[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-585454-105":59,"doc-detail-585454-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","building-trauma-sensitive-schools-facilitation-guide","Building Trauma-Sensitive Schools - Facilitation Guide","","Building Trauma-Sensitive Schools - Facilitation Guide supports school personnel who lead group training using the accompanying trauma-sensitive online module and handouts. It explains the intended use of the materials, provides an overview of module sections with approximate narration and handout timing, and prepares facilitators to manage sensitive content. Guidance includes strategies for acknowledging distress, creating safe spaces, setting discussion ground rules, choosing facilitation methods, and preparing required materials for participants.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/building-trauma-sensitive-schools-facilitation-guide/585454/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/building-trauma-sensitive-schools-facilitation-guide/585454.png","ImageObject",300,407,{"name":92,"@type":93},"Alex Sinclair","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-16","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Who is this facilitation guide intended for?","Question",{"text":112,"@type":113},"It is intended for school personnel who facilitate group training sessions with staff using the Building Trauma-Sensitive Schools online module and handouts.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the guide emphasize acknowledging the difficult nature of the material?",{"text":117,"@type":113},"The module includes information about trauma and its effects that may be distressing, so facilitators are encouraged to recognize potential distress, offer breaks, and provide support as needed.",{"name":119,"@type":110,"acceptedAnswer":120},"What strategies does the guide suggest for setting ground rules?",{"text":121,"@type":113},"It recommends establishing respectful, safe discussion boundaries, managing appropriate personal disclosure, and setting behaviors such as avoiding side conversations and balancing speaking opportunities.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},585454,1792116176,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},1099523882182,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Building Trauma-Sensitive Schools  \nFacilitation Guide  \nThe Building Trauma-Sensitive Schools online module is intended for all school personnel, including administrators, instructional staff, and non-instructional staff. The module familiarizes school staff with the concept of trauma sensitivity and includes examples of trauma-sensitive strategies that can be employed schoolwide. Accompanying the module is a series of handouts, including checklists, activities, practice guides, and discussion questions, for supporting staff in adopting a trauma-sensitive approach.  \nThe Building Trauma-Sensitive Schools online module may be viewed independently by staff; however, due to the amount and depth of the information presented and the multiple opportunities for activity and discussion, it is recommended that schools use a group training format. This facilitation guide accompanies the Building Trauma-Sensitive Schools online module and includes recommendations for how to facilitate in-person group training sessions using the module and accompanying handouts.  \nIntended Use  \nThe information in this guide is intended for school personnel who are facilitating group training sessions with staff using the Building Trauma-Sensitive Schools online module and handouts. This guide includes an outline of the main sections of the module and notes approximate length of recorded narration and related handouts for each section to assist facilitators in planning for training sessions.  \nPreparing to Use This Facilitation Guide  \nFacilitators using this guide should be familiar with the Building Trauma-Sensitive Schools online module and all accompanying handouts and have a clear plan for using these materials with staff. Facilitators should read through the entire guide and familiarize themselves with the proposed training process prior to conducting any training sessions. Training participants should have viewed the Understanding Trauma and Its Impact e-resource and/or should have participated in an in-person training on trauma and its impact before the Building TraumaSensitive Schools training is introduced. Before facilitators begin using the materials, here are some strategies to consider.  \nBuilding Trauma-Sensitive Schools Facilitation Guide  \n1  \nAddress the Difficult Nature of the Material.  \nThe Building Trauma-Sensitive Schools online module includes information about trauma and its effects that may be distressing to some people. When facilitating activities, be sure to acknowledge the potentially difficult nature of the material and encourage people to take breaks and ask for support as needed. It is also important for facilitators to be aware of the potential challenges for staff associated with adopting a new approach. As facilitators, it is important to create a safe space for staff members to share honestly. If open communication and transparency are difficult for the audience with whom facilitators will be sharing this information, facilitators should consider these dynamics when planning for the training. For example, facilitators may consider how staff are grouped and provide opportunities for small-group sharing when largegroup conversations are difficult.  \nSet Ground Rules.  \nTrauma is a sensitive and difficult topic that may trigger trauma-related memories and emotions for participants that could influence participants’ responses during the training session. Proposing to adopt new practices in schools may also be unsettling for some participants. Setting some ground rules can help set the tone for a respectful, thoughtful, and safe discussion that maintains clear boundaries. Facilitators can have participants create ground rules, orfacilitators can simply set the ground rules.  \nSuggested ground rules include the following:  \n■ Be respectful of the opinions of other participants even if you disagree.  \n■ Be aware of the degree of personal information that is appropriate to share.  \n■ Step up, step back: If you haven’t spoken ","cbCailaDJXKr4vAc","https://ap.wps.com/l/cbCailaDJXKr4vAc","pdf",394175,"English","# Intended Use\n# Preparing to Use This Facilitation Guide\n# Address the Difficult Nature of the Material\n# Set Ground Rules\n# Consider Different Methods of Facilitation\n# Materials\n# Building Trauma-Sensitive Schools Training Outline","[{\"question\":\"Who is this facilitation guide intended for?\",\"answer\":\"It is intended for school personnel who facilitate group training sessions with staff using the Building Trauma-Sensitive Schools online module and handouts.\"},{\"question\":\"Why does the guide emphasize acknowledging the difficult nature of the material?\",\"answer\":\"The module includes information about trauma and its effects that may be distressing, so facilitators are encouraged to recognize potential distress, offer breaks, and provide support as needed.\"},{\"question\":\"What strategies does the guide suggest for setting ground rules?\",\"answer\":\"It recommends establishing respectful, safe discussion boundaries, managing appropriate personal disclosure, and setting behaviors such as avoiding side conversations and balancing speaking opportunities.\"}]","Building Trauma-Sensitive Schools - Facilitation Guide | PDF",1792054795,23]