Date of Award

3-28-2024

Publication Type

Thesis

Degree Name

M.Ed.

Department

Education

Keywords

composition pedagogy;critical disability theory;post-secondary;trauma;trauma-informed pedagogy;writing centre

Supervisor

Lindsey Jaber

Abstract

Trauma is ubiquitous, including in post-secondary settings, meaning that trauma-affected individuals are present in every classroom or service setting. While research has investigated the engagement of post-secondary instructors with student trauma disclosures, this work has not extended to cover the unique role of post-secondary writing centre staff. Writing tutors are employed to assist students with their writing and research skills; however, they may encounter trauma narratives through written assignments or verbal disclosures. Writing consultants often labour under a degree of precarity and lack control over curricular and assignment design, giving them little preparation before encountering emotionally challenging material. As a ‘helping profession,’ they may be at risk of secondary trauma, re-traumatization based on personal trauma histories, or unsustainable levels of emotional labour. This project employs a critical disability lens and an equity-centred trauma-informed framework to examine the experiences of university-based writing centre staff in Ontario, Canada as they relate to student trauma. Semi-structured interviews were employed to explore how writing centre staff perceive and narrate their engagement with student trauma and how this may relate to trauma-informed pedagogical practices. Based on a Reflective Thematic Analysis, several themes are explored, including the relationship between writing centre structure/labour conditions and trauma-informed practice, types of emotionally challenging interactions, strategies tutors employ to engage with students during such sessions, and gaps in ability to provide trauma-informed service. These themes provide insight into tutors’ experience with student trauma and imply recommendations to improve staff and student well-being through engaging with trauma-informed practices in the writing centre.

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