Supporting Well-Being Across Campus via Trauma-Sensitive Mindfulness
This poster defines Trauma-Sensitive Mindfulness (TSM) and describes various ways it’s being used across campus to support well-being and resilience at Grand Valley State University.
Presented by:
Karen Gipson, Grand Valley State University
David Eick, Grand Valley State University
Amy Masko, Grand Valley State University
Martina Reinhold, Grand Valley State University
From the author, in their own words...
Karen Gipson, Grand Valley State University
David Eick, Grand Valley State University
Amy Masko, Grand Valley State University
Martina Reinhold, Grand Valley State University
Transcript:
Our poster provides a succinct overview of efforts to promote the use of trauma-sensitive mindfulness at Grand Valley State University. Many educators realize that mindfulness is widely recommended as a strategy to support wellbeing, and a growing body of evidence demonstrates its potential to reduce stress & anxiety while improving focus, concentration, emotional regulation, resilience, and belonging, all of which are highly relevant to the teaching & learning process that’s at the heart of higher education. However, the importance of trauma-sensitivity in its use has received much less attention than warranted, particularly given that an estimated 70% of college students report traumatic experiences before or during college.
The poster provides essential orientation to the foundational principles of trauma-sensitive mindfulness and describes its application to campus wellbeing. We support various professional development opportunities for faculty & staff, as well as curricular offerings and classroom practices for students. These include a mindfulness course designed for incoming students and the integration of mindfulness activities into courses across a range of disciplines, including Honors, French, pre-service teacher education, physics, and physician assistant studies. We also support faculty in other disciplines and staff in various student-facing offices.
Scripts for selected practices will be provided to anyone interested in incorporating TSM at their home institutions.
Abstract:
Mindfulness is widely recommended to support well-being, but trauma sensitivity is required to ensure safety. This poster provides a brief overview of trauma-sensitive mindfulness (TSM) and describes its alignment with our institutional commitment to campus well-being. Examples presented include a one-credit course for students, professional development for faculty and staff, incorporating TSM activities or modules into existing courses, and interventions for at-risk populations.
Key Words:
Mindfulness, Resilience, Agency
Outcomes:
1. Describe multiple examples of how TSM practices can be used to support campus well-being and resilience.
2. Discuss strategies for implementation of various TSM offerings to enhance campus well-being and academic success.
3. Select one or two simple trauma-sensitive mindfulness skills for possible adoption to promote campus well-being and academic success.
References:
Oehme, K., Perko, A., Bradley, L., Gracik, J., & White, D. (2020). College Student Wellbeing: Trauma and Resilience (online certification course). Florida State University: Institute for Trauma and Resilience Studies.
Ricard, M. (2006). Happiness: A guide to developing life’s most important skill. New York: Little, Brown, and Company.
Rogers, H. (2016). The mindful twenty-something: Life skills to handle stress & everything else. Oakland, CA: New Harbinger Publications.
Samuel, K. (2023, October). The power of belonging: How mindfulness builds belonging. Psychology Today. https://www.psychologytoday.com/us/blog/the-power-of-belonging/202309/how-mindfulness-builds-belonging
Treleaven, D. A. (2018). Trauma-sensitive mindfulness. New York: W. W. Norton & Company.