sports trainers and coaches can recognize that some athletes may have a history of traumathat affects their ability to trust others or handle intense pressure.

Physiotherapists

For physiotherapists, the physical nature of the profession requires extra sensitivity to trauma.

Module

Non-formal education

1.5

Definition

Non-formal education refers to organized educational activities that take place outside the formal school system. It is structured and intentional, but not necessarily within a traditional curriculum or academic institution. Non-formal education is designed to be flexible, accessible, and tailored to the needs of different groups, often focusing on practical skills, community engagement, lifelong learning, and social or personal development.

Module

1.6

Quiz: Concepts of Trauma 🧠

Ready to test your knowledge on trauma-informed care? Let's check your understanding of the key concepts from Module 1.

Module

1.6

1 / 5

Module

1.6

2 / 5

Module

1.6

3 / 5

Module

1.6

4 / 5

Module

1.6

5 / 5

Module

1.6

Interactive Challenge: Role-play!

Instructions: Read the scenario and write down your response.Scenario: You are a teacher. A student in your class seems withdrawn and doesn't participate. You know that judging them or putting them on the spot could make things worse.

Module

1.6

Sample Answer

Module

Concepts of trauma

Module completed!

You're a pro now 🤝

Signs & symptoms of trauma

Notes for the learners

Module

Trauma definition

2.1

Definition

Trauma refers to an event or series of events that are perceived as physically or emotionally harmful or life-threatening. It can affect anyone, regardless of age, gender, or background. The perception of trauma is subjective—what may be traumatic for one person might not be for another. This means that trauma is not solely defined by the event but by an individual’s experience of it.

Module

Trauma symptoms

2.2

Trauma always involves three primary symptom areas that interact withand stem from each other:

02

03

01

Direct or indirect experience of traumatic events.

Emotional, cognitive, and physiological reactions to that experience, which causes psychological distress.

Inability to effectively manage these distressing reactions, leading tocontinued suffering.

Module

Trauma symptoms

2.2

Trauma can manifest through a wide range of symptoms, which may appear shortly after the event or even years later. These symptoms can impact multiple areas of functioning:

Emotional Symptoms

Physical Symptoms

Cognitive Symptoms

Behavioral Symptoms

Trauma often affects emotional regulation...

The body often holds the impact of trauma...

Trauma can interfere with thinking processes...

Trauma often influences how individuals interact...

Module

Trauma symptoms

2.2

Tauma affects individuals in complex ways, often leading to:

✔ Re-experiencing traumatic events: traumatic events may be relived in various ways, such as nightmares, flashbacks, ruminations, or intrusive thoughts and emotions. ✔ Extremes in arousal levels: trauma survivors often experience either too little or too much arousal. Hyperarousal manifests as the "fight or flight" response, associated with anger, irritability, fear, anxiety, hypervigilance, difficulty sleeping, and poor concentration. Hypoarousal manifests as the "freeze or shutdown" response, leading to apathy, lethargy, withdrawal, numbness, and dissociative states.

Module

Types of trauma

2.3

Trauma is not a single, one-size-fits-all concept. It can be broken down into different types:

Chronic Trauma

Acute Trauma

Complex Trauma

Historical and Intergenerational Trauma

Secondary Trauma

Module

Trauma therapy

2.4

Purpose:

Trauma is a specialised form of mental health treatment. It directly addresses and processes traumatic experiences, with the goal of reducing symptoms and promoting healing.

Scope:

Trauma therapy is typically conducted within a clinical or therapeutic setting by qualified mental health professionals. It involves targeted intervention to help individuals work through traumatic events and their aftermath.

Educator key takeaway's: Trauma is an individual experience and can arise from a range of events or situations.

Module

2.5

Exercise

The "Trauma-Informed Action" Decision Tree

Scenario: You are a non-formal educator leading a small group workshop on public speaking. One of the participants, Sarah, has been increasingly withdrawn. During a brainstorming activity, she becomes visibly agitated and quickly leaves the room, stating she feels unwell. She has not returned for several minutes.

Module

2.5

Module

2.5

Exercise

The "Trauma-Informed Action" Decision Tree

Branching Scenario: A New Decision: You quietly step out of the room and find Sarah sitting alone in a hallway. You sit down a short distance from her to give her space, and say, "I noticed you seemed a bit overwhelmed. There's no pressure to talk, but I wanted to let you know I'm here if you need anything." She looks at you and says, "I don't know what's wrong with me. I just can't handle anything right now."

Module

2.5

Module

Signs & symptoms of trauma

Module completed!

So efficient 🤝

Can we identify trauma in a session?

Notes for the learners

Module

Recognizing Trauma in a session

3.1

Behavioral Signs

Physical Signs

Emotional & Cognitive Signs

Fight, Flight, Freeze and Fawn.

Headaches, troubles, hypersensitivity...

Overreacting, trust issues...

Educator Tip: Don’t assume all difficult behavior is intentional defiance—sometimes, it’s a trauma response.

Module

Trigger definition

3.2

Definition

A stimulus (e.g., sight, sound, smell, memory, or thought) that causes a person to relive or react emotionally to a past traumatic event. Triggers can be conscious or unconscious, and their impact can be emotional, physical, or behavioral.Van der Kolk, B. A. (2014). The body keeps the score: Brain, mind, and body in the healing of trauma. Viking.

Module

Importance of trigger in re-traumatisation context

3.2

Triggers play a critical role in retraumatization by causing the individual to re-experience the original trauma. Retraumatization occurs when an individual with a history of trauma, often Post-Traumatic Stress Disorder (PTSD), is exposed to people, incidents, or environments that cause them to relive the previous trauma, often with the same intense emotional, psychological, and physiological responses as the original event. It's more than just an unpleasant memory; it is the past trauma made present.

The Involuntary Response

The Manifestations

Impact on Recovery

In essence, a trigger acts as the switch that flips the trauma survivor back into a state of reliving their past, and powerful or repeated exposure to such triggers can lead to the damaging state of retraumatization.

Module

Situation & trauma-responsive action

3.2

Situation

Trauma-Responsive Action

A student has difficulty transitioning between activities (e.g., from free time to lessons)

A person has a sudden emotional outburst (e.g., crying, yelling)

A person isolates themselves from peers (e.g., sitting alone or avoiding group work)

A person has difficulty transitioning between activities (e.g., from free time to lessons)

A person’s behavior escalates after a conflict with a peer

A person becomes angry or hostile over something minor

A person becomes nonverbal, stops responding or makes little eye contact

Module

Situation & trauma-responsive action

3.2

Trauma-Responsive Action

Situation

A student has difficulty transitioning between activities (e.g., from free time to lessons)

A person is persistently disruptive or hyperactive

A person refuses to complete a task, claiming it’s “too hard”

A person shows signs of withdrawal or disconnection from the class

A person shows signs of anxiety before a test or presentation (e.g., trembling, fidgeting)

A person has trouble focusing or staying engaged during lessons

Module

Further Educator’s Toolkit Strategies

3.2

Emotional Regulation

Set Clear Boundaries

Reaffirm Senses

Reframe Negative Behavior

Reflective Conversations

Module

Further Educator’s Toolkit Strategies

3.3

Stay calm and composed.

Focus on building trust

Respect boundaries

Trauma responses can be overwhelming for both the person and you.

and safety before you address behaviors.

and safety before you address behaviors.

Module

Further Educator’s Toolkit Strategies

3.3

Empower students with choices

Validate emotions

Remember, you are an educator, not a therapist.

don’t dismiss them—this helps persons feel heard and understood.

helping them reclaim a sense of control in the group.

Refer persons for professional help if necessary, but provide the support that reinforces their dignity and autonomy.

Module

Further Educator’s Toolkit Strategies

3.3

While educators play a critical role in trauma-sensitive care, there are times when professional intervention is needed.

When to refer a person for additional support: ✔ Repeated intense emotional distress affecting learning ✔ Expressing self-harm or harm to others ✔ Signs of abuse or neglect (follow mandatory reporting policies) ✔ Sudden withdrawal or drastic personality change

Module

Further Educator’s Toolkit Strategies

3.3

While educators play a critical role in trauma-sensitive care, there are times when professional intervention is needed.

