{"id":273,"date":"2024-11-27T16:46:06","date_gmt":"2024-11-27T16:46:06","guid":{"rendered":"https:\/\/wpmu.mau.se\/msm24group7\/?p=273"},"modified":"2024-11-29T14:40:41","modified_gmt":"2024-11-29T14:40:41","slug":"building-bridges-with-books-a-trauma-informed-path-to-development","status":"publish","type":"post","link":"https:\/\/wpmu.mau.se\/msm24group7\/2024\/11\/27\/building-bridges-with-books-a-trauma-informed-path-to-development\/","title":{"rendered":"Building Bridges with Books: A Trauma-Informed Path to Development"},"content":{"rendered":"<div id=\"fb-root\"><\/div>\r\n<p>By Jessica Saler<\/p>\n<figure id=\"attachment_274\" aria-describedby=\"caption-attachment-274\" style=\"width: 527px\" class=\"wp-caption aligncenter\"><img fetchpriority=\"high\" decoding=\"async\" class=\"wp-image-274\" src=\"http:\/\/wpmu.mau.se\/msm24group7\/wp-content\/uploads\/sites\/102\/2024\/11\/WhatsApp-Image-2024-11-27-at-11.34.39-300x300.jpeg\" alt=\"Restoring hope: Innovative community solutions for healing and learning in Ethiopia\" width=\"527\" height=\"527\" srcset=\"https:\/\/wpmu.mau.se\/msm24group7\/wp-content\/uploads\/sites\/102\/2024\/11\/WhatsApp-Image-2024-11-27-at-11.34.39-300x300.jpeg 300w, https:\/\/wpmu.mau.se\/msm24group7\/wp-content\/uploads\/sites\/102\/2024\/11\/WhatsApp-Image-2024-11-27-at-11.34.39-150x150.jpeg 150w, https:\/\/wpmu.mau.se\/msm24group7\/wp-content\/uploads\/sites\/102\/2024\/11\/WhatsApp-Image-2024-11-27-at-11.34.39-768x768.jpeg 768w, https:\/\/wpmu.mau.se\/msm24group7\/wp-content\/uploads\/sites\/102\/2024\/11\/WhatsApp-Image-2024-11-27-at-11.34.39.jpeg 981w\" sizes=\"(max-width: 527px) 100vw, 527px\" \/><figcaption id=\"caption-attachment-274\" class=\"wp-caption-text\">World Vision USA. (2023, September 1). Restoring hope: Innovative community solutions for healing and learning in Ethiopia. LinkedIn.<\/figcaption><\/figure>\n<p>&nbsp;<\/p>\n<p><span style=\"font-weight: 400\">As natural disasters, conflict, and poverty have consumed our world for centuries, approaches to development have had to adapt and change. The traumatic experiences create cycles of human, social, and economic distress and suffering, making development projects limited to their long-term sustainability. During the 1970\u2019s, the idea of trauma-informed care (TIC) emerged, with the idea that development projects of any kind should be cognizant of the trauma within your community, the impact of trauma on the physical and psychological body, and actively integrate strategies to avoid re-traumatization of victims.<\/span><\/p>\n<p><span style=\"font-weight: 400\">\u00a0<\/span><\/p>\n<figure id=\"attachment_279\" aria-describedby=\"caption-attachment-279\" style=\"width: 760px\" class=\"wp-caption aligncenter\"><img decoding=\"async\" class=\"wp-image-279 size-large\" src=\"http:\/\/wpmu.mau.se\/msm24group7\/wp-content\/uploads\/sites\/102\/2024\/11\/trauma-1024x544.jpg\" alt=\"Rosenberg, H., Errett, N. A., &amp; Eisenman, D. P. (2022)\" width=\"760\" height=\"404\" srcset=\"https:\/\/wpmu.mau.se\/msm24group7\/wp-content\/uploads\/sites\/102\/2024\/11\/trauma-1024x544.jpg 1024w, https:\/\/wpmu.mau.se\/msm24group7\/wp-content\/uploads\/sites\/102\/2024\/11\/trauma-300x159.jpg 300w, https:\/\/wpmu.mau.se\/msm24group7\/wp-content\/uploads\/sites\/102\/2024\/11\/trauma-768x408.jpg 768w, https:\/\/wpmu.mau.se\/msm24group7\/wp-content\/uploads\/sites\/102\/2024\/11\/trauma-1536x815.jpg 1536w, https:\/\/wpmu.mau.se\/msm24group7\/wp-content\/uploads\/sites\/102\/2024\/11\/trauma-421x224.jpg 421w, https:\/\/wpmu.mau.se\/msm24group7\/wp-content\/uploads\/sites\/102\/2024\/11\/trauma.jpg 1650w\" sizes=\"(max-width: 760px) 100vw, 760px\" \/><figcaption id=\"caption-attachment-279\" class=\"wp-caption-text\">Rosenberg, H., Errett, N. A., &amp; Eisenman, D. P. (2022)<\/figcaption><\/figure>\n<p><span style=\"font-weight: 400\">\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">How can we implement trauma-informed care into communication methods within development projects? Well, we can look at USAID and World Vision\u2019s work in Ethiopia and their implementation of TIC into their literacy and educational development project in Ethiopia. Their success with this project should be an example of not only using more current approaches to development, but also an example of how development approaches need to be adaptable and understood as fluid strategies.