A project coordinated by the University of Warwick and Harvard Medical School
About this Project
This project proposes the development of student co-created learning resources to promote and develop individual student and peer-to-peer self-care skills and wellbeing. Building on a recently completed WIHEA-funded project to generate educator guidance for trauma-informed pedagogies (1) and drawing on established sector leading-practice of project partners from Harvard Medical School (2) and acknowledging the prevalence of trauma and other mental health difficulties in current, post-pandemic student populations, we will embed trauma- informed perspectives in developing self-care learning resources.
Scenario-based student created resources and associated professional skills for self-care, peer-to-peer care and wellbeing will be relevant and applicable across a range of settings and disciplines. This project will enable sharing of emergent good practice and provide novel opportunities for cross-institutional peer learning.
We aim to co-create case-based resources for student professional development and selfcare training. Applying a socioecological model to evidence-based selfcare training, we aim to create learning resources addressing:
- Individual selfcare Interpersonal wellbeing (peer-to-peer care)
- Organizational resources to support self & peer-to-peer care
- Advocacy training, preparing students to enact change at systems level.
- Feature scenario-based (fictional) cases of student-facing issues, trauma-related impacts & challenges to own & peer wellbeing.
- Explore underpinnings & intersections of trauma-related impacts. Explore and apply skills for selfcare & peer-to-peer care, in learning contexts, and general personal & professional development.
- Explore advocacy skills to identify & address systems challenges to selfcare. Student perspectives will inform themes explored. Noting likely added value of social, situated learning, resources will be used in synchronous peer-led events.
Project ImpactTrauma informed pedagogies and self-care skills have applicability to all students and indeed educators, across multiple disciplines. Through understanding and adoption of trauma-informed approaches to wellbeing and learning environments in HE and development of shared, transferable resources, staff and students will be enabled to embed trauma-informed practices and skills in the learning environment and professional practice. Case studies of enhanced practice and curricular developments will also be sought from the project participating departments, for sharing on the associated webpages, serving evaluative functions, and inspiring future practice.
Project Lead: Dr Helen Nolan (WMS)
Project Co-Lead: Dr Jennifer Potter, Harvard Medical School (HMS)
Dr Liz Blagrove (Psychology)
Dr Kate Owen (WMS)
Dr Nhi-Ha Trinh (HMS)
Jess Sinyor (WMS)
Meghana Vagwala (HMS)