What would a trauma-informed policy on staff absenteeism look like? How about a trauma-informed procedure for clocking in and clocking out? Would that be different for a hospital than, say, for a public school?
Questions like those—how trauma-informed theory translates to on-the-ground practice—were on the table during a recent learning collaborative session in Kansas City.
The collaborative, a project of the Resilient KC network, began in September 2016 to help teams from a range of organizations—in education, public health, mental health and business—share experiences, ask questions and build relationships in the growing adverse childhood experiences (ACEs) and resilience movement. “The learning collaborative is a stepping-stone to becoming trauma-informed,” says Jasmin Williams, coordinator of Resilient KC.
Seventeen hundred miles to the west, in the Columbia River Gorge, a similar learning collaborative has been meeting since 2012. There, the learning group grew from various agencies’ efforts to learn about and adopt the Sanctuary Model. “It served as a place to share what was working and what was hard,” says Claire Ranit, MARC project manager for the Resilience Network of the Gorge (formerly Creating Resiliency in the Columbia River Gorge).