<\/span><\/p>\n<p><span style=\"font-weight: 400\">USAID launched the READ II project to increase accessibility to literacy and education. However, after an outbreak of armed conflict in November 2020 (which was the same year the globe was surrounded by the COVID-19 pandemic), the type of literature and educational materials shifted to a focus on Education in Crisis and Conflict (EiCC) and implemented a trauma-informed lens to ensure that recovery was supported, and Ethiopians would not be retraumatized. World Vision partnered with them at this point to help refocus their efforts in an effective way. (World Vision, 2023).<\/span><\/p>\n<p><span style=\"font-weight: 400\">After 3 years, there were multiple successful initiatives run through READ II, using literature as a way of communicating support, psychological recovery, and development.\u00a0 Some of these successes included:<\/span><\/p>\n<p><span style=\"font-weight: 400\">&#8211;<\/span><span style=\"font-weight: 400\"> \u00a0 <\/span><span style=\"font-weight: 400\">Psychological first aid training for community members, allowing them the knowledge to support one another for generations to come.<\/span><\/p>\n<p><span style=\"font-weight: 400\">&#8211;<\/span><span style=\"font-weight: 400\"> \u00a0 <\/span><span style=\"font-weight: 400\">26 reading camps were implemented for children, with the literature supporting psychological and emotional needs of the children who are out of school and\/or displaced from the conflict .(World Vision, 2023).<\/span><\/p>\n<p><span style=\"font-weight: 400\">Knowing that accessibility to the literature was available, but many were illiterate, they also implemented foundational programs to help those who can\u2019t read. This included:<\/span><\/p>\n<p><span style=\"font-weight: 400\">&#8211;<\/span><span style=\"font-weight: 400\"> \u00a0 <\/span><span style=\"font-weight: 400\">Engaging 11 000 community leaders to help teach children to read.<\/span><\/p>\n<p><span style=\"font-weight: 400\">&#8211;<\/span><span style=\"font-weight: 400\"> \u00a0 <\/span><span style=\"font-weight: 400\">Mobilized workshops to help more than 38 000 parents create reading habits at home. (World Vision, 2023).<\/span><\/p>\n<p><span style=\"font-weight: 400\">And of course, when COVID-19 shut down schools, they were able to continue using literature to support recovery efforts by adapting their programs and ensuring that their educators were always mobile and accessible, and engagement with community members continued. As a big reader myself, this made me realize that knowledge truly is power, and the ability to communicate through written pieces frees us of time and space constraints that learning in-person or verbally would have. They used interdisciplinary practices to adapt, which UNICEF\u2019s handbook to trauma-informed development states that it requires open listening to victims, understanding the impact of trauma, designing strategies that consider the trauma and avoid re-traumatizing communities, and considering all of this when making decisions (Valgiusti , 2022, p. 63).<\/span><\/p>\n<p><span style=\"font-weight: 400\">We can see that USAID and World Vision not only adapted their project to the needs of the community, but they did not try to be \u201csaviours\u201d or experts, instead educating community leaders who can then educate others long-term. This is important in decolonization, anti-oppression, and trauma-recovery efforts. In fact, this method of anti-oppression development is seen in other projects across the globe where\u00a0 \u201cthe role of the NGO changed according to the desires and requirements of the networks, their task being redefined as putting community groups in contact with one another\u2026\u201d (Melber et al., 2024, p. 43).<\/span><\/p>\n<p><span style=\"font-weight: 400\">\u00a0<\/span><span style=\"font-weight: 400\">We should use this project as an example of emerging practices and understandings of development work, and implement it into future generations&#8217; education of development studies. Anke Schwittay (2024) argues that \u201cintegration of knowledge and expansion of work experiences locations, spaces, and pathways can contribute to reframing International Development from a practice of expert saviourism rooted in colonial legacies to a project of global solidarity and justice\u201d (p. 253). We need to prioritize more modern approaches of understanding and practicing development, such as USAID and World Vision\u2019s shift from standard education and literacy efforts to trauma-informed care that uses education and literacy to help communicate support and recovery efforts and implement them into the students\u2019 practical experiences.