Proactive resistance to re-traumatization

Re-traumatization, the inadvertent triggering of past trauma, poses significant risks to individuals, particularly in environments like academic libraries where patrons seek assistance and support. Understanding the concept of retraumatization and its potential impact on students is crucial for librarians tasked with providing aid. It involves recognizing that certain interactions, discussions, or materials may unintentionally evoke distressing memories or emotions in individuals who have experienced trauma. By acknowledging this possibility, librarians can take proactive measures to obtain consent and create a respectful environment conducive to patrons’ well-being.^[1][2]

Libraries should actively work to prevent the re-traumatization of patrons by creating environments and practices that prioritize safety, autonomy, and respect. This involves recognizing potential triggers and avoiding practices that may inadvertently evoke traumatic experiences for patrons. Libraries should also advocate for policies and procedures that support trauma-informed care and challenge systemic barriers that perpetuate harm and marginalization. Proactive resistance to retraumatization in libraries involves implementing policies and practices that minimize the risk of triggering traumatic reactions in patrons, where staff are trained to recognize potential triggers and respond sensitively to patrons who may be experiencing distress. This may involve providing privacy, offering alternative resources, or connecting patrons with appropriate support services.

Antiracist and anti-ableist practices prioritize creating environments that are free from discrimination and harm. Librarians can resist re-traumatization by implementing policies and procedures that actively challenge racism and ableism, such as providing accessible services and resources, addressing microaggressions, and advocating for structural changes that promote equity and inclusion. The initial step of actively resisting re- traumatization is both engaging in critical self- reflection and critical organizational reflection. Expanding on the four R’s of trauma informed practices, Proactive resistance to re- traumatization involves using consent in the library, using content warnings, practicing empathy, and holding yourself accountable.

Proactive resistance to re-traumatization is a fundamental principle in trauma-informed librarianship to prevent inadvertently triggering or re-traumatizing patrons. Librarians must be proactive in creating environments that are sensitive to trauma survivors’ needs, implementing policies and practices that prioritize safety, dignity, and respect. This involves recognizing potential triggers, avoiding practices that may cause distress, and providing appropriate support and resources when needed. The promotion of empowerment, safety, and trust within trauma-informed librarianship is interconnected with various principles of trauma-informed care:

1. Safety: Safety is foundational to proactive resistance to re-traumatization in libraries. Libraries that strive to actively resist re-traumatization through implementing policies, procedures, and physical environments create libraries where patrons actually feel physically and emotionally secure.
2. Trustworthiness and transparency: Trust and transparency are essential for Proactive resistance to re-traumatization in libraries. By fostering open communication and building trusting relationships with patrons, library staff can create safe and supportive environments where patrons of varying backgrounds and identities feel comfortable seeking assistance. Transparent policies and practices help to clarify expectations and ensure that patrons understand the services and resources available to them. This transparency builds confidence and empowers patrons to make informed choices about their own healing journey, reducing the risk of re-traumatization.
3. Peer support: Proactive resistance to re-traumatization can involve fostering peer support networks within the library community. Libraries may facilitate peer-led support groups or create opportunities for patrons to connect with others, providing validation, understanding, and a sense of belonging, which are essential for healing and recovery. Proactive resistance to re-traumatization within the library can also involve fostering peer support among library staff. Staff can engage in mutual support networks where they can share experiences, resources, and coping strategies for dealing with challenging situations. This collaboration allows staff members to draw upon each other’s expertise and perspectives, strengthening their ability to provide trauma-informed care.
4. Collaboration and mutuality: Collaboration and mutuality play a crucial role in proactive resistance to retraumatization within the context of trauma-informed care. By fostering collaborative partnerships and mutual respect among library staff, community organizations, and service providers, library staff can create a supportive network that addresses the complex needs of trauma survivors. Through collaborative efforts, librarians can pool resources, share knowledge and expertise, and coordinate services to ensure patrons receive comprehensive support. This collaborative approach promotes a sense of mutuality, where all stakeholders work together as equal partners to empower survivors and create environments that prioritize safety, trustworthiness, and healing. By embracing collaboration and mutuality, libraries can proactively resist re-traumatization and create spaces that foster resilience and well-being for all patrons.
5. Empowerment, voice, and choice: Empowerment, voice, and choice are fundamental principles in proactive resistance to re-traumatization within trauma-informed care. When trauma survivors are empowered to make decisions about their own experiences and treatment, and their voices are heard and respected, it can help prevent re-traumatization and promote healing. In the context of library services, empowering patrons by offering them choices and opportunities to express their preferences can contribute to a sense of agency and control, which are essential for overcoming trauma. Libraries can provide resources and information that enable patrons to make informed decisions about their own well-being and recovery. Additionally, creating environments where patrons feel safe to voice their needs and preferences without fear of judgment or re-traumatization fosters a sense of empowerment and promotes healing. By prioritizing empowerment, voice, and choice, libraries can proactively resist re-traumatization and create inclusive spaces where all patrons feel valued and supported in their journey toward healing and recovery.
6. Cultural, historical, and gender issues: Cultural, historical, and gender considerations are vital for proactive resistance to re-traumatization. Understanding diverse cultural backgrounds, historical contexts, and gender identities informs the creation of inclusive and responsive support systems. By addressing these intersecting issues, libraries can provide more culturally sensitive, trauma-informed services that support the healing and resilience of trauma survivors.

