Needs and considerations identified by the women | Principles | How program content/foundation could reflect a trauma informed approach |
---|---|---|
Impact of mental health conditions on learning and engagement Women not wanting to feel judged Trauma and intergenerational trauma | Safety | Physical and emotional safety • Respectful and engaging communication • Clear explanations • Humane, respectful and empathic and compassionate interactions • Comfortable environment • No judgement from others • Inclusive of all cultures and ethnicity |
Parenting expectations outlined Clear information (written, verbal, video) | Trustworthiness | Clarity, consistency and interpersonal boundaries • Clear explanation of program content, goals, expectations • Program facilitator should maintain professional boundaries and a friendly disposition • Participation is voluntary and consent gained where the goals, risks and benefits of involvement in the program have been discussed • All agree not to share information outside the program • Provided with simple relevant information |
Positive influence of peer support and discussion Shared similar circumstances Learning through others with lived experience | Peer support | Peer support to encourage recovery and healing • Provide opportunity for women to find a person to buddy, inside or outside education group • Opportunity for open discussion and exploration • Lived experience person to promote recovery and hope |
Address personal aims and individual needs Plan for the future Gain knowledge and understanding from information and open discussion for connection and re-connection with children and family Positive health care strategies Access to parenting information Opportunity to ask questions about parenting Loss of mothering identity | Empowerment, voice and choice | Maximising choice, control, empowerment, and skill-building • Program facilitators use a trauma-informed approach to promote recovery and healing • Voluntary program attendance • Choice to book into specific sessions or attend the whole program • Given a choice about participation during education sessions • Opportunity to plan and make goals • Learn skills and build on own strengths • Promote working towards a positive future • Provide an opportunity to discuss motherhood, write to children, learn positive communication • Time to reflect, identify as a mother and ask questions |
Feelings of powerlessness were identified Connection with culture and community | Collaboration | Maximising collaboration and sharing power • Program founded on needs and views of women • Women seen as the experts of their own experience and minimize the power imbalance • Respectful, de-escalating language to be used to promote effective communication • Discussion will promote sharing of individual stories, culture, values and beliefs • The program will be piloted whereby the women’s views of the program will be taken into consideration and potential changes made • Personal stories shared from others with lived experience |
The choice of an Aboriginal only parenting education group Racism and discrimination identified as an issue Trauma of child removal Connect with culture and Aboriginal Elders | Cultural, historical and gender issues | Responsive to race, ethnicity, culture, and historical trauma • Encourage learning and sharing about culture and diversity • Encourage women to connect with culture and teach their children about culture • Provide opportunity to hear from Aboriginal Elders • Provide an Aboriginal group for Aboriginal women and a group open to all women, including Aboriginal women (have a choice) • Acknowledge impact of trauma and Australian history, leading to intergenerational trauma • Provide information about Child Protection to optimize support |