Navigating the Journey: Facilitator's Script

Introduction & Warm-Up (5 minutes)

(Teacher should be warm, inviting, and empathetic. Refer to Minds on Development: Trauma and ACEs Slide Deck Slide 1 & 2.)

"Good morning, everyone. Thank you for being here today. I want to start by saying that today's topic is a deeply personal and important one. We're going to talk about how our experiences, especially challenging ones from childhood, can shape us and the children around us. This is a space for learning, understanding, and respectful sharing. There are no right or wrong feelings here, and I encourage everyone to listen with an open heart.

To begin, I'd love for us to reflect quietly for a moment, or if you feel comfortable, share briefly: What's one thing you remember feeling or experiencing that made you feel safe and supported as a child? This could be a person, a place, an activity... anything that comes to mind. Let's keep our responses brief and focused on positive support."

(Allow a few moments for students to think, then invite voluntary shares. Validate each contribution. Remind students it's okay not to share if they don't feel ready.)

Understanding ACEs & Trauma (10 minutes)

(Transition to Minds on Development: Trauma and ACEs Slide Deck Slide 3 & 4.)

"Thank you for sharing those thoughts. It helps us remember the power of positive experiences.

Now, let's talk about something called Adverse Childhood Experiences, or ACEs. You'll see them defined on the slide. ACEs are potentially traumatic events that occur before a child turns 18. They include things like different types of abuse, neglect, or growing up in a household where there was substance abuse, mental illness, or violence. These aren't just isolated events; they can deeply affect a child's development.

It's important to understand that experiencing ACEs doesn't define a person, but it can certainly influence their journey. And trauma isn't just the event itself; it's how our minds and bodies react to and carry the overwhelming stress of those experiences. It can literally shape how our brains develop and how we learn to manage our emotions and interact with others.

Think about a young child. If they experience a lot of stress, their developing brain might be constantly on alert, making it harder to focus in school or trust new people. For a teenager, these experiences might show up as struggles with anxiety, depression, or difficulty forming healthy relationships.

I want to pause here. This can be heavy information. What are your initial thoughts or questions about how these experiences might affect a child at different ages? Remember, we're approaching this with curiosity and empathy, not judgment. You can also refer to the Our Shared Story: Discussion Prompts if you'd like a jumping-off point."

(Facilitate discussion. Gently guide students to connect ACEs/trauma to developmental stages. Validate feelings, and ensure the conversation remains respectful and supportive. If personal sharing arises, acknowledge it with empathy and gently steer back to the broader impact on development, reminding them of the discussion guidelines.)

The Power of Being Trauma-Informed (10 minutes)

(Transition to Minds on Development: Trauma and ACEs Slide Deck Slide 5 & 6.)

"That was a really insightful discussion. It highlights just how complex these issues are. But here's the good news: just as experiences can impact us, positive and supportive environments can help us heal and thrive.

This leads us to the idea of being trauma-informed. This isn't about being a therapist; it's about changing our mindset. Instead of asking 'What's wrong with you?' when someone is struggling, we ask, 'What happened to you?' It's about understanding that behavior often communicates unmet needs or responses to past difficulties.

Look at the principles on the slide: Safety, Trustworthiness, Peer Support, Collaboration, Empowerment, and Cultural Humility. These are our guiding stars. For example, creating safety means making sure everyone feels physically and emotionally secure. Empowerment means helping children find their voice and strengths. When we apply these principles, we can create environments where children—and adults—can truly heal and grow.

In our roles, whether as students, friends, or future professionals working with children, how can we actively use these trauma-informed principles to create more supportive, understanding, and healing spaces for children, and even for ourselves? What does 'safety' look like in a school? What does 'empowerment' look like in a family setting? We have some Our Shared Story: Discussion Prompts that can help us think through this."

(Facilitate a rich discussion. Encourage students to think about concrete examples. Connect their own warm-up responses about feeling safe and supported back to these principles. Emphasize their agency in creating positive change.)

Wrap-Up & Reflection (5 minutes)

(Transition to Minds on Development: Trauma and ACEs Slide Deck Slide 7.)

"Our conversation today shows the incredible importance of understanding trauma and ACEs. It's not always easy to talk about, and I truly appreciate your engagement and openness.

Remember, knowledge is power. By understanding the 'why' behind certain behaviors, we can respond with more empathy, patience, and effectiveness. We can contribute to a world where children feel seen, heard, and supported in their healing journeys. And importantly, we can also extend that same understanding and compassion to ourselves.

As we wrap up, I'd like you to consider one final thought:

What is one small, tangible way you can bring a trauma-informed lens to your own life and interactions starting today? This could be a way you listen, a way you react, or a way you choose to support someone."

(Allow for a moment of quiet reflection, or invite brief closing statements if time permits and students are eager. Thank them sincerely for their participation.)

"Thank you all again for your honesty and participation. I hope you carry these insights with you."

Our Shared Story: Discussion Prompts

These prompts are designed to encourage thoughtful reflection and sharing in a safe and empathetic environment. Remember, you only share what you are comfortable with.

Understanding ACEs & Trauma

1. After learning about ACEs and how trauma impacts development, what connections do you see between childhood experiences and how people might behave or feel later in life?
   
   
   
   
   
   
2. Can you think of ways a child's environment (like school, home, or community) could either increase the challenges of ACEs or help buffer against them? Explain your thoughts.
   
   
   
   
   
   
3. Why do you think it's important for adults who work with children (like teachers, coaches, or parents) to understand the concept of trauma and ACEs?
   
   
   
   
   
   

The Power of Being Trauma-Informed

4. The phrase "What happened to you?" instead of "What's wrong with you?" is central to being trauma-informed. How might this shift in perspective change how you interact with a child who is struggling?
   
   
   
   
   
   
5. Of the trauma-informed principles (Safety, Trustworthiness, Peer Support, Collaboration, Empowerment, Cultural Humility), which one resonates most with you, and why? How might you see it applied in a real-life situation involving children?
   
   
   
   
   
   
   
   
   
   
   
6. Imagine you are designing a classroom or a youth group activity. How could you incorporate safety and empowerment into that space to make it more supportive for children who may have experienced trauma?
   
   
   
   
   
   
   
   
   
   
   
7. Thinking about what we discussed today, what is one new insight or idea you are taking away that might change how you think about children, or even yourself?