How to approach the conversation: ✔ Private Setting: Never call out trauma-related concerns in front of peers. ✔ Use Open-Ended Questions “I’ve noticed you seem overwhelmed lately. Would you like to talk?” “Would it help if we found some extra support for you?” ✔ Know Your Limits: If a person discloses trauma, listen and validate—but do not take on the role of a therapist.

Module

3.4

Scenario :

A disruptive student or a trauma response?

Background: You are a teacher in a middle school classroom. One of your students, Alex, has been showing signs of disengagement, avoidance, and occasional outbursts when asked to participate in class discussions. Today, after a small classroom disagreement, Alex suddenly shouts at another student, throws a book on the floor, and leaves the room without permission.

Module

Step 1: Identify possible causes

3.4

1 / 4

Module

Step 2: Choose your response

3.4

2 / 4

Module

Step 3: De-escalating the situation

3.4

3 / 4

Module

Step 4: Repair and support

3.4

4 / 4

Educator Key Takeaways

Module

Final Reflection & quiz

3.4

What was the most trauma-informed response in each step? How do trauma-affected students process stress differently? What strategies can help maintain a safe and supportive classroom?

Module

3.4

Conclusion

This module goal is to develop real-world decision-making skills for recognizing and responding to trauma in a classroom setting. These practice-based activities ensure you to leave with both knowledge and practical strategies for immediate implementation.

Module

Can we identify trauma in the classroom?

Module completed!

You nailed it 🤝

Creating safe learning spaces

Notes for the learners

Module

What is a Safe Space? A Trauma-Informed Perspective

4.1

Beyond Physical Safety

In trauma-informed education, a safe space is more than just a physical location free from harm. It is an environment where learners feel physically, emotionally, and psychologically secure.

Module

What is a Safe Space? A Trauma-Informed Perspective

4.1

Core Characteristics of a Safe Space: A truly safe space is one where individuals feel respected, valued, and understood, allowing them to engage openly without fear of judgment or re-traumatization.It is built on the following foundations:

Psychological Safety

Trust and Transparency

Empowerment, Voice, and Choice

Essentially, a safe space is an environment that actively works to counteract the feelings of powerlessness and unpredictability that are common after a traumatic experience.

Module

Why Safe Spaces are Essential for Learning and Healing

4.2

The Role of Safety in Trauma Processing For a trauma survivor, an unsafe or unpredictable environment can keep the body and brain in a state of high alert, as if the threat is still present. A safe space is crucial because it allows the nervous system to calm down, making learning and connection possible. When a learner feels safe, their brain can begin to process and reorganize traumatic memories. A safe environment helps a memory transition from being an "overwhelming present experience to becoming a part of their past". Without this safety, the memory can remain "frozen in time," feeling like an ongoing threat that hinders a person's ability to engage with the present and future.

How Non-Formal Educators Create Safe Spaces:

Module

The Foundations of a Safe Space

4.2

Creating a safe space is an active, ongoing process that goes beyond physical safety. It involves intentionally building an environment where learners feel secure enough to engage, take risks, and be their authentic selves. This foundation is built on three core pillars:

Predictability and Consistency

Trust and Transparency

Empowerment, Voice, and Choice

Module

Practical Strategies for Educators - Environment and Structure

4.2

You can actively shape the learning environment to be safer and more supportive through clear structure and thoughtful planning.

Offer Choices to Promote Agency

Use Routines to Build Predictability

Establish Clear and Consistent Boundaries

Module

Practical Strategies for Educators - Interaction and Communication

4.2

The way you interact with learners is one of the most powerful tools you have for creating a safe space.

Model and Practice Co-Regulation

Reframe Behavior with a Trauma-Informed Lens

Practice Active and Empathetic Listening

Module

Scaling Up: From a Safe Space to a Trauma-Informed Organization

4.3

Creating a trauma-informed organization means moving beyond individual safe spaces and embedding the principles of safety, trust, transparency, and empowerment into the very structure of the institution. It is a systemic shift that requires commitment from leadership and participation from everyone. The goal is to create an environment where all individuals—learners and staff alike—feel physically, psychologically, and emotionally secure. Practical Steps for Organizational Change:

Leadership Commitment and Policy Integration

Comprehen-sive Staff Training and Support

Creating a Safe and Transparent Environment

Feedback, Evaluation, and Adaptation

Module

4.4

Module

Creating safe learning spaces

Module completed!

That was impressive 🤝

Self-care for non-formal educators

Notes for the learners

Module

Why does Self-Care matter? Why This Matters: The "Cost of Caring"

5.1

As non-formal educators, they might encounter and feel the urge to support learners who may have experienced significant trauma.This work comes with unique emotional and psychological demands. Sustained empathic engagement can lead to predictable occupational hazards.

✔ Secondary Traumatic Stress: The emotional distress that results from hearing about the traumatic experiences of others. ✔ Compassion Fatigue: The emotional and physical exhaustion that comes from the "cost of caring" for those in pain. ✔ Burnout: A state of emotional exhaustion, cynicism, and a reduced sense of personal accomplishment.

Module

Our Approach: A Crucial Distinction (Trauma-Informed Care vs. Therapy)

5.1

This module provides skills for self-regulation, not therapy. Understanding the boundary between these two roles is essential for providing responsible and effective support.

Module

Why does Self-Care matter? Why This Matters: The "Cost of Caring"

5.1

This module moves beyond generic advice and focuses on building core competencies for in-the-moment resilience. You will learn evidence-based techniques from Acceptance and Commitment Therapy (ACT) to manage your internal state effectively:

✔ Grounding: Learn to "drop anchor" and steady yourself in the present moment when an emotional storm hits. ✔ Unhooking: Use powerful metaphors like the "Passenger on the Bus" to gain distance from unhelpful thoughts and feelings without struggling against them. ✔ Values-Driven Action: Apply the "Choice Point" model to make conscious, effective choices that align with your purpose as an educator, especially under pressure.

Module

Learn more about your role

5.1

These skills are more than just tools to prevent burnout; they are core professional competencies. Your ability to self-regulate your own emotional state is the essential foundation for your ability to co-regulate with a distressed student. By building your own resilience, you enhance your capacity to create a safer, more supportive, and more effective learning environment for everyone.

Module

An Overview of the ACT Framework: Skills for Resilience

5.2

Core PhilosophyAcceptance and Commitment Therapy (ACT) is not about eliminating difficult thoughts and feelings. Instead, it's about changing your relationship with them to build psychological flexibility. The goal is to live a rich, full, and meaningful life while accepting the pain that inevitably comes with it.What is Psychological Flexibility?It is the ability to be fully present, open up to your thoughts and feelings, and act in ways that are guided by your core values. It's the skill of navigating life's challenges without getting "stuck" or overwhelmed by them.

Module

The Six Core Skills of ACT

5.2

ACT builds psychological flexibility through six interconnected processes:

Defusion (Watch Your Thinking)

Acceptance (Open Up)

Present Moment (Be Here Now)

Self-as-Context (The Observing You)

Values (Know What Matters)

Committed Action (Do What It Takes)

Module

A Crucial Distinction: Self-Regulation vs. Professional Therapy

5.2

These ACT skills are powerful tools for self-regulation within a trauma-informed approach, but they are not a substitute for trauma therapy. It is vital to recognize the boundaries of your role as a non-formal educator. When to Use These Skills for Self-Regulation:

• To manage in-the-moment emotional discomfort or stress that arises in your daily work.

• To "drop anchor" when you feel overwhelmed, allowing you to stay present and effective.

• To "unhook" from unhelpful thoughts (like self-doubt or frustration) that can lead to burnout.

• To build long-term resilience and stay connected to your professional values, especially during challenging times.

Module

A Crucial Distinction: Self-Regulation vs. Professional Therapy

5.2

When to Seek Professional Support from a Therapist:

• If the self-regulation strategies in this course are not enough to help you feel grounded or safe.

• When distress is persistent, overwhelming, or significantly interferes with your ability to function in your personal or professional life.

• If you are experiencing recurring and intense trauma symptoms such as flashbacks, nightmares, or severe anxiety.

• If you are having thoughts of harming yourself or others. This requires immediate professional intervention.

Important Remember

Module

How to apply ACT?

5.2

02

03

01

Acceptance (Open Up)

Defusion (Watch Your Thinking)

Present Moment (Be Here Now)

04

05

06

Self-as-Context (The Observing You)

Values (Know What Matters)

Committed Action (Do What It Takes)

Module

Stress Management - Why It Matters for Educators

5.3

The Reality of Stress in Our Work Stress is a natural response to the demands of life, but for non-formal educators, it can come from many sources: personal difficulties, challenges at work, or major threats within the community like violence or economic hardship.When you consistently work with learners who have experienced trauma, you are also exposed to their pain, which carries a significant emotional weight.

Module

Stress Management - Why It Matters for Educators

5.3

Managing your own stress is not a luxury; it is a core professional competency. Your ability to remain grounded and regulated directly impacts the learning environment.

It Creates Safety

It Prevents Harm

It Ensures Sustainability

Your calm presence helps co-regulate distressed students, making them feel safer and more supported.

A regulated educator is less likely to react impulsively and better equipped to respond to challenging behaviors with empathy and patience.

Proactively managing your stress is the key to a long, effective, and fulfilling career, preventing the exhaustion that forces educators to leave the field.

Module

Practical Skills for Stress Management (WHO)

5.3

Introducing: "Doing What Matters in Times of Stress" The World Health Organization (WHO) has developed an illustrated guide: https://www.who.int/publications/i/item/9789240035119: to equip anyone experiencing adversity with practical, evidence-based skills to cope. The guide is based on Acceptance and Commitment Therapy (ACT) and is designed to be used for just a few minutes each day to build resilience. The core idea is that we often get "hooked" by difficult thoughts and feelings, which pulls us away from our values and the person we want to be. This guide teaches five powerful skills to manage stress effectively.

Module

Five Core Skills You Can Learn and Practice

5.3

02

03

01

Grounding

Unhooking

Acting on Your Values

05

04

Being Kind

Making Room

Resource

Module

Understanding Self-Efficacy - The Belief in Your Ability

5.4

What is Self-Efficacy? Self-efficacy is the belief in your own ability to succeed and handle different situations. It’s the confidence you have in your capacity to influence events and achieve your goals. In the context of Trauma-Informed Care, building self-efficacy is a powerful way to reclaim a sense of control and agency that trauma often diminishes.It’s the shift from feeling defined by what has happened to you, to believing in what you can do.

Module

Understanding Self-Efficacy - The Belief in Your Ability

5.4

Why Does It Matter? Developing a strong sense of self-efficacy is crucial for resilience and well-being. It helps you to:

Approach Challenges with Confidence

Stay Motivated

Reduce Stress and Anxiety

Achieve Your Goals

When you believe you can succeed, you are more likely to put in the effort and persist, even when you face setbacks.

Confidence in your abilities helps you manage your emotional state more effectively when under pressure.

A strong sense of self-efficacy is directly linked to personal accomplishment and growth.

Instead of seeing difficult tasks as threats to be avoided, you view them as challenges to be mastered.

Module

How to Build Your Self-Efficacy

5.4

Self-efficacy isn't something you're born with—it's a skill you can build through practice and experience. Here are four key ways to strengthen it, using principles from this course:

Mastery Experiences (Achieve Small Wins)

Vicarious Experiences (Learn from Others)

Verbal Persuasion (Receive Encouragement)

Emotional and Physiological States (Manage Your Reactions)

Module

Your Action Plan for Building Self-Efficacy

5.4

02

01

Here are practical steps you can take right now to start building your self-efficacy, based on the tools in this course:

Identify and Use Your Strengths

Set One SMART Goal

04

03

Practice Your "Choice Point"

Acknowledge Your Progress

Resources

Module

Self-care for non-formal educators

Module completed!

Well that was something! 🤝

Support

Notes for the learners

Module

Learn more about your role

6.1

Trauma-informed care emphasizes the importance of creating a supportive environment that avoids retraumatization for the individual and prevents secondary trauma for the supporter. As a supporter, empathy, clear communication, and respect for boundaries are essential. By incorporating values-driven support and self-care practices, you foster healing and trust while maintaining your own emotional resilience.

Module

Key Principles of Trauma-Informed Care

6.2

Module

Why Self-Care is crucial for supporters

6.3

When you offer trauma-informed care, it’s not only about the person you’re supporting—it’s also about protecting your own emotional and mental well-being. Here are four key self-care strategies for supporters:

Recognize your needs

Use available resources

Set boundaries

Create a self-care plan

Identify what support you need - emotional, practical, or a sense of safety. Tip: Practice grounding exercises to clarify your needs in the moment.

Explore free self-help tools from organizations like the WHO or local mental health services.

Protect your energy by determining how much you can handle without burning out.

Incorporate daily activities like mindfulness, journaling, or connecting with supportive peers....

Module

Self-care for supporters

6.4

Module

6.5

Sample Answer

Module

6.6

Summary & reflection

You’ve learned about the principles of trauma-informed care and the importance of self-care for supporters. By practicing empathy, clear communication, and self-awareness, you can provide effective support without compromising your own well-being. Take a moment to reflect on the following:How will you incorporate these principles into your own support practices?What steps will you take to protect your emotional resilience?

Module

Support

Module completed!

You bring all these informations to life 🤝

Cooperation & reciprocity

Notes for the learners

Module

Understanding Cooperation and Reciprocity

7.1

Cooperation and reciprocity are essential for creating supportive, trauma-informed environments. These principles go beyond teamwork—they focus on empathy, respect, and shared responsibility, particularly when working with trauma-affected students. In this case study, you will explore how a non-formal educator, Ms. Taylor, fosters cooperation in her group while addressing the needs of Mia, a trauma-affected student. You'll learn to develop strategies for promoting trust, safety, and inclusion.

Module

Case study presentation

7.2

Scenario :

The Case of Mia

Ms. Taylor is a non-formal educator working with students at a community center. One of her students, Mia (14), has experienced trauma from a challenging family environment. Mia often avoids group activities, isolates herself, and has occasional emotional outbursts when things don't go her way. During a group project about environmental conservation, Mia reluctantly joins a group but soon withdraws completely. The group becomes frustrated, and Mia feels even more excluded. Ms. Taylor decides to use trauma-informed principles to address the situation. She recognizes that Mia’s behavior stems from a need for safety and trust. How can Ms. Taylor foster cooperation and reciprocity while supporting Mia’s needs?

Module

7.2

Sample Answer

Module

Strategies for Fostering Cooperation

7.3

Ms. Taylor develops a plan to help Mia feel safe and included:

Private Check-In

Flexible Participation

Educating Peers

Positive Reinforcement

She talks with Mia individually to understand her needs and reassure her.

Mia is given a role that suits her comfort level, such as researching or creating visuals.

Ms. Taylor encourages empathy and understanding among the group, reminding them that everyone contributes differently.

She celebrates small successes to boost Mia’s confidence and trust in the group.

Module

Supporting Mia

7.4

Module

Supporting Mia

7.5

Sample Answer

Module

Reflection on Cooperation and Reciprocity

7.6

Key Takeaways

Module

Cooperation & reciprocity

Module completed!

Level up! 🤝

Empowerment and agency

Notes for the learners

Module

Learning Objectives

8.1

By the end of this module, teachers will be able to:

✔ Understand the Papageno effect and how it contrasts with the Werther effect. ✔ Recognize the role of educators in shaping language and narratives around mental health and suicide. ✔ Identify and create messages that promote agency, hope, and seeking help. ✔ Use examples from culture and media (e.g., Logic’s "1-800-273-8255") to open life-affirming conversations. ✔ Apply trauma-informed communication principles in classroom settings.

Module

What Is the Papageno Effect?

8.2

Named after a character

Refers to media

In contrast to the Werther effect

in Mozart’s opera The Magic Flute who considers suicide but is helped by friends and finds hope again.

or interpersonal messages that highlight coping, support, and alternatives to suicide.

which may unintentionally normalize or glorify suicide.

Module

Why Language Matters

8.3

Trauma-informed lens:

✔ Every person carries their own story – your words can reinforce stigma or open space for safety. ✔ Avoiding shame-based language ("attention seeking", "drama") ✔ Replacing fatalistic phrases ("there’s no way out", "he’s broken") with agency-focused language ("there’s help", "you are not alone")

Module

Mini- exercise

8.3

Module

Music & Media that Save Lives

8.4

Case Study: Logic – "1-800-273-8255"

✔ Song named after the U.S. Suicide Prevention Lifeline ✔ Lyrics trace a journey from despair to hope ✔ Music video shows real-life struggle, support, identity, and reconnection

Module

Group Exercise

8.4

Module

Crafting Life-Affirming Communication

8.5

Tips for learners:

Share stories

Include a message about help

Normalize emotions

Offer hope

of hope and recovery.

and link to support resources, when discussing suicide (in literature or current events).

but avoid normalizing suicide as an “understandable choice”.

talk about resilience, therapy, support systems, and the fact that things can change.

