Supporting Early Talent to Flourish

SUPPORTING EARLY TALENT TO FLOURISH

INTRODUCTION

Every organisation is navigating how to attract, embed and retain early talent. We’ve created this handbook for employers who want to help interns and graduate recruits to flourish.

The pandemic turbo-charged our use of technology. For those thinking through how to use physical and digital spaces to support staff wellbeing, this handbook is for you.

The context for our working lives matters. Employees, like customers, don’t fit into neat categories. Our personalities, our childhoods, our communities, our cultures, our ethnicities, our gender, our sexuality, our class all intersect to form who we are and how we relate to others. This richness of human experience can underpin a dynamic, energised, and innovative environment.

Those who have adopted various strategies to enhance diversity know that integrating multiple voices into organisations is rewarding, if sometimes challenging. It takes more effort to connect with people with whom we don’t identify and who behave in ways that we sometimes don’t understand. It’s important because employees need to reflect potential customers if UK businesses are to thrive in the interconnected world. Moreover, labour market trends indicate that organisations who are good at attracting and sustaining a diverse and talented workforce are likely to be the most successful.

Every employee needs to feel safe, connected and in control in their workplace to some extent. For those who are more marginalised in society, this can be harder, and they are more likely to disengage or leave. This risk can be reduced if organisations understand more about how various people experience their workplaces and are open to different ways of doing things. We need to dig deeper into understanding disadvantage if we are to enable more early talent to flourish. In so doing, we can create healthier workplaces for the benefit of all.

This handbook aims to support employers’ reflections on how to embed and retain a more diverse range of early talent by examining:

- How adverse experiences can impact relationships, approaches to solving problems and seeking help

- The trauma-informed principles that can be used to construct an enabling workplace culture.

At UEL our graduates are amongst the most diverse to be found on any UK campus – including but going well beyond the usual indicators of ‘difference’ that people look for in the workforce. There is no one size fits all. Whether you dip into bits of this book or engage with it from cover to cover, we hope this resource helps you to find your style to enable early talent to flourish.

PERSONA

We have students who have overcome complex life challenges to enter higher education and complete their studies. Their academic success is evidence of their potential to succeed. What they need is a work environment that is properly geared towards their support. Read our pen picture of “Tiffany” for an insight into the kind of life history our students bring. Keep in mind the potential they offer as well as the circumstances they manage.

We know there are employers who are ready and equipped to go the extra mile where needed to ensure that they get the return on their investment in talent to ensure success. We have written this handbook, informed by our students’ experiences, to help you to deliver tangible social benefit and make you an exemplar in the employer community.

TIFFANY BACKGROUND

Tiffany is 21. She loves her grandma, who she called ‘her rock’ when she was younger. Her relationship with her mum is ok now, better since she went to university. When she was a kid, her dad often hit her mum when he got back from the pub. Tiffany used to hide in her cupboard so she couldn’t hear it. Sometimes she snuck out of the house to go to grandma who used to help her to feel safe and less responsible for her parents’ actions. She didn’t do well at school, preferring to hang out with friends. Her mum had her own problems at the time and didn’t seem to care what Tiffany did. But she was determined to have a better life than her mum, so she went to university, slogged at night, and got a first. She’s the first in the family to get a degree.

FINANCES

Tiffany just about gets by. She’s in debt and lives in unstable rented accommodation. She often worries about money in the middle of the night when she doesn’t know how she’ll pay the bills that month. This job should make things easier for her.

WHAT MATTERS TO HER

Tiffany is proud of her degree. She glowed at the ceremony with her mum and grandma. Tiffany is excited about her first proper job. She prides herself on working hard. Some days she genuinely believes that she can ‘make it’, though she’s not quite sure what that means. She also is committed to taking care of her grandma, her strongest support. She owes her big time. Her grandma now has dementia. She usually pops in to see her every day. Some days are better than others. She stays longer when she can.

WHAT SHE’S LOOKING FOR FROM HER NEW JOB

Tiffany wants to know the rules of the game to feel safe at work. She needs everything well organised and simple. She needs inspiring mentoring, otherwise she risks tuning out. She wants to feel in control of her work and have the space to innovate. She needs her manager to be reliable, patient, and consistent. It takes a while for her to trust anyone. If grandma is having a bad day, and she has a work deadline at the same time, she can get overwhelmed. Then she struggles to plan and avoids tasks that she finds difficult. She worries that her colleagues will think she is lazy or stupid. Part of her knows she can make a success of this new job and part of her thinks this kind of place isn’t for people like her. She wants to feel part of the team. She needs someone who will hear and encourage her. She also wants to support others, a role she is used to playing. She wants to balance her family and work commitments and make a success of both.

WHAT TIFFANY OFFERS

Tiffany is reliable and brilliant with people, including those who others find challenging. Her boss in the supermarket where she worked for years is sad to see her go. Tiffany has overcome multiple life challenges to enter higher education and succeed in her studies. She is determined and sharp. Her interpersonal skills are excellent, having learnt to navigate the complexities of her childhood. She offers relationship management skills and, once she feels safe, she is an excellent team player. Her colleagues see her as a solid source of reliable support.

DEFINING AND UNDERSTANDING TRAUMA

Trauma is the response to a deeply distressing event, or series of events, that are emotionally disturbing and can overwhelm an individual’s ability to cope.

Traumatic events can happen to anybody at any age.

Trauma can include events where you feel:

UNSAFE UNSUPPORTED TRAPPED ASHAMED

REJECTED ABANDONED INVALIDATED STRESSED

The experience of trauma can cause long-lasting harm to the individual’s mental, physical, social, emotional, and/or spiritual wellbeing and may affect their ability to function well from day to day.

However, what's traumatic is personal. Whether an event or incident is traumatic or not is partly determined by how the person experiences it and how they respond to it; rather than by the specific circumstances of the event.

People with similar experiences may be affected differently – not all traumas have negative long-term consequences.

Trauma doesn’t just emanate from personal or family problems, but the social and political issues that underpin them.

Trauma can come from witnessing, or living with multiple experiences such as abuse, bullying, domestic violence, racism, misogyny, homophobia or war.

EXPLORING THE CAUSES OF TRAUMA

ADVERSE CHILDHOOD EXPERIENCES (ACE)

Trauma can happen to anyone at any time. It can be as a result of one single incident, or prolonged exposure to stressful events or to a dysfunctional environment.

When this happens in early childhood, it affects how the brain grows and develops. If early experiences are overwhelmingly traumatic we adapt to that reality and learn to function accordingly. We respond and adapt to perceived threats. This can have a significant impact on our ability to think, learn and interact with others.

Think of the construction of the human brain like the building of a house. First we lay the foundations, and then we build the structure. If those foundations are weak, or if defective materials are used during construction, the “house” will be less sturdy and problems may occur – but perhaps not until many years later.

Experiences Build Brain Architecture Center on the Developing Child at Harvard University

www.youtube.com/watch?v=VNNsN9IJkws

Traumatic experiences that happen before the age of 18 are known as Adverse Childhood Experiences, or ACEs. These include physical abuse, verbal abuse, sexual abuse, neglect, parental separation and domestic violence.

Women, LGBTQI+ communities, ethnic and racial minorities, people with disabilities, and those living in poverty, are disproportionately exposed to ACEs.

1st year undergraduates at UEL were invited to complete an Adverse Childhood Experience survey. The majority (79%) reported at least one adverse event, 51% reported at least three, and 20% at least six. This is significantly higher than the general population. More information is accessible in the journal article linked below.

The impact of adverse childhood experiences and recent life events on anxiety and quality of life in university students

Emma Davies, John Read & Mark Shevlin

Health and financial burden of adverse childhood experiences in England and Wales: a combined primary data study of five surveys

Karen Hughes, Kat Ford, Rajendra Kadel, Catherine A Sharp, Mark A Bellis

EXPLORING THE LINK BETWEEN RACISM AND TRAUMA

Beyond distressing events specific to ourselves, trauma can also come from prolonged exposure to adverse social conditions.

These include all forms of discrimination and inequality.

For example, what is the link between racism and trauma?

Experiencing racism can be traumatising.

Studies have shown that it can impact people’s physical and mental health.

The three main forms of racism can be framed as structural/institutional, cultural and interpersonal.

