Tag Archives: equity centered trauma informed

Thesis Blog 11: References

I’m keeping it short this week. Shout out to Susan for reading my stories and giving me feedback on some confusing parts. I appreciate the feedback and am going to start applying it when I dive into the editing process in the remaining weeks.

Below are my references by category. I still need to complete the annotated part, but at the very least I can show my sources for now. I will probably add a few more before the end.

Happy Thanksgiving to those of you who celebrate – I am thankful for you all.

Thesis Resources and Categories


Held, V. (2006). The ethics of care: Personal, political, and global. Oxford University Press.

Raghuram, P. (2019). Race and feminist care ethics: Intersectionality as method. Gender, Place, and Culture: A Journal of Feminist Geogragphy, 26(5), 613-637. https://doi.org/10.1080/0966369X.2019.1567471

Woodly, D., Brown, H. R., Marin, M., Threadcraft, S., Harris, P.C., Syedullah, J., & Ticktin, M. (2021). The politics of care. Contemporary Political Theory, 1-36. Advance Online Publication. doi: 10.1057/s41296-021-00515-8

Trauma Informed Care

Carello, J., & Thompson, P. (2021). Lessons from the pandemic: Trauma-informed approaches to college, crisis, change. Palgrave MacMillian.

Imad, M. (2021). Transcending adversity: Trauma-informed educational development. Education Development in the Time of Crisis, 39(3), 1-23. DOI: https://doi.org/10.3998/tia.17063888.0039.301

SAMHSA. (2014). TIP 57: Trauma-informed care in behavioral health services. https://store.samhsa.gov/product/TIP-57-Trauma-Informed-Care-in-Behavioral-Health-Services/SMA14-4816

SAMHSA. (2014). SAMHSA’s concept of trauma and guidance for a trauma-informed approach. https://ncsacw.samhsa.gov/userfiles/files/SAMHSA_Trauma.pdf

Van Der Kolk, B. (2015). The body keeps the score: Brain, mind, and body in the healing of trauma. Penguin.

Equity-Centered Trauma Informed Care

Anzaldúa, J. M. (2022).  Internationalizing trauma-informed perspectives to address student trauma in post-pandemic higher education. In  R. Ammigan, R. Y. Chan, & K. Bista, (eds), COVID-19 and higher education in the global context: Exploring contemporary issues and challenges (pp. 154-171). STAR Scholars. https://starscholars.org/product/covid-19-and-higed/

Delgado, R., & Stefancic, J. (2017). Critical race theory (3rd ed). New York University Press.

Shevrin Venet, A. (2021). Equity-centered trauma informed education. W.W. Norton & Company.

Evidenced Based Practices

Shelton, R.C., Cooper, B. R., & Stirman, S.W. (2018). The sustainability of evidenced-based interventions and practices in public health and health care. Annual Review of Public Health, 39, 55-76. https://doi.org/10.1146/annurev-publhealth-040617-014731

Vita, A., & Barlati, S. (2019). The implementation of evidence-based psychiatric rehabilitation: Challenges and opportunities for mental health services. Frontiers in Psychiatry, 10, 147. doi: 10.3389/fpsyt.2019.00147

Peer Support

Mental Health America. (n.d.). How to become a peer support specialist. Retrieved November 22, 2021, from https://www.mhanational.org/how-become-peer-support-specialist

SAMHSA. (2009). What are peer recovery support services? https://store.samhsa.gov/sites/default/files/d7/priv/sma09-4454.pdf

SAMHSA. (2009). Illness management and recovery: Practitioner guides and handouts. https://store.samhsa.gov/sites/default/files/d7/priv/practitionerguidesandhandouts_0.pdf

White, W. L. (2009). Peer-based addiction recovery support: History, theory, practice, and scientific evaluation executive summary. Great Lakes Addiction Technology Transfer Center. https://www.researchgate.net/publication/228459175_Peer-Based_Addiction_Recovery_Support_History_Theory_Practice_and_Scientific_Evaluation_Executive_Summary