<\/span><\/p>\n<p><span style=\"font-weight: 400\">As Bendix et al. writes, \u201cif teaching development studies could be about transformative education that ignited a generation of global citizens who were unafraid to look deeply at the causes of injustice, come to terms with their own privilege, and learn how to listen and act with compassion and humility, I can\u2019t help thinking the world would be a better place.\u201d (2020, p. 202).<\/span><\/p>\n<p><span style=\"font-weight: 400\">\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">Sources:<\/span><\/p>\n<p><span style=\"font-weight: 400\">Bendix, D., Mu\u0308ller, F., &amp; Ziai, A. (2020). <\/span><i><span style=\"font-weight: 400\">Beyond the master\u2019s tools?: Decolonizing knowledge orders, research methods and teaching<\/span><\/i><span style=\"font-weight: 400\">. Rowman &amp; Littlefield.<\/span><\/p>\n<p><span style=\"font-weight: 400\">Melber, H., Kothari, U., Camfield, L., &amp; Biekart, K. (2024). <\/span><i><span style=\"font-weight: 400\">Challenging global development: Towards decoloniality and Justice<\/span><\/i><span style=\"font-weight: 400\">. Palgrave Macmillan.<\/span><\/p>\n<p><span style=\"font-weight: 400\">Rosenberg, H., Errett, N. A., &amp; Eisenman, D. P. (2022). Working with disaster-affected communities to Envision Healthier Futures: A trauma-informed approach to Post-Disaster Recovery Planning. <\/span><i><span style=\"font-weight: 400\">International Journal of Environmental Research and Public Health<\/span><\/i><span style=\"font-weight: 400\">, <\/span><i><span style=\"font-weight: 400\">19<\/span><\/i><span style=\"font-weight: 400\">(3), 1723.<\/span><a href=\"https:\/\/doi.org\/10.3390\/ijerph19031723\"> <span style=\"font-weight: 400\">https:\/\/doi.org\/10.3390\/ijerph19031723<\/span><\/a><span style=\"font-weight: 400\">\u00a0\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">Schwittay, A. (2024). University work experiences in international development: Expanding locations, spaces and pathways. <\/span><i><span style=\"font-weight: 400\">Progress in Development Studies<\/span><\/i><span style=\"font-weight: 400\">, <\/span><i><span style=\"font-weight: 400\">24<\/span><\/i><span style=\"font-weight: 400\">(3), 252\u2013267.<\/span><a href=\"https:\/\/doi.org\/10.1177\/14649934231211676\"> <span style=\"font-weight: 400\">https:\/\/doi.org\/10.1177\/14649934231211676<\/span><\/a><span style=\"font-weight: 400\">\u00a0\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">Valgiusti, F. (2022, April). <\/span><i><span style=\"font-weight: 400\">Trauma Informed Approach: Introductory Handbook<\/span><\/i><span style=\"font-weight: 400\">. UNICEF.<\/span><a href=\"https:\/\/www.unicef.org\/northmacedonia\/media\/12261\/file\/Trauma%20Informed%20approach.pdf\"> <span style=\"font-weight: 400\">https:\/\/www.unicef.org\/northmacedonia\/media\/12261\/file\/Trauma%20Informed%20approach.pdf<\/span><\/a><\/p>\n<p><span style=\"font-weight: 400\">World Vision USA. (2023, September 1). <\/span><i><span style=\"font-weight: 400\">Restoring hope: Innovative community solutions for healing and learning in Ethiopia<\/span><\/i><span style=\"font-weight: 400\">. LinkedIn.<\/span><a href=\"https:\/\/www.linkedin.com\/pulse\/restoring-hope-innovative-community-solutions-healing-learning\/\"> <span style=\"font-weight: 400\">https:\/\/www.linkedin.com\/pulse\/restoring-hope-innovative-community-solutions-healing-learning\/<\/span><\/a><span style=\"font-weight: 400\">\u00a0\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400\">\u00a0<\/span><\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>By Jessica Saler &nbsp; As natural disasters, conflict, and poverty have consumed our world for centuries, approaches to development have had to adapt and change. &hellip;<\/p>\n","protected":false},"author":749,"featured_media":274,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[6,5],"tags":[10,23,15,17,16],"class_list":["post-273","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-development-studies","category-international-development","tag-comdev","tag-development","tag-development-studies","tag-ethical-practices","tag-ethics"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.4 - 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