TABLE 1 FORMS OF RACISM THAT CAN AFFECT PHYSICAL AND MENTAL HEALTH

FORMS CHARACTERISTICS EXAMPLES

Institutional/ structural racism

Systemic, racial inequities embedded within interconnected social, political, and economic systems that have deep historical roots

Cultural racism

An ideology grounded in white supremacy that is deeply embedded in the language, symbols, media and taken-for-granted assumptions of the larger society

Interpersonal discrimination

Individual experiences in the context of everyday social interactions, including implicit biases, microaggressions, and vicarious discrimination

- Housing Criminal justice

- Labor markets Education

- Health care

- Immigration policy

- Education system inequities (e.g., differences in preschool expulsion rates)

- Health care inequities (e.g., delayed diagnosis and treatment)

- Stereotype threat and internalized racism

- Experiences of unfair treatment (e.g., at work, at school, with law enforcement)

- Experiences of being threatened or harassed

- Intentional or unintentional racial insults, mistreatment, or slights

Early Childhood Adversity, Toxic Stress, and the Impacts of Racism on the Foundations of Health

Jack P. Shonkoff, Natalie Slopen, and David R.Williams, 2021

The evidence is clear that multiple traumas, particularly in the first few years of life, makes for a more challenging life journey – although that trajectory is not inevitable.

CUMULATIVE IMPACT OF TRAUMA DO DON’T

We DO need to understand that people’s current reactions today may be impacted by their past experiences

We DON’T need to understand their past experiences.

Traumatic experiences can negatively impact the workplace as well as people’s physical and mental health. Common issues of anxiety, conduct, and problems with engagement and managing deadlines sometimes have deeper roots than we at first assume.

HAVE YOU EVER EXPERIENCED

ANY OF THE FOLLOWING?

Disturbing memories, thoughts or dreams

Feeling irritable or overwhelmed

Difficulties getting to sleep or paying attention

Poor concentration and decisionmaking

Difficulties managing and communicating feelings

Misreading social cues

These reactions might be related to trauma, but they might not.

It’s important to remember that there is no standard response to traumatic events. Not all traumatic experiences have long-term negative consequences.

IMPACT OF TRAUMA

Protective factors are conditions or attributes of individuals, families, communities and the larger society that mitigate the developmental risks posed by trauma and promote healthy development and well-being of children, youth, and families.

IMPACT OF TRAUMA AND ADVERSITY IN THE ABSENSE OF BUFFERS/PROTECTIVE FACTORS

https://www.nes.scot.nhs.uk/our-work/trauma-national-traumatraining-programme/

Higher risk of all mental health difficulties

Higher risk of further harm

Higher rates of substance misuse and other health harming behaviours

Mental health

Higher rates of preventable disease

Higher rates of early death

Educational difficulties

Relationship risks

Physical health

IMPACT ON

Difficulty managing strong emotions

Risky strategies to manage distress

Social outcomes

Contact with justice system

Difficulties with relationships with others ie. trust

Other childhood adversity

Childhood single Incident Trauma Childhood

Adult Complex Trauma

Adult Single

Other adversity

TOXIC STRESS

We all experience stress in our daily lives. Some of this stress is positive and helps us to function. However, reactions to traumatic and other adverse life events, particularly in early childhood can create toxic stress. This can affect the way our brains and bodies grow. Over time this can have a negative impact on day to day functioning, including the ability to focus and to regulate emotions.

POSITIVE STRESS TOLERABLE STRESS TOXIC STRESS

Temporary and brief

Mild physical response

Easily managed by individual

Normal and essential

Temporary but more serious

More severe physical response

Individual likely to recover with the right support

Prolonged activation of stress response systems

Can disrupt development of brain and immune system

Lifelong consequences without adequate support

What causes “toxic stress”?

Adverse life events that are:

SEVERE REPEATED UNRELIEVED

Children are particularly dependent on adult caregivers as buffers to toxic stress, because they don’t have adequate coping mechanisms to respond to stress.

How toxic stress in the early years of life can impact human development Center on the Developing Child at Harvard University

www.youtube.com/watch?v=rVwFkcOZHJw

FIGHT, FLIGHT, FREEZE AND FAWN RESPONSES

When someone experiences an environmental cue related to the trauma this can trigger an involuntary stress response.

WHAT DOES “TRIGGERING” MEAN?

This refers to when an event, person or situation reminds one of an earlier traumatic event and evokes the feelings experienced at that time.

FIGHT FLIGHT FREEZE FAWN

Avoiding

Physical or verbal aggression, agitation, excessive retaliation for a perceived slight

conflict, escaping, withdrawal, masking true feelings

Stalling, dissociating, seeking solitude, zoning out, avoiding close relationships

Excessive compliance, denial of true feelings

When people are suffering from the effects of trauma, their stress response system tends to be constantly ‘on’ because they fear for their safety and instinctively want to protect themselves. This can result in behaviours that disturb, offend or alienate others; affecting their ability to form healthy relationships.