Resisting re-traumatization in libraries is crucial because libraries serve as essential community spaces where individuals seek information, support, and resources. Many patrons, the vast majority who have experienced trauma, rely on libraries for access to educational materials, social services, and assistance. By creating environments that prioritize safety, trust, and empowerment, libraries can ensure that all patrons feel respected, valued, and supported in their journeys. Re-traumatization can exacerbate existing trauma and deter individuals from accessing the resources they need, leading to further isolation and distress. By actively resisting re-traumatization, libraries can fulfill their mission of promoting equity, inclusion, and well-being for all members of the community.

In trauma-informed work, Proactive resistance to re- traumatization is paramount as it fosters a supportive environment conducive to healing and growth. Key to this is cultivating compassion and empathy; however, it’s crucial to distinguish between genuine compassion and pity. While compassion entails acknowledging and understanding another person’s pain without judgment and offering support in a non-patronizing manner, pity often involves viewing the individual as inferior and maintaining emotional distance. Pity can inadvertently reinforce feelings of isolation and disempowerment, undermining the individual’s agency and resilience. Therefore, in trauma-informed practice, it’s essential to approach individuals with empathy and compassion, honoring their strength and resilience while providing support and validation without fostering a sense of pity. This approach not only preserves the individual’s dignity but also fosters trust and connection, essential elements in the healing journey.

Trauma- informed librarianship in praxis

Practicing consent and utilizing content warnings in the library

One essential strategy for preventing re-traumatization is to prioritize obtaining consent before engaging in potentially triggering discussions or activities. Librarians should be mindful of the sensitive nature of certain topics and avoid making assumptions about patrons’ comfort levels. Instead, they can offer clear explanations of the content or assistance being provided and allow individuals to opt-in or opt-out based on their preferences. This approach empowers patrons to make informed choices about their participation, reducing the risk of inadvertently causing harm.

Using content warnings in academic libraries can significantly contribute to preventing re-traumatization among patrons who have experienced trauma. Content warnings serve as proactive measures to alert individuals about potentially distressing content, allowing them to prepare mentally and emotionally before engaging with materials or discussions that may evoke past trauma. By providing advance notice or alerts about sensitive topics, images, or themes, librarians empower patrons to make informed decisions about their exposure to triggering content. This approach helps individuals avoid unexpected encounters with distressing material, reducing the risk of experiencing heightened emotional distress or re-traumatization. Additionally, content warnings demonstrate empathy, sensitivity, and respect for patrons’ well-being, fostering a supportive and inclusive environment where individuals feel valued and understood. Librarians can also advocate for the use of content warnings across campus, encouraging professors and faculty to incorporate them into their syllabi to promote a culture of awareness and sensitivity.^{[3][4][5][6][7][8]}

