Trauma Incident Case Study

Background

Mia is a 19-year-old sophomore living in on-campus housing. She has a close group of friends but tends to avoid large parties. Last weekend, Mia agreed to go with two friends to an off-campus gathering hosted in a rented house. She’d had one drink before they left campus, but at the party others encouraged her to try a mixed cocktail. Mia lost track of how many she had and began to feel unsteady.

Incident Description

Late that evening, Mia escorted one of her friends out for some fresh air. She remembers sitting on a porch bench, talking, and then nothing until she woke up the next morning on her dorm room floor. Her head throbbed and she felt nauseated. As she looked around, she noticed bruises on her upper arms and a torn hem on her skirt. Her phone screen showed a confused text from her roommate:

“Hey Mia, are you ok? You stumbled back here around 3:30 AM crying. I got you water and tucked you into bed.”

Mia had no memory of returning; when she reviewed her ride-share receipts, she saw she’d paid for a solo trip home.

Aftermath

Shaken, Mia contacted her roommate and a friend for details. The friend hesitated to share everything, saying they didn’t want to make Mia upset. Mia is now torn between demanding answers, reporting a potential assault to campus authorities, and brushing the whole thing aside as a blackout episode. She feels anxiety, guilt about drinking too much, and uncertainty about what really happened.

Key Details for Discussion

• Mia’s level of intoxication and possible vulnerability
• The role and response of bystanders or friends at the party
• Mia’s emotional and physical reactions upon waking up
• Barriers she faces to seeking help: shame, fear of not being believed, campus policies
• Options for support: medical exam, counseling center, reporting procedures

Use this case study to explore trauma-informed approaches to listening, questioning, and supporting someone in Mia’s situation.

Group Discussion Guidelines

1. Build Emotional Safety

• Confidentiality: Everything shared in your group stays in your group.
• Voluntary Participation: Use “I” statements. You may pass or take a break at any time without explanation.
• Check-Ins: Begin and pause by briefly sharing how you’re feeling (e.g., “I’m open,” “I need a moment”).

2. Structured Turn-Taking

• Roles (5-minute rotations): Speaker • Listener • Observer • Reflector
  • Speaker: Shares thoughts or reactions without interruption.
  • Listener: Focuses fully on the speaker; refrains from responding until invited.
  • Observer: Notices group dynamics (tone, pace, body language) and gently notes any safety concerns.
  • Reflector: Summarizes key points, emotions, or questions raised by the speaker.
• Signal Transitions: Use a timer or visual cue; facilitator announces role switches.

3. Practice Active Listening

Reference the Active Listening Tip Sheet

• Paraphrase: “What I hear you saying is…”
• Open-Ended Questions: “Can you tell me more about…?”
• Validation: Acknowledge emotions (“I can see this feels upsetting”).

4. Use Respectful, Non-Judgmental Language

• Speak from Your Experience: Frame comments as personal reflections (“I felt…”).
• Avoid Assumptions: Ask clarifying questions before drawing conclusions.
• Honor Boundaries: If someone indicates discomfort, pause or change topic.

5. Monitor & Support Distress

• Silent Distress Signal: Agree on a discreet gesture (e.g., placing hand on heart) to indicate discomfort.
• Pause & Check-In: If a speaker becomes distressed, stop and offer a brief break or switch roles.
• Facilitator Role: The professor may step in to validate feelings, restate norms, or guide a break.

6. Encourage Collaborative Meaning-Making

• Build on Insights: Listeners may say, “I noticed…” or “That connects to…” before adding thoughts.
• Seek Shared Understanding: Summarize group take-aways at the end of each round.

Take notes here during your discussion:

Active Listening Tip Sheet

Active listening is a core skill for trauma-informed discussions. It helps the speaker feel heard, validated, and safe. Use the techniques below to deepen understanding, build trust, and support someone sharing a difficult experience.

Why Active Listening Matters

• Fosters Emotional Safety: Shows the speaker they’re respected and not judged.
• Builds Trust: Demonstrates your genuine interest and reliability.
• Encourages Openness: Speakers feel more comfortable exploring thoughts and feelings.

Core Techniques

1. Paraphrase

• Restate the speaker’s words in your own language.
• Example: “So, you’re saying that after the party, you felt confused and concerned about what happened.”

2. Reflect Emotions

• Name the feeling you observe.
• Example: “It sounds like you felt scared when you woke up and saw bruises.”

3. Ask Open-Ended Questions

• Invite elaboration without leading.
• Use prompts like:

• “Can you tell me more about…?”
• “What was going through your mind when…?”

4. Validate Experience

• Acknowledge the speaker’s emotions as real and understandable.
• Example: “I can see how overwhelming that must have been.”

5. Use Supportive Nonverbal Cues

• Maintain gentle eye contact (if culturally appropriate).
• Nod in understanding and lean slightly forward.
• Keep an open posture and avoid crossing arms.

Tips for Trauma-Informed Contexts

• Pause Before Responding: Allow moments of silence for the speaker to gather thoughts.
• Check for Comfort: “Would you like to pause or take a break?”
• Honor Boundaries: If the speaker seems distressed, offer to switch topics or roles.
• Stay Grounded: Regulate your own emotions; remain calm and centered.

Quick Reference Table

Reflection & Practice

Think of a recent conversation where someone shared something challenging. How could you apply these active listening techniques next time?

Your reflections and action plan:

Trust-Building Prompts

Use the following prompts to begin conversations in your small group. Take your time reflecting and writing. There are no right answers—honesty and openness foster trust.

1. Personal Safety Reflection

Describe a time when you felt safe enough to share something vulnerable with others. What factors (words, tone, environment) contributed to that sense of safety?

2. Empathetic Listener Exercise

Imagine you are speaking to Mia about her experience. Write an example of how you would respond using paraphrasing and an “I” statement to show empathy.

3. Boundary Setting

What are your boundaries when discussing personal trauma or challenges? How will you communicate these boundaries to your group to ensure you feel comfortable?

4. Applying Active Listening

Choose one active listening technique from the Active Listening Tip Sheet. How would you use it to build trust in a conversation about trauma? Give a specific dialogue example.

5. Trauma-Informed Principle in Action

Select one trauma-informed principle (safety, trustworthiness, choice, collaboration, empowerment). Explain why it resonates with you and how you will embody it in today’s discussion.

Feel free to revisit and add to your responses after the group debrief to track your growth over time.