Supported Education

OSECE. (n.d.). Supported education. Retrieved November 22, 2021, from https://osece.org/supported-education/

SAMHSA. (2021). Substance use disorders recovery with a focus on employment and education. https://store.samhsa.gov/sites/default/files/SAMHSA_Digital_Download/pep21-pl-guide-6.pdf


OHA. (2016). A trauma informed workforce: An introduction to workforce wellness. https://traumainformedoregon.org/wp-content/uploads/2016/01/A-Trauma-Informed-Workforce_An-introduction-to-workforce-wellness.pdf

Van Dernoot Lipsky, L., & Burk, C. (2007). Trauma stewardship: An everyday guide to caring for self while caring for others. Berrett-Koehler Publishers, Inc.

An Outline For My Thesis: Proof I’m Actually Accomplishing Something

To prove that I do indeed have a plan for my thesis and I’m not just stalling for time while having absolutely nothing done, I am sharing a rough, but detailed outline of my Memoir of Care. I have the anchor stories holding the ship steady, now I just have to secure them together so it is less a mess and more a cohesive…mess. Without further ado, I present my outline and I’ve even included links to the stories if anyone wants to read and give me feedback (and I need all I can get):

Outline for unnamed “Memoir of Care”

  1. Introduction: What do I mean when I say “care” and how does this memoir of care contribute to a conversation on issues of care?
    1. This will kind of be a lit review/proposal to explain the theory behind the stories I am telling. I wish I could get across all the things I want to through the experience of reading my Memoir, but I know that isn’t going to work. So this piece will be what sets the scene theoretically and the stories will apply the theory to real life. My main themes are the following:
      1. Ethics of Care
      1. Evidence Based Treatments in Community Mental Health Agencies:
        1. Peer Support Specialist
        1. Supported Education Specialist
      1. Trauma Informed Care
        1. Equity Centered Trauma Informed Care
      1. Burnout/Vicarious Trauma

I know this is what the intro needs to be, and I have various pieces written here and there, but I don’t have a complete draft of this yet… coming soon.

  1. The Interview
    1. The story begins with the protagonist (me) in an interview for a peer support specialist (PSS) position – a job she has many mixed feelings about. In the course of the interview, the reader learns more about what the PSS position is and they are introduced to some “tools of care”. The questioning of what care is for the protagonist begins. 
  1. Shadowing Troy
    1. The protagonist begins working at the mental health agency. As part of the training for a new PSS, the individual is required to “shadow” other peers. The first shadow experience with a “high functioning peer” exposes the protagonist to some failures to care properly within the agency and within the client/provider relationship. We get the first glimpse into a client interaction.
  1. Jeff’s Unraveling
    1. The protagonist continues their shadowing with a peer who she is working in the same department with and who will alter her view of self-care. A shadowing experience with Jeff exposes her to the duality of how a peer can present themselves to a client as caring and yet be in a state of burnout. We learn that an unraveling is occurring, both in Jeff and the protagonist.
  1. Training Day 1
    1. This is my weird shit story. The protagonist has been working a few months now and already the signs of burnout are appearing. The story highlights the dynamics between the institution and the carers and the disconnect that often occurs between the two. We also find out more about the protagonists background and learn the significance of “story” as a “tool of care” within the PSS position.
  1. Training Day 2
    1. The cost of not having your story figured out comes to light in a second day of training. The power of language and a new vocabulary is explored in the context of a “person centered” practice. This again highlights another “tool of care” and furthers the questioning of the adequacy of this tool.
  1. Jon and the Library
    1. As Jeff gets progressively worse in his unraveling, the protagonist starts to step in for him and ends up having her first one-on-one with a client that she has visited before but only with Jeff present. It shows the conflicting feelings that go with the practice of caring: client victories and institutional policies.
  1. Crystal and the Dog
    1. Another client story that highlights in a painful way the failure of the proper tools of care. We see the impact of trauma on the client’s behavior and the signs of burnout in the protagonist. An example of how trauma informed care has to be practiced in situations that aren’t clear cut or easy to know what is the right thing to do.
  1. Deliah and the Rainy Day
    1. This was the first story I wrote that helped me see how I want to move forward with this memoir. It will need to go towards the end of the story because it is set at a point in the protagonist’s experience where she is at the high point of burnout and is looking for a way out. It shows the protagonist in a state of dissociated despair that mirror’s Jeff’s but she is mimicking his behavior of putting on a face with clients to keep the appearance of care going.