Feeling triggered isn’t just about something upsetting you or making you feel uncomfortable. For someone with a history of trauma, being around anything that reminds them of a traumatic experience can make them feel like they’re experiencing the trauma all over again.

Some routine aspects of the work environment might be inadvertently triggering, and lead to people behaving in ways that seem inappropriate or extreme.

TRIGGERS CAN BE INTERNAL OR EXTERNAL:

Internal triggers include thoughts, emotions and bodily sensations

External triggers include people, places, sounds, smells and situations

Trauma triggers and responses are different for everyone.

INTER-GENERATIONAL TRAUMA

It is inevitable that we pass on some of our fears and hopes to our children; just as we pass on our genetic material. So If we have experienced significant threats in life, we may pass on certain protective behaviours to protect our own children. Experiences of traumatic experiences can also trickle down through the generations.

The legacy of trauma

An emerging line of research is exploring how historical and cultural traumas affect survivors’ children for generations to come

Tori DeAngelis

AVOID MAKING ASSUMPTIONS

The key here is to avoid making assumptions if things go wrong in the workplace. ACEs and traumatic experiences can influence day to day behaviour in social interactions even in adulthood. When we interact with people, we only see what’s on the surface and don’t know what’s going on underneath and how it may impact their interactions with others.

We don’t need to know the details of what’s going on below the waterline, but we do need to understand that we don’t have the full picture and avoid making assumptions.

WE CAN SEE AND HEAR

WHAT

WE CANNOT SEE AND HEAR

WHAT

MOVING BEYOND TRAUMA

The potential negative consequences of traumatic events do not have to be life-long.

The brain is dynamic and it changes according to what we do and experience throughout our lives. Its impact is greater in childhood, when the brain is still developing. Even in adulthood, we all have the capability to learn, grow and adapt.

Protective factors, such as having supportive relationships and a positive future outlook, can also help shield individuals from the longterm effects of trauma.

Self-regulation is a core capability we all need, to be able to control our impulses, manage conflicting demands, avoid distractions, solve problems, and process information from multiple sources. Selfregulation is the ability to monitor and positively manage our emotions, thoughts, and behaviours

How Children and Adults Can Build Core Capabilities for Life Center on the Developing Child at Harvard University

“

When we deny our stories, they define us. When we own our stories, we get to write a brave new ending.”

Brené Brown

BUILDING POSITIVE RELATIONSHIPS THROUGH TRAUMA-INFORMED PRACTICE

Building and maintaining relationships are keys to supporting early talent.

There are certain strategies we can use to respond appropriately to people who may be affected by trauma which focus on building safe, trustful, supportive, collaborative and empowering relationships.

Trauma-informed Practice is grounded in the science of how trauma exposure impacts human development.

To implement this we need to: Understand the widespread occurrence and nature of trauma.

Recognise the different ways in which trauma can affect people. Adapt our own approach to respond safely and effectively and humanise the experience graduates have within the workplace.

If a graduate is affected by trauma, what do they need?

1 SAFETY

To be understood and feel safe emotionally and physically.

2 TRUST

To build trusting relationships, find reliability and consistent support.

3 CHOICE & CONTROL

To have some control and choices in the workplace.

4 COLLABORATION

To build positive relationships with colleagues and mentors

5 EMPOWERMENT

To have spaces to individually and collectively develop their own voice, needs and interests in the workplace

All these aspects of trauma-informed practice are interdependent and we will cover them in the next sections www.vimeo.com/274703693

Opening Doors: Trauma Informed

Practice for the Workforce

NHS Education for Scotland

SAFETY TO BE UNDERSTOOD AND FEEL SAFE EMOTIONALLY AND PHYSICALLY

Feeling physically, emotionally and psychologically safe is a basic human need, which is magnified for those of us who have experienced significant traumatic events.

WHAT HAPPENS IF WE DON’T FEEL SAFE?

We may conceal our true selves and suppress our authentic feelings. Those feelings may leak out in other behaviours, which may be extreme or inappropriate.

WHAT HAPPENS WHEN WE DO FEEL SAFE?

We are more likely to: Admit if we are struggling.

Ask for help when we need it.

Share our ideas and opinions openly.

Seek, accept and offer constructive feedback.

- Is there anything else you’d like to discuss?

