1. Trauma Informed Student Affairs: Guidance for Non-Therapists
Presenters:
Dr. Marcelle Holmes & Dr. Mandy Mount
University of California, Irvine

2. Presenters Marcelle Holmes, Ph.D. Mandy Mount, Ph.D.
Associate Vice Chancellor
Wellness, Health & Counseling Services
Mandy Mount, Ph.D.
Director
CARE

3. Learning Objectives Participants will be able to:
List at least three different systems of development affected by trauma
Articulate at least two ways childhood trauma affects health risk behaviors and health outcomes
List at least three specific behavioral steps they can take to alter their work styles to make their work more trauma-informed

4. Adverse Childhood Experiences
Physical, psychological, sexual abuse
Household member with substance abuse problem
Household member with mental illness
Mother treated violently
Household member goes to prison
Source: The “ACE Study” (Felitti et al., 1998)

5. Source: The “ACE Study” (Felitti et al., 1998)
ACE Study Statistics
2/3 of the 8,506 adults surveyed had experienced at least one ACE
6.4% experienced 4 or more
Among college-educated population, over 1/4 had experienced at least one ACE
Source: The “ACE Study” (Felitti et al., 1998)

6. Source: The “ACE Study” (Felitti et al., 1998)
ACE Study Statistics
Having at least one ACE increased the odds of:
Adult health risk behavior such as
Physical inactivity, obesity, smoking, number of sexual partners
Disease outcomes such as
Depressed mood, heart disease, lung cancer, STD, suicide attempts, skeletal fractures, alcoholism, poor self-reported health
Source: The “ACE Study” (Felitti et al., 1998)

7. Mechanisms
Source: TED.com

8. Interpersonal Trauma in College
Among undergrads, 23.1% of females and 5.4% of males experience sexual assault through physical force, violence, or incapacitation
Nearly 1 in 30 female students report being victimized before taking their first midterm
Sources: AAU Campus Climate Survey & EverFi 2015 Insight Report
“Sexual Victimization and Social Norms on College Campus

9. Interpersonal Trauma in College
Increased rates among LGBTQ, Native American, and transfer students
Students are additionally vulnerable to traumatic interpersonal violence and abuse
Source: EverFi 2015 Insight Report “Sexual Victimization and
Social Norms on College Campus”

10. Effects of Trauma Physical Emotional Behavioral Cognitive Spiritual
Neurobiological
Relational

11. What Does This Mean for Student Affairs?
Many of our students have been affected by trauma
It’s our job to support the growth and development of vulnerable students (and by extension all students) if you share the following beliefs…

12. Student Affairs Tenets
The dignity, uniqueness, potential, and worth of each individual
Find ways to enhance student learning and whole-person development
Source: ACPA—College Student Educators International

13. What It Means to Be Trauma-Informed
Acknowledgement – recognizing that trauma is pervasive and impacts individual students and the university environment
System emphasizes the following principles:
Safety
Trust and clarity
Choice and control
Cultural sensitivity
Compassion and support
Collaboration
Strengths-based
Empowerment
Source: Klinic Community Health Centre, SAMSHA

14. Working Definition in Student Affairs
Designed to support academic mission of the institution
Not designed to provide non-clinicians with the tools to treat symptoms or syndromes
Informed by understanding of prevalence of trauma and deleterious/growth-enhancing effects of trauma
Emphasizes student trust, safety, choice, control

15. Working Definitions in Student Affairs
Uses compassionate approach and collaboration
Strengths-based holistic approach
Avoids inadvertent retraumatization
Respect and affirm healthy boundaries
Mindful of cultural, historical, gender issues

16. Case Study 24-year-old 2nd year undergrad
Lives on campus with daughter
ACE – Family violence in childhood
Cousin over, not on lease
Ex-husband has visitations
Threatened/assaulted in marriage

17. Case Study
Loud verbal exchanges with ex, including cell phone throwing
Noise complaints
Neighbors report cousin is residing in apartment
Staff have forgiven late rent fees in past

18. Case Study Staff meet to discuss complaints and cousin
Working on off-campus visitation exchanges
Says cousin does not live at apartment
Staff restate lease and visitor policies

19. Case Study Cousin threatens neighbor
Neighbors complain about marijuana smell
Ex-husband seen multiple times
Housing calls Michelle in for mandatory meeting at 5:00PM

20. Case Study Brings daughter because of no back-up childcare
Grades in jeopardy, potential to lose childcare
Staff member says felt lied to and gives advice
Referrals to off-campus housing

21. Suggestions for Trauma-Informed Approach
Trust and Clarity:
Lease termination: Appropriate due to violation of community standards
Consider role of past exceptions to rules
Review lease terms and consequences orally and in writing
Understanding trauma: Potential for impaired memory and executive functioning

22. Suggestions for Trauma-Informed Approach
Safety:
Cousin may be only support, may also be abusive
Potential abuse by ex-husband was not referred to appropriate Title IX or sexual violence support office
Choice, Control, Cultural Sensitivity:
Consider potential triggers in office
Scheduling and child care arrangements impact participation

23. Suggestions for Trauma-Informed Approach
Compassion and Support:
Michelle may have had no intention of deliberately deceiving staff member
Substance abuse may be a violation, but may also be a method of coping with stressors

24. Suggestions for Trauma-Informed Approach
Strengths-Based, Collaboration and Empowerment:
Housing staff blurred boundaries by offering advice
Consider referrals to counseling or health promotion centers, social or case workers – not just other apartment complexes

25. Potential Scenarios
How do you meet your Title IX obligations in a trauma-informed way when you learn about sexual violence?

26. Potential Scenarios
Does the financial aid office have a protocol for cases where students claim their parents are or have been abusive?
Do they get referred?

27. Potential Scenarios
How frequently do you mention disability services when a disability is not visible?

28. Potential Scenarios
How do campus recreation employees approach assists in dance, yoga, and other classes?

29. Boundaries and Self-Care
Enhancing student resilience requires self- care
“Well meaning Housing staff” offers advice- potential boundary violation
Proper nutrition, sleep, exercise, stress management help manage secondary trauma and “compassion fatigue”

30. Questions? Dr. Holmes: holmesmc@uci.edu Dr. Mount: mmount@uci.edu
Thank You!
Questions? Dr. Holmes: Dr. Mount: