Healing begins with humble exploration to meet each other where we are.
As we move forward with our Heal Historical Trauma project, we are beginning to explore terms or complexities that we had not previously considered, or that become much clearer when expressed in tangible words or concepts. One of these intriguing terms, which I was previously unaware of, is Learned Helplessness.
Learned helplessness, much like the model described by Maier and Seligman (2016), is a psychological state observed in humans. It emerges when individuals come to believe that they have no control over aversive events in their lives. This belief, in turn, fosters passivity and a pervasive sense of powerlessness when it comes to altering their circumstances. The roots of this often lie in recurring experiences that repeatedly reinforce disappointing outcomes. Over time, these experiences lead to the establishment of deeply ingrained, transgenerational narratives.
The cycle of demanding expectations and the strong creation of stigma can have counterproductive effects. Instead of fostering an environment of safety, belonging, and agency for learning and personal development, it can lead to the opposite: aversion, absenteeism, and low motivation.
So what can we learn from Rachit Shah’s experience with designing mental health interventions?
Rachit Shah highlights the importance of listening in his work in Uganda and Jordan. He emphasizes the need to observe with fresh eyes and connect with people without making assumptions beforehand. We understand, through our own conversations with the organization (HHT), that building a humble and comprehensive starting point is essential in our work.
This reflections and insight gainings can be shared with people who also intend to build projects or support people in the space, as a way to raise previous awareness and empathy of the situation they intend to approach. Seems crucial to do so before seeking a “solution” or passing judgment. It can come from opening ourselves as people from the outside to fully and actively listen, even when we have the opinion of experts or people who have been immersed in the context for a long time, according to Rachit’s experience, there may be details that are not visible or noticed on an everyday basis.
Applying this insights to our project.
In our current project, where students at the school we’re collaborating with might be struggling with emotions, challenges, and outcomes reinforced by a sense of learned helplessness, we’ve discovered an important learning. While talk therapy is an invaluable resource, it can occasionally have retraumatizing effects by intensifying stress hormones and reinforcing detrimental neural pathways. This revelation has motivated us to explore alternative resources, similar to the approaches suggested by Rachit.
Reflecting on the importance of using symbolic, pictorial, and metaphorical elements, as well as written stories, to foster relatability, we can create a safe space that transcends the fear of stigma by mirroring the experiences of the individuals we seek to support. In this process, we find resonance with the Blanket Exercise, a powerful resource for collective healing. The Blanket Exercise is a powerful experiential learning tool that examines over 500 years of Indigenous history. It contributes to the understanding of historical trauma and fosters connections through movement and embodiment (Boarding School Healing, n.d.).
When thinking about powerful methods to gain understanding through alternative ways, we could obtain valuable information from individuals in a responsible manner without causing them stress or exacerbating their trauma.
A positive approach of resilience and collective empowerment.
In conclusion, when we emphasize the significance of recognizing and sharing stories (through words or through reflection and embodiment), we have the opportunity to collectively create inclusive and vulnerable environments that foster agency, security, relationships, and a profound sense of belonging. In this atmosphere, facilitators or teacher’s participation matters as well, further promoting a culture of support.
By adopting a positive psychology perspective, supported by stories of inspiration, it becomes possible to enhance the resilience, value, and potential of both students and teachers. Instead of solely focusing on what needs fixing, it is important to recognize and amplify what is already good. Through tailored healing approaches that address genuine needs, individuals can uncover clarity and inner strength within their personal histories, identities, voices, and existence, resulting in profound and transformative growth. The creation of supportive spaces where students and teachers can offer mutual support and draw inspiration from their own resilience and inherent worth empowers individuals to recognize and appreciate the beauty that already exists.
Maier, S. F., & Seligman, M. E. (2016). Learned helplessness at fifty: Insights from neuroscience. Psychological review, 123(4), 349–367. https://doi.org/10.1037/rev0000033
National Native American Boarding School Healing Coalition. (n.d.). The Blanket Exercise. Retrieved November 1, 2023, from https://boardingschoolhealing.org/education/the-blanket-exercise/.