- What other support do you need?

- How can we resolve this?

- What led you to that conclusion?

- What is your ideal outcome in this?

- Have I understood you correctly?

- Help me understand….

When asking graduates questions about their situation and circumstances, aim to balance interest with respect.

“Being respected as a woman, being valued as a person with boundaries –knowing when/when not to physically touch that could make someone feel uncomfortable – having that awareness is key.”

2nd year Computer Science student

WHAT COULD YOU DO TO CREATE GREATER PHYSICAL SAFETY?

- Create a welcoming atmosphere where people can feel at ease

- Be mindful of proximity and eye contact

- Ensure privacy and confidentiality when necessary

- Take differences  into account during interactions e.g. gender/race/religion

- Maintain professional boundaries

WHAT COULD YOU DO TO CREATE GREATER EMOTIONAL SAFETY?

- Build rapport

- Appropriately share your own concerns and vulnerabilities

- Establish and preserve a sense of calm

- Show compassion

- Regulate your own emotional response

- Be careful of language that may be triggering

WHAT COULD YOU DO TO CREATE GREATER PSYCHOLOGICAL SAFETY?

- Ask open questions with respectful curiosity

- Celebrate achievements

- Commend the learning that comes from making mistakes

- Focus on support and learning, rather than blame

- Use non-judgemental language

- Encourage growth mindset thinking

BEING COMPASSIONATE COMPASSION

Every interaction has the potential to make a difference, if we activate our empathy and use it to take positive action.

To demonstrate compassion, you need to be alert to the experiences and feelings of others, remain non-judgemental and suspend your own emotional response sufficiently to be able to act on their needs and support them ALIVE

NONJUDGEMENTAL

APPROPRIATE ACTION

ROFFEY PARK’S COMPASSION IN THE WORKPLACE MODEL

TOLERATING PERSONAL DISTRESS

‘‘The intent to contribute to the happiness and well-being of others”

USING NON-JUDGEMENTAL LANGUAGE WHEN THINGS GO WRONG

How could we rephrase these examples of judgemental language? Think about how you might get your point across in a way that separates the behaviour from the person.

“YOU ARE UNCOOPERATIVE”

Let’s try to find a compromise we can both live with / Can you meet me halfway? / What’s the best way of moving past this?

“YOU ARE DISRUPTIVE”

I am finding it difficult to work with your behaviour / When you do this I find it very distracting

“YOU ARE LAZY ”

I sense you are not feeling motivated to bring your best effort / What is stopping you from giving this your best shot?

EVALUATING COMPASSIONATE PRACTICE

HAVE YOU…

- had a conversation with someone that was purely focused on their personal needs and concerns

- taken the time to appreciate and celebrate an individual or team achievement

- stood up and advocated for someone in difficulty

checked in on a graduate’s emotional and mental wellbeing?

- demonstrated recognition of someone’s efforts (not just their achievements)

- given a graduate some words of encouragement to build their self-esteem

- really listened to what someone had to say, without waiting for your turn to speak

- gone out of your way to make someone feel heard and included

- provided someone with honest and constructive feedback

- asked someone to give you honest and constructive feedback

- noticed and responded to someone who is struggling

- shared an appropriate personal story, problem or challenge with a graduate or intern

talked about a time when you’ve been unsuccessful or were disappointed

- said a sincere ‘thank you’

- encouraged others to do all of the above

TRUST TO BUILD TRUSTING RELATIONSHIPS, FIND RELIABILITY AND CONSISTENT SUPPORT

It’s essential to make time to build relationships with your early talent, and at the foundation of any relationship or interaction is trust. Trust provides a safe place for people to share their struggles and dreams and reach their potential.

Stephen introduces 13 behaviours that drive trust-based relationships in his book ‘The Speed of Trust’.

TALK STRAIGHT

DEMONSTRATE RESPECT

CREATE TRANSPARENCY

RIGHT WRONGS

SHOW LOYALTY DELIVER RESULTS

GET BETTER CONFRONT REALITY

CLARIFY EXPECTATIONS

PRACTICE ACCOUNTABILITY

LISTEN FIRST

EXTEND TRUST

KEEP COMMITMENTS

“Clear communication with clear instructions. Having quality time and building a relationship can also help success.