These are the pieces I have in semi-states of completion (i.e. they are written, but need editing and rewrites). Now my goal is to solidify things more by aligning things on a tighter timeline that will span from the time I started to the time I left (close to 3 years). I have a pretty good foundation started for the beginning, but I need to write the intro, have a story that shows the turning point in the middle, one that explains my experience of learning about trauma informed care, maybe one or two more client stories, when my unraveling comes to a head, and a kind of epilogue that shows how the crash and burn of my time as a peer support specialist and supported education specialist lead to a deep personal exploration about care and how Equity-Centered Trauma Informed Care has now become the focus of my personal life ethic. I am on track to have this done by the end of the month and then I will use the remaining time to edit.

The main issue I can see in these pieces that are done is that I am not being able to maintain the same voice through each. I have a very abstract tone in some and in others it’s more realistic. I am not sure how to fix that at the moment… I want to lean more towards the abstract, but I don’t want to be SO abstract as to be off-putting.

I feel like the writing process of doing this thesis has been a kind of unraveling in and of itself. I started with one lofty idea and I just didn’t have the ability to pull it off in the time I set for myself. This memoir was birthed not totally out of desperation (though there is some of that) but it came from me stopping one day and saying – why are you so obsessed with trauma informed care? This led me to a journey of self-exploration and introspection. I decided I wanted to share my story to highlight something I don’t think is talked about much – how lacking the tools people are given in positions of care can be and how this impacts both them and the people they care for. My hope for this story is to capture something that people recognize in their own struggle to care and that they know it isn’t just them. My hope is that through this recognition they can seek the “proper tools of care”, whatever those may be. I don’t know if those hopes are too lofty, but at least I’m moving in a direction now.

A Fast in the Face of Abundance

I have decide to fall back into the practices of my childhood faith and start a ‘fast’. My attention span, motivation, and productivity continue to suffer due to the easy access of temporary relief and distraction found in my phone and social media. The temptation is too great, and so I am ‘plucking out my eye’ to avoid the hellish nightmare of failing to get done what I need to accomplish. My plan is to stay off Instagram and Twitter and YouTube (which are the only platforms I use) and to limit my news scrolling and use of my phone by turning it off for long stretches of the day until December 1st. The hope is that by doing this I will emerge out of this month of abundance with a harvest of ideas and completed work that I can truly be thankful for.

The essay I am including below is an updated ‘proposal’ of sorts for my thesis. In very simplistic terms, it captures what I am trying to get at with the storified memoir of care I am writing.


Care is one of those interesting concepts that we all think we understand, that we all have experience with, and yet that we don’t fully know how to explain or define. Theories of care often contend with questions like what responsibility do we have to each other? Who should be responsible for the care of those who are dependent? How do we maintain our self-care? Are there proper ways to care? Are there proper emotions of care?

In the view of philosophers like Virginia Held, care has to be both a “value” and a “practice”; in other words, we must be caring in our actions but also in our motivation. Virginia Held explains this further in The Ethics of Care: Personal, Political, and Global:

“A caring person, in my view, will not only have the intention to care and the disposition to care effectively but will participate in caring relations. If persons lack the capacity to do so, they can be persons who are trying to be caring, but they are not yet caring persons. To be a caring person requires more than the right motives or dispositions. It requires the ability to engage in the practice of care, and the exercise of this ability. Care, as we saw, is work as well as [an] emotion or motive or intention. The caring person participates in this work in ways that roughly meet its standards. Care is not only work, however. So it is not enough that the work get done and the child get fed if done without an appropriately caring motive. But, in my view, having caring motives is not enough to make one a caring person.“ (p.51)

These individuals with caring “dispositions” are the very ones that want to use it and are drawn to careers and institutions that are traditionally linked with offering care: Doctors, teachers, counselors, case workers, firemen, police, military personnel, lawyers – these ‘caring’ roles are usually associated with people who are ready to serve those that are dependent on their care. But what happens in these roles when there isn’t the “practice” of care? What would be defined as a practice and what is a motivation or disposition?