Module

Practice & Reflection

8.6

Activity 1: Create a Poster

Design a poster with your group that includes: ✔ Phrases of hope ✔ Where to get help ✔ Inspiring media quotes or song lyrics (e.g., Logic, Alessia Cara, BTS)

Module

Practice & Reflection

8.6

Activity 2: Rewrite a Lesson Plan

Module

Empowerment and agency

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Module

Glossary

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Acceptance and commitment therapy:

Adverse Childhood Experiences

Acceptance

Acute Trauma

Cognitive Distortions

Complex Trauma

Cultural Trauma

Chronic Trauma

Distress

Dissociation

Developmental Trauma

Intersectionality

Trigger

Safety

Trauma

Retraumatization

Microaggressions

Trauma-Informed Approach

Trauma-Informed Care (TIC)

Trauma Response

Trauma Survivor

Vicarious Experiences (Learn from Others)

Seeing people similar to yourself succeed through effort and persistence raises your own belief that you can master comparable challenges.

• How to Apply It: Engage in peer support. Listen to the stories of others who have navigated similar challenges. This shared experience fosters a sense of "If they can do it, so can I".

Self-as-Context (The Observing You):

Connecting with the part of you that is a continuous and safe observer of your experiences, separate from your thoughts and feelings. The "Passenger on the Bus" metaphor helps illustrate this: you are the driver, not the noisy passengers.

Cognitive Symptoms

Trauma can interfere with thinking processes, leading to cognitive challenges, such as:

• Difficulty concentrating or focusing on tasks.
• Intrusive thoughts about the traumatic event.
• Flashbacks, which may feel as though the event is happening again.
• Problems with memory, including forgetting parts of the traumatic experience or experiencing general memory issues.

• Heightened hypervigilance, constantly scanning the environment for potential threats.

Being Kind

This focuses on the importance of self-compassion. It teaches you how to be kind to yourself, especially when you are struggling, which is a crucial part of building a caring and supportive inner environment.

Present Moment (Be Here Now)

This skill involves bringing your full awareness to the here and now with openness and curiosity. When you are fully present, you are not lost in regrets about the past or worries about the future. You are anchored in the current moment, which allows you to perceive situations clearly and respond more effectively.Practice this with the "Dropping Anchor" and "5-4-3-2-1" grounding techniques. Why It Helps:This is your "first aid" skill for managing acute stress. When a classroom situation becomes overwhelming, grounding yourself in the present moment can calm your nervous system, allowing you to think clearly and act from a place of stability rather than panic.

Key Takeaways

1. Trauma-informed cooperation focuses on trust, empathy, and flexibility.
2. Reciprocity involves valuing contributions and fostering mutual respect.
3. Educators play a crucial role in creating inclusive environments by modeling empathy and teaching peers to do the same.

Emotional and Physiological States (Manage Your Reactions)

Your own emotional and physical reactions to stress can impact how you feel about your abilities. Learning to manage anxiety and reframe negative thoughts is key.

• How to Apply It: Use the self-regulation skills from this course, like "Dropping Anchor" or "Unhooking" from difficult thoughts. When you learn to manage your stress response, you prove to yourself that you can handle challenges without being overwhelmed.

Notes for the learners

You can click on the + to get more informations on the pages

The information contained in all parts of the COPE Project is readily available to anyone interested through international literature on the subject. The concepts, information, scientific theories, and interdisciplinary applications included in this project have been organized to be valuable to individuals from diverse professional backgrounds who offer assistance and services to students, teachers, school personnel, clients, patients, or service users in various settings, nations, and cultures. While the scientific knowledge and applications presented in this project are freely accessible through various scientific publications and databases worldwide, the practical implementation of these insights is governed differently across countries by their respective laws, regulations, andprofessional codes of ethics. These regulations and ethical guidelines often differ from one country to another, reflecting the unique legal frameworks and standards of each region. All materials accessed through the COPE Project are offered with the clear intention of respecting all relevant laws and regulations. No part of this course should be interpreted or used for purposes other than those stated. It remains an essential duty for every professional and organization to act with scientific integrity and ethical responsibility, which includes full adherence to the regulations in their country, respect for the specific competencies of other professions, an awareness of one’s own limits and knowledge, and adherence to the boundaries that define their profession orrole. Professionals must also comply with the internal rules of theirrespective organizations.

Disclaimer: Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.

Practice Active and Empathetic Listening

• Listen to understand, not just to respond. Validate learners' feelings without judgment by saying things like, "I can see you're upset," or "That sounds really tough."
• Pay attention to nonverbal cues and respond with a calm, composed presence. Your stability can help a learner feel more grounded.

Making Room

Instead of fighting painful feelings, this skill teaches you how to "make room" for them. By allowing them to be present without a struggle, you reduce their impact and conserve your emotional energy.

Psychological Safety

Learners can express their thoughts, feelings, and experiences without fear of rejection or negative consequences.

Trauma-Responsive Action

Gently encourage them to reconnect in a low-pressure way. Acknowledge their feelings with empathy, and provide options: “Would you like to take a moment for yourself, or would it help if you shared what’s on your mind?” Be patient and show understanding without pushing them too hard.

Secondary Trauma

This occurs when an individual is indirectly affected by the trauma experienced by others, often through working with trauma survivors, leading to feelings of helplessness or compassion fatigue.

Behavioral Signs

• Fight: Angry outbursts, defiance, aggression
• Flight: Avoidance, skipping class, excessive fidgeting
• Freeze: Dissociation, zoning out, trouble responding to questions
• Fawn: Excessive people-pleasing, difficulty setting boundaries

School context

Teachers and school staff can apply TIC by creating classrooms where students feel safe, valued, and respected. For example, a teacher might use language that validates a student’sfeelings, provides choices in activities to give a sense of control, and actively listens to students’concerns without judgment.

Model and Practice Co-Regulation

• Recognize that your own emotional state impacts the learners around you. Practice your own self-regulation skills (like taking a deep breath) to remain a steady presence.
• When a learner is distressed, your calm demeanor can help them regulate their own emotions. This supportive interaction is known as co-regulation.

Offer Choices to Promote Agency

• Provide flexibility in how learners participate. Let them choose whether to speak in a large group, share in a smaller pair, or simply listen.
• Create "activity menus" where learners can select the task that best suits their comfort level or interest.

Notes for the learners

You can click on the + to get more informations on the pages

The information contained in all parts of the COPE Project is readily available to anyone interested through international literature on the subject. The concepts, information, scientific theories, and interdisciplinary applications included in this project have been organized to be valuable to individuals from diverse professional backgrounds who offer assistance and services to students, teachers, school personnel, clients, patients, or service users in various settings, nations, and cultures. While the scientific knowledge and applications presented in this project are freely accessible through various scientific publications and databases worldwide, the practical implementation of these insights is governed differently across countries by their respective laws, regulations, andprofessional codes of ethics. These regulations and ethical guidelines often differ from one country to another, reflecting the unique legal frameworks and standards of each region. All materials accessed through the COPE Project are offered with the clear intention of respecting all relevant laws and regulations. No part of this course should be interpreted or used for purposes other than those stated. It remains an essential duty for every professional and organization to act with scientific integrity and ethical responsibility, which includes full adherence to the regulations in their country, respect for the specific competencies of other professions, an awareness of one’s own limits and knowledge, and adherence to the boundaries that define their profession orrole. Professionals must also comply with the internal rules of theirrespective organizations.

Disclaimer: Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.

Mastery Experiences (Achieve Small Wins)

This is the most effective way to build self-efficacy. When you succeed at a task, no matter how small, it reinforces your belief that you are capable.

• How to Apply It: Set small, achievable goals for yourself. Break down larger tasks into manageable steps and celebrate your progress along the way. This is the foundation of the SMART goal exercise at the end of this course.

Impact on Recovery

Consistent or powerful triggers that lead to retraumatization are detrimental to recovery. They reinforce the feeling that the world is unsafe, disrupt emotional stability, and can cause a resurgence or worsening of PTSD symptoms, leading to avoidance behaviors that further restrict the survivor's life.

