GATHERING

The goal of these meetings was to engage participants in a literature review of research and programmatic materials from different domains, to explore a variety of pedagogical and clinical models, and, in the introductory phase, to listen for intersections in the language and practice of arts education and trauma-informed healthcare. Distributed agendas, PowerPoint presentations, meeting minutes, and a shared Google drive with documents and resource folders, allowed for rigorous study and accountable conversation about current neuroscience and brain research, reports on the intrinsic benefits of the arts, and previously explored intersections with the frameworks of social and emotional learning (SEL) and arts experiences.

While managed by AEN leadership, the structure of the planning team was shaped by shared power and authority; the group established community agreements around expectations and norms that would define relationships for the multi-year project. Many of the core group of participants who attended the early meetings were interviewed for this report.

Clinicians and GNHCC and MBKN representatives shared their knowledge of ACEs, or Adverse Childhood

“We were interested in connecting the dots between trauma-informed care and the arts and wanted to explore what role the arts can play in light of the powerful work being done by trauma-informed practitioners. We wanted to understand the intrinsic and intentional role that the arts can play in mitigating the impacts of trauma and on healing.”

(Sanaz Hojreh, Consultant and Former Director of Arts Ed Newark)

Experiences that have lasting, negative effects on health, wellbeing, and opportunity. They described the impacts of traumatic events from childhood, as well as complex or multiple traumas, and generational traumas inherited by children and adults. They shared exercises that helped colleagues recognize and identify examples of trauma and privilege in their own lives, and introduced therapeutic approaches for addressing and mitigating trauma, and building resilience. While the clinicians were familiar with art therapy, they were interested in learning more about arts education strategies that might resonate with their professional training.