https://library.icmglt.org/files/original/86bc17b1bcac0ee8a2d174afaf9cb0de.png aef16f910c2e17822ab852c3e0a0faff Electronic Resource View Source <a href="http://ezproxy.nypl.org/login?url=https://www.proquest.com/dissertations-theses/trauma-informed-practice-ontario-university/docview/3003327399/se-2?accountid=35635">http://ezproxy.nypl.org/login?url=https://www.proquest.com/dissertations-theses/trauma-informed-practice-ontario-university/docview/3003327399/se-2?accountid=35635</a> Document Type Dissertation Author(s) Kate Victoria Hargreaves Publisher University of Windsor (Canada) ProQuest Dissertations & Theses Publication Date 2024 ISBN 9798381972689 Region Ontario, Canada Language English Access Restricted Access Abstract Trauma is ubiquitous, including in post-secondary settings, meaning that trauma-affected individuals are present in every classroom or service setting. While research has investigated the engagement of post-secondary instructors with student trauma disclosures, this work has not extended to cover the unique role of post-secondary writing centre staff. Writing tutors are employed to assist students with their writing and research skills; however, they may encounter trauma narratives through written assignments or verbal disclosures. Writing consultants often labour under a degree of precarity and lack control over curricular and assignment design, giving them little preparation before encountering emotionally challenging material. As a ‘helping profession,’ they may be at risk of secondary trauma, re-traumatization based on personal trauma histories, or unsustainable levels of emotional labour. This project employs a critical disability lens and an equity-centred trauma-informed framework to examine the experiences of university-based writing centre staff in Ontario, Canada as they relate to student trauma. Semi-structured interviews were employed to explore how writing centre staff perceive and narrate their engagement with student trauma and how this may relate to trauma-informed pedagogical practices. Based on a Reflective Thematic Analysis, several themes are explored, including the relationship between writing centre structure/labour conditions and trauma-informed practice, types of emotionally challenging interactions, strategies tutors employ to engage with students during such sessions, and gaps in ability to provide trauma-informed service. These themes provide insight into tutors’ experience with student trauma and imply recommendations to improve staff and student well-being through engaging with trauma-informed practices in the writing centre. Cataloger Kristen Walker Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Trauma-Informed Practice in Ontario University Writing Centres Subject The topic of the resource Educational change Canada Education Ontario Students Teachers Trauma