Acceptance (Open Up)

Acceptance is the practice of willingly making space for uncomfortable feelings, sensations, and urges instead of trying to fight, suppress, or control them. It is not about liking or wanting these experiences, but about gently allowing them to be present without an internal struggle. This process reduces the energy spent on battling your inner world, freeing you up to focus on what you can control: your actions.Practice this with the "Expansion" exercise. Why It Helps:This skill is a direct antidote to emotional exhaustion. By learning to "open up" to difficult feelings like frustration or sadness, you stop wasting energy on an unwinnable internal war, which is a key step in preventing burnout.

Predictability and Consistency

• Why it matters: Trauma can make the world feel chaotic and unpredictable. Consistent routines and clear expectations create a sense of stability and reduce anxiety, letting learners know what to expect.

• In action: Start and end sessions in a similar way, provide visual schedules, and communicate any changes in advance.

Trauma-Responsive Action

Provide a visual schedule or a countdown timer so persons know what to expect. Transition gently and give them a few minutes to settle before starting the new activity. Offer reassurance: “We’ll start in just a minute. Let me know if you need help.”

Use Routines to Build Predictability

• Implement simple, consistent routines, such as a brief check-in at the beginning of a session or a reflective moment at the end.
• Use visual aids like timers or schedules to help learners anticipate transitions between activities, which can reduce anxiety.

Emotional Regulation Practices

Offering calming activities can help students manage their emotional responses to trauma. Some of these may include:

• Breathing exercises (e.g., slow deep breaths, counting breaths).
• Fidget tools or stress balls—to help them physically regulate emotions.
• Journaling or drawing—this allows the person to express their emotions privately.

Example: “Let’s take a moment to breathe together. You can count to five as you inhale, and then five as you exhale.”

Values (Know What Matters)

Values are your deeply held beliefs about what is important to you and what you want your life to stand for. They are different from goals (which can be achieved) and instead act as a compass, providing direction and meaning for your actions. Clarifying your values helps you know what truly matters to you as an educator.Practice this with the "Values Clarification" exercises. Why It Helps:Connecting with your "why" is a powerful antidote to the cynicism and disillusionment that can lead to burnout. When your actions are guided by your values, your work feels more meaningful and purposeful, providing a deep and sustainable source of motivation.

Acting on Your Values

This skill helps you connect with what truly matters to you. It guides you to take small, committed actions that align with your values, even when you are feeling stressed or afraid.

Practice Your "Choice Point"

In a challenging moment, pause and recognize you have a choice. You can make a move "away" from your values (e.g., giving up) or "towards" them (e.g., persisting with a new strategy). Each "towards" move builds self-efficacy.

• Action: The next time you feel stuck, use the "Choice Point" model to consciously choose one small action that aligns with your values of growth and resilience.

Healthcare

In healthcare settings, TIC involves recognizing how medical procedures or interactions may betriggering for patients with a history of trauma.Healthcare professionals can use TIC byexplaining each step of a medical procedure, asking for consent, and being sensitive to patients’ emotional responses.

Physiotherapists

For physiotherapists, the physical nature of the profession requires extra sensitivity to trauma. This means explaining procedures thoroughly, asking for consent before any physical contact, and being attentive to the individual’s body language and emotional reactions.EXAMPLE:A patient appears uncomfortable when certain physical movements are demonstrated. The physiotherapist pauses, reassures the patient that they can stop anytime, and explains each step in a calm, reassuring voice. This builds trust and ensures that the patient feels in control oftheir recovery.

Reframe Negative Behavior with Empathy and Understanding

Instead of viewing a student’s behavior as “disrespectful” or “defiant”, understand it as a reaction to trauma. Try to empathize by understanding what could be triggering the behavior and offer a constructive solution. Example: “I understand this is hard for you, and I see that it’s difficult to concentrate today. Let’s talk about what would help you focus.”

Trauma-Responsive Action

Create opportunities for movement breaks or quiet reflection periods. Break lessons into smaller, digestible pieces to reduce overwhelm. Provide positive reinforcement for any effort made, such as: “I noticed you worked really hard on that part. Great job!”

Emotional Symptoms

Trauma often affects emotional regulation, leading to a spectrum of responses that include:

• Persistent feelings of anxiety, fear, or helplessness.
• Sadness or depression, often accompanied by a sense of loss or despair.Anger or irritability, sometimes disproportionate to the situation. Guilt or shame, including survivor's guilt. Emotional numbness or detachment from others or one's own feelings.
• Rapid shifts in mood, reflecting emotional instability.

Creating a Safe and Transparent Environment

• Physical and Psychological Safety: Ensure that physical spaces are welcoming and secure, and that all interactions are respectful and non-judgmental.

• Promote Transparency: Practice open, honest, and consistent communication from leadership regarding organizational decisions and changes. This builds trust and reduces uncertainty.
• Empower Voice and Choice for Staff: Just as with learners, give staff a voice in decisions that affect them. Create clear channels for input and feedback to foster a sense of agency and shared ownership.

Notes for the learners

You can click on the + to get more informations on the pages

The information contained in all parts of the COPE Project is readily available to anyone interested through international literature on the subject. The concepts, information, scientific theories, and interdisciplinary applications included in this project have been organized to be valuable to individuals from diverse professional backgrounds who offer assistance and services to students, teachers, school personnel, clients, patients, or service users in various settings, nations, and cultures. While the scientific knowledge and applications presented in this project are freely accessible through various scientific publications and databases worldwide, the practical implementation of these insights is governed differently across countries by their respective laws, regulations, andprofessional codes of ethics. These regulations and ethical guidelines often differ from one country to another, reflecting the unique legal frameworks and standards of each region. All materials accessed through the COPE Project are offered with the clear intention of respecting all relevant laws and regulations. No part of this course should be interpreted or used for purposes other than those stated. It remains an essential duty for every professional and organization to act with scientific integrity and ethical responsibility, which includes full adherence to the regulations in their country, respect for the specific competencies of other professions, an awareness of one’s own limits and knowledge, and adherence to the boundaries that define their profession orrole. Professionals must also comply with the internal rules of theirrespective organizations.

Disclaimer: Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.

Workplace Settings

Organizations can implement TIC by developing policies and practices that prioritize the well-being of their employees. This might include offering mental health resources, fostering an inclusive culture, and promoting transparency in decision-making processes.

Trauma-Responsive Action

Address the conflict privately to avoid embarrassment. Use restorative questions: “What happened? How did it make you feel? What do you think would make it right?” This approach encourages problem-solving without punishment.

Educator's Key Takeaways

• Trauma is an individual experience and can arise from a range of events or situations.
• It is essential to recognize that trauma can affect anyone, and its impact is not always visible.
• Understanding trauma helps non-formal educators create safe, supportive environments for learning and healing.
• Awareness of symptoms, triggers, and responses allows educators to approach their roles with sensitivity and empathy.
• Non-formal educators are not therapists but play a vital role in supporting individuals through trauma-informed care.

Notes for the learners

You can click on the + to get more informations on the pages

The information contained in all parts of the COPE Project is readily available to anyone interested through international literature on the subject. The concepts, information, scientific theories, and interdisciplinary applications included in this project have been organized to be valuable to individuals from diverse professional backgrounds who offer assistance and services to students, teachers, school personnel, clients, patients, or service users in various settings, nations, and cultures. While the scientific knowledge and applications presented in this project are freely accessible through various scientific publications and databases worldwide, the practical implementation of these insights is governed differently across countries by their respective laws, regulations, andprofessional codes of ethics. These regulations and ethical guidelines often differ from one country to another, reflecting the unique legal frameworks and standards of each region. All materials accessed through the COPE Project are offered with the clear intention of respecting all relevant laws and regulations. No part of this course should be interpreted or used for purposes other than those stated. It remains an essential duty for every professional and organization to act with scientific integrity and ethical responsibility, which includes full adherence to the regulations in their country, respect for the specific competencies of other professions, an awareness of one’s own limits and knowledge, and adherence to the boundaries that define their profession orrole. Professionals must also comply with the internal rules of theirrespective organizations.

Disclaimer: Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.

Feedback, Evaluation, and Adaptation

• Establish Feedback Loops: Create safe and confidential ways for both staff and learners to provide feedback on their experiences within the organization.