A relevant real life example is that of the call to defund the police. There are many who would argue that because of the historical origins of the police force being born out of wealthy white individuals wanting protection from Black individuals that policing has never been about care; that said, those within the profession would argue that their role is to care. So the motivation to care is there for these individuals – in their case ‘protect’ and uphold the law – but are the ways they care actually achieving the goal of care? Those in the BLM community and who adhere to an abolitionist ideology give a resounding NO to this question.

The goal of this thesis project isn’t to address the complex questions brought up by care in policing, but it is to address the related issue of what it means when there is a lack of proper tools/practices of care. The lens through which I approach this is from my time in mental health and my role as a peer support specialist and a supported education specialist. Though I will explore the issue of practices of care in general, I will pay special attention to the specific practice that is termed trauma informed care and the subtype proposed by Alex Shevrin Venet called Equity-Centered Trauma Informed Care.

Through a storified memoir format, I will explore care from a care provider’s perspective and from the perspective of those being provided care. The aim of this project is to highlight the implications of a failure to wrestle with ideas of what care is and how it should be gone about; it is to seek insight into what is meant by ‘proper tools of care’ and how these can be implemented to protect carers from vicarious trauma and burn out and from carees from being further harmed (retraumatized, one could even say) by ‘improper’ care.

Not So Divine Revelations

Over the weekend I had a kind of personal and academic break through, though I’m a little worried for what it means for my thesis timeline-wise.

This weekend was an unveiling of the driving force behind why trauma informed care is such a soapbox issue for me – something I have hidden from myself for a while now. Like most of us when we discover our “why” beneath the surface of our passions, it often hinges on things that hurt.

The rough working title of my thesis is “Failure to Care” with a back up title/subtitle “The Power of Proper Tools”. My big revelation this weekend was how not having the proper tools to care for others has been one of the biggest failures of my life. And it may seem like that would be a depressing thought, but it was a massive relief when it came to me.

A Digression into the Personal

I am about to digress into some religious and personal talk, much of which is revealing the past me. If you would like to skip over it, please scroll to the end of the white boxed text. I will include the more technical side of my thesis plan after this section.

Just for some extra context to what I am about to share – I am what Paul refers to in 1 Timothy 1:19 as one who has a “shipwrecked faith.” What Paul fails to mention though is that even when one is desperately clinging to a piece of broken ship, drifting aimlessly in the vast ocean, there is God – just not in the same way I was taught to believe growing up.

In the Christian world there is a lot of talk about what “gifts” a person has and how this gift should be used to serve the “body of Christ” (i.e. the church):

For just as each of us has one body with many members, and these members do not all have the same function, so in Christ we, though many, form one body, and each member belongs to all the others. We have different gifts, according to the grace given to each of us. If your gift is prophesying, then prophesy in accordance with your faith; if it is serving, then serve; if it is teaching, then teach; if it is to encourage, then give encouragement; if it is giving, then give generously; if it is to lead, do it diligently; if it is to show mercy, do it cheerfully.” Romans 12:4-8 (NIV)

My whole life, my “gift” was that of service, or at least that is the one I most identified with. I didn’t want to be a “prophet” or a leader or a teacher, I just wanted to be a conduit for the love of Jesus and for that love to be what helped heal others. My worth became inseparable from my ability to “help” and “love” others. Only when I was “helping” did I feel worthy.

As I sailed out into the seas of doubt around faith in my 20’s, and more specifically left the institution of Evangelicalism, I still maintained the old habits of giving endlessly to only be left empty, the result being I would hurt both others and myself. I did discover some tools along the way (yay boundaries), but I didn’t fully understand the connection between my unhealthy “helping” and my lack of tools until I started to work at the mental health organization I was at before I came to Jersey.