”

2nd year Computer Science student

BUILDING TRUST TRUST

DESCRIPTIVE STATEMENT

Talk straight

Demonstrate respect

Create transparency

Right Wrongs

Show loyality

Deliver results

Get better

Confront reality

Clarify expectations

Practice accountability

Listen first

Keep commitments

Extend trust

I say what I mean and mean what I say

I care for others and show that I care

I am honest, open, authentic and real

I admit when I’m wrong and apologise quickly

I maintain confidentiality and don’t talk behind peoples’ backs

I get things done on time and meet expectations

I welcome feedback and strive to keep learning

I tackle all issues head-on, even the tough stuff

I make sure that aims and expectations are understood

I hold myself accountable for my own behaviour

I listen before I speak

I keep my promises and commitments

I extend trust abundantly to those who’ve earned it

HOW TO LISTEN

Building trust means better listening. When you really listen to someone it can have great results. You can:

- ASK THE RIGHT QUESTIONS

- UNDERSTAND EACH OTHER BETTER

- IDENTIFY PRIORITIES AND MOTIVATIONS

- ANTICIPATE ISSUES BEFORE THEY BECOME PROBLEMS

- MAKE THE OTHER PERSON FEEL VALUED

Listening is an art, a skill, and a discipline.  It’s more difficult than we imagine! The best listeners:

- FOCUS FULLY ON THE SPEAKER

- FOLLOW UP WITH QUESTIONS

- KNOW WHEN TO STAY SILENT.

- WITHHOLD JUDGEMENT

- LISTEN TO FEELINGS AS WELL AS FACTS

Active listening

Connect with a partner through empathy and understanding.

READING NON-VERBAL COMMUNICATION

People will not always tell you what they are thinking and feeling; so we also need to ‘listen’ for the messages that are not being spoken.

We can read emotional cues through facial expressions, gestures, posture, eye contact, and the tone, pace and volume of the voice.

These non-verbal cues play a number of different roles. During an interaction, consider whether the other person’s body language is indicating:

1 2 4 3 5

REPETITION – REPEATING OR STRENGTHENING A VERBAL MESSAGE

CONTRADICTION – CONTRADICTING WHAT THEY’RE ACTUALLY SAYING

SUBSTITUTION – CONVEYING A VIVID MESSAGE WITHOUT ANY WORDS

ACCENTUATION – CALLING ATTENTION TO A KEY PART OF THE MESSAGE

MODERATION – PLAYING DOWN OR DE-EMPHASISING A POINT

To improve your ability to listen with empathy you need to be sensitive to the different cues and to what they are telling you.

NOTE: It’s important to look at non-verbal communication signals as a group. Don’t read too much into a single gesture. Be alert to all the signals you are receiving and consider what emotions are perhaps underlying or being concealed.

RESPONDING WITH EMPATHY

Think of listening as a whole body response: not just hearing, but reading non-verbal cues and responding with empathy.

WHAT IS EMPATHY?

Sensing other people's emotions, coupled with the ability to imagine what someone else might be thinking or feeling.

To be empathic, you have to try to see a situation from another person’s viewpoint. Some graduates may appear unreasonable but they’re probably just reacting to the situation with the knowledge and experience they have. Once you’ve seen this, acknowledge it – even if you don’t agree with it, you can accept their right to feel the way that they do.

BEHAVIOURS TO AVOID

- GIVE UNWANTED ADVICE OR TRY TO FIX THINGS

- ANALYSE OR INTERPRET PEOPLE’S EMOTIONS FOR THEM

- SHIFT THE FOCUS AWAY FROM THEM AND ONTO YOUR OWN FEELINGS

- ASSURE THEM THAT EVERYTHING WILL BE FINE

- DISMISS THEIR FEELINGS AND TRY TO CORRECT THEM

- CONVINCE THEM THAT HOWEVER BAD THEY FEEL, IT’S WORSE FOR YOU

STEPS TO TAKE

RECOGNISE STRONG EMOTIONS

LISTEN WITHOUT JUDGEMENT, INCLUDING ‘LISTENING’ TO NON-VERBAL CUES

PAUSE TO CONSIDER THE SITUATION FROM THE OTHER PERSON’S PERSPECTIVE

SHOW ACCEPTANCE, BUT NOT NECESSARILY AGREEMENT

1 2 4 3 5 38 SUPPORTING EARLY TALENT TO FLOURISH

RESPONDING WITH EMPATHY

“WHAT I HEAR YOU SAYING IS ….  IS THAT RIGHT?  ”

“ I SEE WHAT YOU MEAN”

“DO YOU NEED A MOMENT?”