• Regularly Assess Progress: Use formal and informal methods to evaluate how well trauma-informed principles are being implemented and where improvements are needed.
• Commit to Continuous Learning: A trauma-informed organization is a learning organization. Be prepared to adapt practices based on feedback, new insights, and the evolving needs of your community.

Social Services

Social workers and community support workers can use TIC by building trust and showing empathy. They can recognize when a client’s reluctance to engage may be related to past traumatic experiences and respond with patience and respect, rather than judgment or pressure.

Present Moment (Be Here Now):

Bringing full awareness to the here and now with openness and curiosity, rather than being lost in the past or worrying about the future.

• Practice this with the "Dropping Anchor" and "5-4-3-2-1" grounding techniques.

Set Clear Boundaries, and Reinforce Them Consistently

Persons who have experienced trauma often struggle with boundaries—they may either push against them or feel unsure where they are. It’s important to create clear expectations about what’s acceptable and what’s not while also recognizing that some behaviors may stem from trauma. Example: “I understand you’re feeling frustrated, but yelling is not something we can do in the session. Let’s find another way to express that.”

Sample Answer

• I would speak with Alex privately to understand his concerns and offer reassurance.
• I’d give Alex a smaller, independent role that still connects to the group’s work.
• I’d educate the group about the importance of empathy and flexibility, encouraging them to include Alex in a way that feels comfortable.
• Over time, I’d encourage Alex to take on more collaborative roles as trust builds.

Trauma-Responsive Action

Normalize the challenge by offering empathy: “I understand this task is tough. How about we break it down into smaller parts?” Offer support in small, manageable steps and encourage them to ask for help when needed. Celebrate small successes to boost their confidence.

Trauma-Responsive Action

Remain calm and composed. Acknowledge their feelings (e.g., “I can see you're upset. Let's take a break so we can talk.”). Offer them a quiet space to regain composure. Afterward, check in to see if they’d like help processing.

Physical Signs

• Frequent headaches, stomachaches
• Trouble sleeping (falling asleep)
• Hypersensitivity to loud noises or sudden changes

Empowerment, Voice, and Choice

• Why it matters: Trauma often involves a profound loss of control. Restoring a sense of agency is a critical part of the healing process.
• In action: Offer learners meaningful choices in activities, encourage them to share their perspectives, and involve them in co-creating group guidelines.

Educator's Key Takeaways

• Recognize behavior as communication—outbursts are often signs of emotional distress.
• De-escalate before discussing consequences—help students regulate emotions before addressing actions.
• Create structured support—offer a calm space, check-ins, and co-regulation strategies.

Trust and Transparency

• Why it matters: Trust is essential for healing and learning, but it is often broken by traumatic experiences. Building trust requires honesty, reliability, and clear communication.
• In action: Be open about the purpose of activities, follow through on commitments, and respect confidentiality to show you are a reliable and trustworthy figure.

Physical Symptoms

The body often holds the impact of trauma, leading to physical manifestations such as:

• Chronic fatigue or a sense of exhaustion.
• Headaches and muscle tension, often related to stress.
• Difficulty sleeping, including insomnia or nightmares.
• Increased sensitivity to stimuli, such as startle responses to sudden noises or movements.

• Gastrointestinal issues or other stress-related physical ailments.

Historical and Intergenerational Trauma

Trauma passed down through generations as a result of collective experiences such as war, colonialism, or systemic oppression.

Empowerment, Voice, and Choice

Learners are given a sense of control over their own experience. They are encouraged to share their perspectives and are given choices in how they participate, which helps restore the sense of agency that trauma often diminishes.

Notes for the learners

You can click on the + to get more informations on the pages

The information contained in all parts of the COPE Project is readily available to anyone interested through international literature on the subject. The concepts, information, scientific theories, and interdisciplinary applications included in this project have been organized to be valuable to individuals from diverse professional backgrounds who offer assistance and services to students, teachers, school personnel, clients, patients, or service users in various settings, nations, and cultures. While the scientific knowledge and applications presented in this project are freely accessible through various scientific publications and databases worldwide, the practical implementation of these insights is governed differently across countries by their respective laws, regulations, andprofessional codes of ethics. These regulations and ethical guidelines often differ from one country to another, reflecting the unique legal frameworks and standards of each region. All materials accessed through the COPE Project are offered with the clear intention of respecting all relevant laws and regulations. No part of this course should be interpreted or used for purposes other than those stated. It remains an essential duty for every professional and organization to act with scientific integrity and ethical responsibility, which includes full adherence to the regulations in their country, respect for the specific competencies of other professions, an awareness of one’s own limits and knowledge, and adherence to the boundaries that define their profession orrole. Professionals must also comply with the internal rules of theirrespective organizations.

Disclaimer: Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.

Notes for the learners

You can click on the + to get more informations on the pages

The information contained in all parts of the COPE Project is readily available to anyone interested through international literature on the subject. The concepts, information, scientific theories, and interdisciplinary applications included in this project have been organized to be valuable to individuals from diverse professional backgrounds who offer assistance and services to students, teachers, school personnel, clients, patients, or service users in various settings, nations, and cultures. While the scientific knowledge and applications presented in this project are freely accessible through various scientific publications and databases worldwide, the practical implementation of these insights is governed differently across countries by their respective laws, regulations, andprofessional codes of ethics. These regulations and ethical guidelines often differ from one country to another, reflecting the unique legal frameworks and standards of each region. All materials accessed through the COPE Project are offered with the clear intention of respecting all relevant laws and regulations. No part of this course should be interpreted or used for purposes other than those stated. It remains an essential duty for every professional and organization to act with scientific integrity and ethical responsibility, which includes full adherence to the regulations in their country, respect for the specific competencies of other professions, an awareness of one’s own limits and knowledge, and adherence to the boundaries that define their profession orrole. Professionals must also comply with the internal rules of theirrespective organizations.

Disclaimer: Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.

Establish Clear and Consistent Boundaries

• Work with learners to co-create group agreements that emphasize respect and mutual support. This supports a sense of shared ownership.
• Reinforce boundaries consistently and gently. For example: "I understand you’re feeling frustrated, but yelling is not something we can do in this space. Let’s find another way to express that."

Trauma-Responsive Action

Approach the person privately and check in: “It seems like you’re feeling a little distant today. Would you like some help or space to join the group?” Offer opportunities to re-engage at their own pace. Reinforce that they are welcome. Invite an opportunity to feel free to join the group when you want.

Complex Trauma

Often experienced during childhood, complex trauma refers to multiple traumatic events or experiences that occur over time, usually in the context of caregiving relationships

Sample Answer

"I see you're having a quiet day today. It's okay, you don't have to participate if you don't feel like it. Just know that I'm here if you want to talk about anything later, and there are some other options for today's activity if you'd like to try something different."

Leadership Commitment and Policy Integration

• Adopt a Trauma-Informed Mission: Leadership must champion the shift from asking, "What's wrong with you?" to "What happened to you?" at an organizational level.

• Integrate TIC into Policies: Review and revise all policies, procedures, and practices—from human resources to daily operations—to ensure they are grounded in the principles of safety, trust, and empowerment.
• Form a Dedicated Team: Establish a cross-departmental team to guide, monitor, and support the implementation of trauma-informed practices across the organization.

Important Remember

Trauma therapy is a specialized treatment provided by licensed professionals to directly process and heal traumatic experiences. Your role is to create a safe, supportive environment, and that includes knowing when to connect yourself or others with professional help.ACT provides a powerful, evidence-based framework to manage stress, prevent burnout, and maintain your own well-being.By building these skills, you can remain a grounded, effective, and compassionate presence for your students

Reaffirm the Student’s Sense of Control and Agency

Trauma often strips away a person’s sense of control. By offering choices in your session, you empower persons. Example: “You don’t have to answer this question right now, but when you’re ready, you can share your thoughts with me or in a group. How would you prefer to respond?”

How Non-Formal Educators Create Safe Spaces:

Creating a safe space is an active and continuous process. Key actions include:

• Establishing Predictability: Using consistent routines and clearly communicating what to expect in activities and interactions.

• Fostering Connection: Building trusting relationships through empathy, active listening, and non-judgmental validation of learners' feelings.
• Empowering Learners: Offering choices in activities, respecting personal boundaries, and inviting learners to help co-create group rules.
• Practicing Co-Regulation: Recognizing signs of distress and responding with a calm, supportive, and steady presence to help a learner regulate their emotions.