It was here that I saw that proper tools of care are your life source, and when you don’t have them, THAT is when burnout will grab you and drag you deep into the pit of hell. It doesn’t matter how much you “care,” if you aren’t caring skillfully, you will hurt more than you will help. I was lacking the proper tools I needed to care in sustainable and proper ways and it resulted in more harm than help.

This brings me to equity centered trauma informed care.

So many of the service professions – whether is it is counseling, medicine, teaching, or, yes, financial aid – draw people who want to make a difference in other people’s lives; these are usually people with the gift of service. But what is often missing in these professions is the proper tools and training for how to properly care and serve others; “proper” meaning that which maintains your sanity and actually helps the person you are serving. Setting proper boundaries, understanding the forces at play in society, being able to connect with the human that is behind the person before you – these are all desperately needed tools of care, but they are too often missing and can lead to harm.

SO – my long windedness for this thesis blog will end with a first draft outline of my thesis. The tentative plan is to create a series of short essays that use my idea of combining different styles of writing to draw out the tension of calloused care, lofty policy, and practical human experience.

The first section will always start with a reconstruction of the mental health notes I had to write in my old job for each of my appointments. These were always emotionless and relayed the bare facts of complex, human situations (i.e. callous care). This will be followed with a discussion of the academic and policy related issues, so this would be more like an informative article to give context (i.e. lofty policy). Lastly, I will end the section with an essay that draws on a related piece of my journey of “failing to care” (i.e. human situations). All of this should culminate in a project that shows how my journey brought me to my academic claim that equity centered trauma informed care is a model that needs to be integrated into all higher education institutions, with a special focus on financial aid to offer a specific example of how this would function/why it is important.

[One more note that is specifically directed to Dr. Zamora; I know that part of this “revelation” was no doubt inspired directly by reading some of the work you and Dr. Bali are doing on care, and so I expect I will need to discuss this further to make sure I am giving proper credit where it is due when it comes to these ideas. My ideas are built on the work of many, and I want to pay my dues to as many as I can.]

Thesis Outline:

  1. Reconstructed Mental Health Chart Note
    1. Why FA?
      1. All of higher education needs equity centered trauma informed care, but FA offers a unique lens to explore the way that a department that is often see as more “policy” based and technical is one of the most in need of something like equity centered trauma informed care.
        1. Movie Star Ranch
          1. If anything from my childhood captures this idea of toxic care, it is the idea I had for a ranch for movie stars to come to in order to recoup from their stress. My “care” was the treatment.
  2. Reconstructed Mental Health Chart Note
    1. Policies and their Shadows
      1. What are some examples of FA policies that state one thing but have dark implications or applications?
        1. Driving Decisions
          1. I made a decision one day when I was driving home after talking to my grandmother that I would go into psychology and counseling because I wanted to help people like her and I.
  3. Reconstructed Mental Health Chart Note
    1. But There are Tools for This…Right?
      1. What is the training and education that is given to FA professionals around dealing with the human behind the student?
        1. Everybody’s Everything
          1. Most of the time, I rode on my ability to pour myself into peoples’ issues and to break off pieces of myself to try to plug up their holes.
  4. Reconstructed Mental Health Chart Note
    1. A Model Model
      1. What might work – Equity Centered Trauma Informed Care/Practice
        1. My proposal is to adapt Alex Shevrin Venet’s model to HE, and FA specifically.
          1. Caring Badly Professionally
            1. Moving into a career where I lacked the skills I needed to care adequately, I learned how to care poorly and how this impacted others in a high stakes environment.
  5. Reconstructed Mental Health Chart Note
    1. The Times, ARE they a-Changin’?
      1. How does change come about and what policies do we need in place to bring it about?
      1. Heavy, heavy influence of CRT, Lorde, Kendi, Dr. Zamora
        1. Learning to Care
          1. At this point in my life I am having to contend with the level of hurt that has come from caring badly and how to care well without falling back into bad habits or becoming numb.