“THAT’S COMPLETELY UNDERSTANDABLE”

“THIS MUST BE HARD TO TALK ABOUT”

“THAT SOUNDS REALLY CHALLENGING”

“THANK YOU FOR SHARING THIS WITH ME”

“HOW CAN I HELP?”

“I’M SO SORRY THAT’S HAPPENED”

“WHAT DO YOU NEED RIGHT NOW?”

Please note: It is important to look, sound and feel genuine in your interactions; so feel free to adapt these suggested phrases to suit your own style of speech and to express empathy in a way that feels authentic to you.

CHOICE AND CONTROL TO HAVE THE POWER TO MAKE THEIR OWN DECISIONS WITHIN THE WORK ENVIRONMENT

By offering graduates choices and giving them active control in making decisions that affect them, we can encourage them to move from passive to active learning. We can support their reflections in making their own decisions and setting their own goals within the organisations’ requirements.

Sometimes experiences of trauma can make people feel that they have been robbed of their own power. Some come to believe that they have little control over their own lives, and can lose the motivation to try to change things. Therefore, this can be a barrier to some early talent flourishing and accessing the support they need.

Here are some ways to open up and support your early talent to regain their sense of agency.

BE PATIENT...

...by giving them time to think and to process rather than rushing them or bulldozing them

LISTEN ACTIVELY...

...and intently when they start to share their ideas, make sure that you listen really well and show that you are listening. Don’t be afraid of silences as they gather their thoughts

GIVE THEM A RANGE OF OPTIONS...

...to choose from – it can help to take a ‘multiple choice’ approach rather than being too open, this makes it easier for graduates and interns to express their needs or preferences

HAVE ONE TO ONE CONVERSATIONS

people are often less likely to be assertive in a group than they are in a one to one situation, as they fear being judged

BE CLEAR ON THE BOUNDARIES

it’s rarely possible to give unlimited choice, so guide graduates by setting clear parameters on their options

ASK OPEN QUESTIONS

asking graduates sincerely what they think or how they feel, then listening actively to what they have to say, helps to build confidence and create an environment of safety where their thoughts and feelings are truly valued

COLLABORATION

TO FIND SUPPORT FROM COLLEAGUES AND BUILD STRONG RELATIONSHIPS

Humans are social beings. We all rely on cooperation and social support to thrive and survive.

Growth, progress and healing from trauma therefore take place in the context of relationships and meaningful connections that enable shared control and decision-making.

We can help graduates to build strong relationships with peers and mentors, and to navigate the workplace to find the support they need.

COLLABORATION INVOLVES:

- Peer to peer support systems and communities

- Setting up spaces where graduates and more senior staff can learn from one another

What can you do to facilitate collaboration between students, and between students and staff?

EMPOWERMENT TO HAVE SPACES TO INDIVIDUALLY AND COLLECTIVELY DEVELOP THEIR OWN VOICE, NEEDS AND INTERESTS IN THE WORKPLACE.

WHAT IS EMPOWERMENT?

Empowerment is a multidimensional process that is complex to define. Depending on our realities and our multiple identities, we are all (dis-) empowered in different ways.

The main pillars of empowerment are rooted in self-understanding, voice, collective action, and agency.

Nonetheless we can empower early talent by giving them spaces to individually and collectively develop their own voice, needs and interests, and change their own lives.

We cannot empower people on their behalf but we can encourage them to take that journey. Empowering graduates involves creating a pathway of safety, trust, choice, control, and collaboration to take more control of their work

EMPOWERMENT

I choose to take control of my own life COLLABORATION

I have access to the support I need CHOICE

I have a say in the decisions that affect me TRUST

I know I am valued and respected SAFETY

I feel secure and protected

USING THE LANGUAGE OF ACCOUNTABILITY

One way to empower early talent is to encourage them to take accountability for their decisions and their work.

USING THE LANGUAGE OF ACCOUNTABILITY

How might you rephrase these examples into language that encourages ownership and accountability?

“YOU DON’T HAVE A CHOICE”

“YOU NEED TO…”

“ YOU’VE GOT IT WRONG”

“ARE YOU SURE YOU WANT TO DO THIS?”

“I WANT TO KNOW…”

“WHY DID YOU DO THAT?”