By creating safe spaces, non-formal educators do more than teach—they create the conditions necessary for learners to heal, build resilience, and fully engage in their own growth.

Identify and Use Your Strengths

Empowerment Activities:

• "Strength Circles": Learners share personal strengths or experiences that showcase their resilience.

• Skill-Mapping Workshops: Identify skills learners want to build and co- develop action plans.

Sample Answer

"I would recognize my emotional state and take a moment to ground myself. Then, I’d reach out to a trusted peer or use self-help resources to manage my stress. Finally, I’d set boundaries to ensure I don’t overextend myself and include mindfulness in my self-care plan.

Acceptance (Open Up)

Willingly making space for uncomfortable feelings, sensations, and urges instead of fighting them.

• Practice this with the "Expansion" exercise.

Teachers

Teachers can create a trauma-sensitive classroom by being mindful of how students might respond to certain types of feedback or situations. They can build a trusting relationship by setting clear expectations, offering choices in activities, and actively listening to students' concerns.EXAMPLE:A student consistently disrupts the class or withdraws when asked a question. Rather than assuming the behavior is defiance or disinterest, the teacher can approach the student privately, offering understanding and letting them choose when and how to participate. This reduces stress for the student and maintains a supportive environment.

Behavioral Symptoms

Trauma often influences how individuals interact with others and the world aroundthem, resulting in:

• Social withdrawal or isolation, avoiding interactions or activities they once enjoyed.

• Irritability or outbursts of anger, particularly in stressful situations.
• Avoidance behaviors, such as steering clear of places, people, or activities that remind them of the trauma.
• Challenges in forming or maintaining relationships, stemming from mistrust or fear of intimacy.
• Engagement in substance misuse or other coping mechanisms to numb emotional pain.

Sample Answer

• Mia might feel unsafe or overwhelmed in a group due to her trauma.
• She may not trust her peers or know how to express her needs.
• Emotional distress could make it hard for her to focus or engage.

Notes for the learners

You can click on the + to get more informations on the pages

The information contained in all parts of the COPE Project is readily available to anyone interested through international literature on the subject. The concepts, information, scientific theories, and interdisciplinary applications included in this project have been organized to be valuable to individuals from diverse professional backgrounds who offer assistance and services to students, teachers, school personnel, clients, patients, or service users in various settings, nations, and cultures. While the scientific knowledge and applications presented in this project are freely accessible through various scientific publications and databases worldwide, the practical implementation of these insights is governed differently across countries by their respective laws, regulations, andprofessional codes of ethics. These regulations and ethical guidelines often differ from one country to another, reflecting the unique legal frameworks and standards of each region. All materials accessed through the COPE Project are offered with the clear intention of respecting all relevant laws and regulations. No part of this course should be interpreted or used for purposes other than those stated. It remains an essential duty for every professional and organization to act with scientific integrity and ethical responsibility, which includes full adherence to the regulations in their country, respect for the specific competencies of other professions, an awareness of one’s own limits and knowledge, and adherence to the boundaries that define their profession orrole. Professionals must also comply with the internal rules of theirrespective organizations.

Disclaimer: Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.

Notes for the learners

You can click on the + to get more informations on the pages

The information contained in all parts of the COPE Project is readily available to anyone interested through international literature on the subject. The concepts, information, scientific theories, and interdisciplinary applications included in this project have been organized to be valuable to individuals from diverse professional backgrounds who offer assistance and services to students, teachers, school personnel, clients, patients, or service users in various settings, nations, and cultures. While the scientific knowledge and applications presented in this project are freely accessible through various scientific publications and databases worldwide, the practical implementation of these insights is governed differently across countries by their respective laws, regulations, andprofessional codes of ethics. These regulations and ethical guidelines often differ from one country to another, reflecting the unique legal frameworks and standards of each region. All materials accessed through the COPE Project are offered with the clear intention of respecting all relevant laws and regulations. No part of this course should be interpreted or used for purposes other than those stated. It remains an essential duty for every professional and organization to act with scientific integrity and ethical responsibility, which includes full adherence to the regulations in their country, respect for the specific competencies of other professions, an awareness of one’s own limits and knowledge, and adherence to the boundaries that define their profession orrole. Professionals must also comply with the internal rules of theirrespective organizations.

Disclaimer: Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.

Trauma-Responsive Action

Check for underlying needs: They may be seeking attention or trying to cope with anxiety. Offer them alternative ways to channel energy (e.g., “Would you like to stand up and move around a bit?”) while still engaging in the lesson. Use clear, positive reinforcement when they follow instructions.

Defusion (Watch Your Thinking)

Defusion means separating from your thoughts and seeing them for what they are—simply words, images, and sounds passing through your mind. Instead of being "hooked" by a thought (like "I'm failing this student"), you learn to observe it with curiosity. This creates distance, so you can decide how to act rather than being automatically driven by your thoughts.Practice this with the "Leaves on a Stream" and "Passenger on the Bus" metaphors. Why It Helps:This skill allows you to detach from the power of self-criticism and anxiety. It helps you recognize that having a thought is not the same as that thought being true, enabling you to respond to challenging situations with clarity and composure instead of reacting impulsively.

List of Key Resources

This is the primary resource mentioned in the stress management slides. It is an evidence-based guide that uses ACT principles to provide practical skills for coping with adversity. It is designed to be accessible for everyone, regardless of their circumstances. You can access the guide at: https://www.who.int/publications/i/item/9789240003910World Health Organization. (2024). The Self-Help Plus (SH+) Training Manual. This manual is for facilitators delivering the WHO's 5-session stress management course, which uses the "Doing What Matters in Times of Stress" guide. It provides in-depth instructions for implementing a structured, group-based stress management program.Self-Efficacy and Trauma-Informed PracticesBandura, A. (1997). Self-efficacy: The exercise of control. This is the seminal work on the theory of self-efficacy, explaining how belief in one's own capabilities is fundamental to motivation, well-being, and personal accomplishment.COPE Project Workbook. The workbook provides specific exercises designed to build self-efficacy within a trauma-informed framework, including:SMART Goal Setting: A structured approach to setting achievable goals to create mastery experiences.Peer Support and Vicarious Experiences: Sections on peer support highlight how learning from others can build confidence."Strength Circles" and "Skill-Mapping": Activities designed to help learners identify and leverage their existing strengths.

Acceptance and Commitment Therapy (ACT) and Educator Well-beingHarris, R. (2009). The Happiness Trap: How to Stop Struggling and Start Living. This is an accessible introduction to the core principles of ACT, written by a leading expert in the field. It provides a foundation for understanding concepts like defusion, acceptance, and values-driven living.Hayes, S. C., Strosahl, K. D., & Wilson, K. G. (2012). Acceptance and Commitment Therapy: The Process and Practice of Mindful Change (2nd ed.). This is a foundational text that offers a comprehensive overview of the theory and clinical application of ACT, detailing the six core processes for building psychological flexibility.COPE Project Workbook. The workbook you are using contains practical, adapted ACT exercises specifically for non-formal educators, including:"Dropping Anchor" (Grounding) "Leaves on a Stream" & "Passenger on the Bus" (Defusion) "Expansion" Practice (Acceptance) "Values Clarification" exercises The "Choice Point" model (Committed Action) Stress ManagementWorld Health Organization. (2020). Doing What Matters in Times of Stress: An Illustrated Guide.

Comprehen-sive Staff Training and Support

• Train Everyone: Provide ongoing training for all staff—not just educators, but administrative and support staff as well—on the impacts of trauma, secondary trauma, and the practical application of TIC principles.

• Prioritize Staff Well-being: Implement structures to prevent and address staff burnout and secondary trauma. This includes offering mental health resources, encouraging peer support, and ensuring manageable workloads.
• Foster a Culture of Co-Regulation: Train staff to be a source of calm and stability, recognizing that the emotional well-being of the staff directly influences the safety of the learners.

Non-Formal Education in general

Coaches, youth workers, and other non-formal educators can apply TIC by acknowledging thattheir participants may come with various unseen emotional challenges. By maintaining clear communication, offering flexible ways to engage, and using inclusive language, they can help create safe spaces for all participants.

Values (Know What Matters)

Identifying what is most important to you and what you want your life to stand for. Values act as a compass to guide your actions.