“ THAT’S NOT GOING TO WORK”

“YOU’RE NOT GOOD AT…”

ASK QUESTIONS THAT EMPOWER

Use open-ended questions often start with What, Why, How, or What if…? Or they can start with Tell me about, Describe, or Explain….

Avoid asking leading questions in which the answer you want is implicit. Keep your questions short and simple

Become comfortable with silence and avoid jumping in with advice or solutions too quickly.

SOME EMPOWERING QUESTIONS TO TRY

What did you learn?

How else might you look at that?

What’s most important to you?

What’s holding you back?

What might you do differently?

What’s possible for you now?

What really matters?

How do you plan to achieve that?

How does that feel to you?

What help do you need?

TAKING CARE OF YOURSELF

As you have read through the approaches to trauma-informed practice, you may have related to some of them yourself. We all need safety, trust, choice, collaboration and empowerment for our wellbeing. It is helpful to remember these practices when we interact with our colleagues as well as our early talent. In the process let’s not forget to treat ourselves with compassion.

Taking care of ourselves will protect us from the risk of experiencing vicarious trauma : a health risk that has been identified among staff who regularly engage empathetically with survivors of trauma. Some of us may directly relate to students’ experiences of adversity because of our own stories. However, over-empathising and over-identifying can take an emotional toll.

To help others, we need to take care of ourselves. Consider talking to a person you trust about your concerns.

Gaining Perspective on Negative Events

Take a step back and analyze your feelings without ruminating.

Have

TIPS FOR EMOTIONAL RECOVERY

Here are a few pointers to help you to recover emotionally from a stressful interaction.

MENTAL PHYSICAL SOCIAL DISCONNECT

CLOSE YOUR EYES BE KIND

CLEAR YOUR MIND

TAKE A BREATH BE HONEST

VISUALISE THE OUTCOME RELEASE TENSION

ASK FOR HELP

SELF-COMPASSION

To show compassion to others you must be able to show it to yourself, and understand that suffering, failure and imperfection are all part of being human.

SELF-COMPASSION IS

Feeling warm and caring towards yourself

Being kind to yourself when you make mistakes

Acknowledging your feelings without exaggerating them or suppressing them

Allowing yourself to feel and be happy and healthy

Practicing mindfulness

Acknowledging your vulnerabilities

A way to build your resilience

“Self compassion is not a way of judging ourselves positively – it’s a way of relating to ourselves kindly.”

Kristin Neff, professor in educational psychology

STRATEGIES FOR SELF-COMPASSION

Acknowledge that mistakes are part of learning

Stand up for what you believe, even if it’s not popular

Learn from constructive critique

Express your anger in a creative way

Surround yourself with people who want you to succeed

Take a look at Kristen Neff’s resources. She is the founder of self-compassion: self-compassion.org

MAINTAINING PERSONAL AND PROFESSIONAL BOUNDARIES

In order to take care of ourselves it’s essential to set and protect our own boundaries – defining when it’s appropriate to draw the line and maintain a professional distance.

WHAT ARE PERSONAL BOUNDARIES?

The physical, emotional and mental limits we use to protect ourselves from being drawn too much into students’ lives and from being manipulated or violated by others.

WHAT ARE PROFESSIONAL BOUNDARIES?

The legal, ethical and organisational policies that protect staff from physical and emotional harm, and help to maintain a safe working environment.

TIPS FOR MAINTAINING BOUNDARIES

Be clear about your role and its limits

Let graduates know if they are behaving inappropriately

Keep your relationship professional

Avoid disclosing too much personal information

Avoid any physical contact

Do not seek unnecessary personal information from graduates

Recognise and manage your own triggers

Maintain privacy and confidentiality

WE NEED TO SET BOUNDARIES REGARDING

BEHAVIOUR TIME

Much as it’s important to make time to engage with graduates, it’s just as vital to protect your time so that your own work and wellbeing don’t take a back seat. Advise your graduate how much time you have to spend with them. It’s possible to have a positive and empathic interaction in just a few minutes, if that’s all the time you have available in that moment.

We now understand that graduates who have been triggered by issues beyond your reach may present with behaviours that can be distressing and challenging to deal with. The trauma-informed approach aims to minimise the risk of this happening; however if a situation escalates to a point where you feel unsafe, it’s fine to withdraw from the interaction.

This handbook is adapted from a fluidbook created with Hemsley Fraser in 2022.

Imagery created by UEL Alumni Luke Gray to celebrate our 125th anniversary and showcase the qualities that make the University of East London unique.