• Practice this with the "Values Clarification" exercises.

Reflective Conversations

Regular check-ins with persons can provide them a safe space to talk. By reflecting on their behavior (and yours), you show that you care about how they are feeling rather than just correcting them. Example: “Earlier today, you seemed really upset. Is everything okay? Is there something we can do to make you feel better?”

The Involuntary Response

When a trigger is activated, the brain's alarm system, particularly the amygdala, detects a cue resembling the past trauma and instantly activates a stress response (fight, flight, or freeze). The brain fails to distinguish between the past danger and the present moment, leading to an overwhelming and uncontrollable reaction.

Trauma-Responsive Action

Stay neutral and don’t engage in power struggles. Give them space, offering a safe exit to cool down. Once calm, ask them to share their feelings when they are ready, respecting their pace and emotional boundaries.

Defusion (Watch Your Thinking)

Separating from your thoughts and seeing them for what they are—just words or pictures—rather than literal truths or commands that must be obeyed.

• Practice this with the "Leaves on a Stream" and "Passenger on the Bus" metaphors.

Acute Trauma

This results from a single distressing event that causes significant harm or threatens safety, such as an accident, injury, or loss.

Set One SMART Goal

Create a goal that is specific, motivated by your values, adaptive, realistic, and time-framed. This structured approach is designed to set you up for a successful mastery experience.

• Action: Complete the SMART Goal exercise from the final section of the workbook. Focus on a small, manageable goal for the next week.

Resource

You can access the full guide and its accompanying audio exercises through the World Health Organization: https://www.who.int/publications/i/item/9789240035119.

Trauma informed care

According to the United Nations Educational, Scientific and Cultural Organization (UNESCO), non-formal education is defined as "any organized and sustained educational activities that do not correspond exactly to the definition of formal education. Non-formal education may therefore take place both within and outside educational institutions, and cater to persons of all ages. Depending on the country's contexts, it may cover programs to impart adult literacy, basic education for out-of-school children, life skills, work skills, and general culture." Non-formal education is distinct from both formal education (which is typically provided by established institutions like schools and universities with a standardized curriculum) and informal education (which happens spontaneously in daily life, without structured goals or outcomes).Key Characteristics of Non-Formal Education:

• Flexibility: It is adaptable to the needs and circumstances of learners.
• Learner-Centered: Often focused on practical skills, personal development, and social engagement.
• Community-Based: Commonly involves local communities and addresses specific local needs or issues.
• Voluntary and Inclusive: Participation is usually voluntary, and the approach is inclusive and accessible.

Verbal Persuasion (Receive Encouragement)

Receiving positive and encouraging feedback from others can help you overcome self-doubt and focus on giving your best effort.

• How to Apply It: Surround yourself with a supportive network. Seek out mentors or peers who offer strength-based feedback and believe in your potential.

The Manifestations

This reaction can manifest as intense flashbacks (feeling as though the event is happening now), panic attacks, hypervigilance, emotional flooding, or a strong urge to flee or hide. The person's nervous system replicates the state of terror and distress associated with the original trauma.

Unhooking

This involves learning to notice and name your difficult thoughts and feelings. By observing them without getting caught up in them, you can "unhook" from their power and they have less influence over your actions.

Self-as-Context (The Observing You)

This is the ability to connect with the part of you that is a continuous and stable observer of your experiences. It's the "you" that notices your thoughts, feelings, and sensations without being defined by them. The "Passenger on the Bus" metaphor illustrates this well: you are the driver of the bus, not the noisy passengers (your thoughts and feelings).Practice this by reflecting on the "Passenger on the Bus" metaphor. Why It Helps:This skill fosters a resilient sense of self that isn't easily shaken by the emotional ups and downs of the day. It helps you remember that you are bigger than any single thought or feeling, which provides a foundation of inner stability and strength.

Chronic Trauma

This occurs when someone is exposed to prolonged or repeated traumatic experiences, such as abuse, neglect, or domestic violence.

Sports trainers or coaches

Sports trainers and coaches can recognize that some athletes may have a history of trauma that affects their ability to trust others or handle intense pressure. Emphasizing a culture of encouragement rather than criticism and creating a non-judgmental atmosphere is key. EXAMPLE:A coach notices a player becoming overly anxious during competitive situations. Instead of pushing them harder or singling them out, the coach checks in with the player after practice, provides positive reinforcement, and offers breathing techniques to help manage stress.

Committed Action (Do What It Takes)

Taking effective action guided by your values, even in the presence of difficult internal experiences.

• Practice this with the "Choice Point" model.

Emotional & Cognitive Signs

• Overreacting to small triggers
• Trouble concentrating, forgetfulness
• Difficulty trusting peers or authority figures

Committed Action (Do What It Takes)

Committed action means taking effective steps guided by your values, even in the presence of difficult thoughts and feelings. It's about behaving like the person you want to be, moment by moment. This skill involves setting goals that are aligned with your values and persisting with them in a flexible and mindful way.Practice this with the "Choice Point" model. Why It Helps:This skill bridges the gap between intention and behavior. It empowers you to act in ways that align with your professional identity, fostering a sense of efficacy and integrity. This directly counters the feelings of helplessness and reduced personal accomplishment associated with burnout.

Trust and Transparency

Interactions are consistent, reliable, and honest. Educators are clear about expectations and processes, which helps build a sense of predictability.

Grounding

This is the skill of anchoring yourself in the present moment, especially during an "emotional storm." It helps you steady yourself when you feel overwhelmed by difficult thoughts and feelings.

Notes for the learners

You can click on the + to get more informations on the pages

The information contained in all parts of the COPE Project is readily available to anyone interested through international literature on the subject. The concepts, information, scientific theories, and interdisciplinary applications included in this project have been organized to be valuable to individuals from diverse professional backgrounds who offer assistance and services to students, teachers, school personnel, clients, patients, or service users in various settings, nations, and cultures. While the scientific knowledge and applications presented in this project are freely accessible through various scientific publications and databases worldwide, the practical implementation of these insights is governed differently across countries by their respective laws, regulations, andprofessional codes of ethics. These regulations and ethical guidelines often differ from one country to another, reflecting the unique legal frameworks and standards of each region. All materials accessed through the COPE Project are offered with the clear intention of respecting all relevant laws and regulations. No part of this course should be interpreted or used for purposes other than those stated. It remains an essential duty for every professional and organization to act with scientific integrity and ethical responsibility, which includes full adherence to the regulations in their country, respect for the specific competencies of other professions, an awareness of one’s own limits and knowledge, and adherence to the boundaries that define their profession orrole. Professionals must also comply with the internal rules of theirrespective organizations.

Disclaimer: Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.

Trauma-Responsive Action

Validate the silence without pressuring them to speak. Use nonverbal cues (e.g., offering a comforting gesture like a nod, writing a note, or providing a quiet moment). Respect their space until they feel ready to engage again.

Acknowledge Your Progress

Take time to reflect on and appreciate your efforts and accomplishments, no matter how small they seem.

• Action: At the end of each day, write down one thing you did that you are proud of. This practice helps to internalize your successes and build a lasting sense of capability.

Trauma informed care

Trauma-Informed Care is an approach that begins by recognizing how traumatic experiences can profoundly impact people's behavior, emotions, and relationships. The focus is not on symptoms, but rather on creating safe environments—physically, emotionally, and psychologically—where people feel accepted and not judged. Through trust, collaboration, and awareness, Trauma-Informed Care aims to promote healing and prevent any form of re-traumatization. Key principles of trauma-informed care include:

• Realizing the widespread impact of trauma and identifying paths to recovery.
• Recognizing trauma's signs and symptoms in patients, families, and staff.
• Integrating trauma knowledge into policies, procedures, and practices.
• Actively avoiding re-traumatization of patients or staff.

Trauma-Responsive Action

Validate the anxiety and reassure them: “I can see you’re feeling nervous. Let’s take a few deep breaths together before we start.” Provide coping strategies like breathing exercises or a moment of mindfulness to ground them before they begin.

Reframe Behavior with a Trauma-Informed Lens

• Shift your perspective from "What's wrong with you?" to "What happened to you?"
• Understand that challenging behaviors are often a form of communication or a trauma response (e.g., fight, flight, freeze), not intentional defiance. Respond with empathy and curiosity to uncover the unmet need behind the behavior.