Practicing empathy with Dr. Brene Brown

“Compassion is the daily practice of recognizing and accepting our shared humanity so that we treat ourselves and others with loving-kindness, and we take action in the face of suffering,” while “empathy is a skill set that is one of the most powerful tools of compassion.”^[9] Empathy is hailed as a crucial trait for fostering cooperation, kindness, and tolerance in society. Research indicates that empathy acts as a psychological “superglue” that connects individuals and motivates prosocial behaviors such as forgiveness, volunteering, and helping others. Studies suggest that empathy can override noncooperation, leading to greater generosity and forgiveness. Moreover, empathy can improve relationships with strangers and mitigate bias and systemic racism; however, developing empathy can be challenging and requires deliberate effort and the cultivation of the right kind of empathy to truly benefit society.

Dr. Brené Brown identifies some blocks to compassion, noting pity and despair as two notable obstacles to fostering compassion. “There’s nothing worse than feeling pitied, and we have the research to show us why it feels so isolating. Pity involves four elements: a belief that the suffering person is inferior; a passive, self-focused reaction that does not include providing help; a desire to maintain emotional distance; and avoidance of sharing in the other person’s suffering.” Brown also goes on to discuss despair, noting that being compassionate doesn’t entail immersing ourselves so deeply in others’ suffering that we become overwhelmed with anguish. True compassion is the gentle willingness of the heart to acknowledge and respond to one’s own or another’s pain without succumbing to despair, resentment, or aversion. It embodies the desire to alleviate suffering, extends care to those in sorrow, and eradicates cruelty from the mind.

Building empathy can play a vital role in resisting re-traumatization by fostering understanding, compassion, and sensitivity. When individuals cultivate empathy, they develop a deeper awareness and respect of others’ experiences, emotions, and perspectives, reducing the likelihood of inadvertently triggering traumatic reactions. To avoid compassion fatigue with patrons and maintain the empathy required for a trauma informed approach, it is important to reflect on the patrons feelings or experiences without necessarily trying to feel it yourself.

Empathy misses^[10]

Brown identifies the eight emotions, behaviors, and empathetic miscues that get in the way of connection:^[11]

• Sympathy versus empathy: This is when someone offers sympathy (I feel so sorry for you) instead of empathy (I understand, I’m with you, and I’ve experienced similar feelings). The underlying message in this sympathetic response is a sense of detachment: I do not experience those things.
• Judgement: This is when someone hears what your experience and feels shame for you (You “should” feel shame). When this happens we feel the need to make the other person feel better rather than asking for what we need, which is empathy.
• Disappointment: The person who expects you to embody unwavering worthiness and authenticity, yet feels disappointed in your imperfections (You’ve let me down). This person cannot offer support because they are disillusioned by your shortcomings, leaving you with a sense of letting them down.
• Discharging discomfort without blame: Because shame is deeply felt and easily transmitted, we might experience it on behalf of others. In response, some individuals feel compelled to alleviate their own discomfort and vulnerability by resorting to blame and scolding. They might direct this blame at you with questions like, “What were you thinking?”, or they might seek to deflect responsibility by targeting someone else, saying things like, “Who was that guy? We’ll make him pay.” It’s worth noting that parents can inadvertently slip into this pattern when a child confides in them about a shameful experience, asking questions like, “How could you let this happen?”
• Minimize / avoid: When we seek to escape from difficult emotions, we often downplay or evade the situation (Let’s make this go away). Driven by their own discomfort, this individual may choose to ignore your pain or dismiss the fact that you’re suffering: “You’re exaggerating. It wasn’t that bad. You rock. You’re perfect. Everyone loves you.”
• Comparing / competing: This individual often mistakes shared experiences as an opportunity to overshadow yours (If you think that’s bad!). They might say, “That’s nothing. Let me tell you what happened to me once!”
• Speaking truth to power: When you hold someone accountable for language, comments, or behavior that marginalizes or dehumanizes others, and it causes discomfort or conflict, this person’s reaction may be one of disbelief or disapproval (Don’t upset people or make them uncomfortable). Instead of offering empathy, they might say, “I can’t believe you said that to your boss!” or “I can’t believe you went there!” or “You can’t talk about that stuff with people.” A more empathetic response would acknowledge the difficulty of the situation, such as, “That must have been hard—you were really brave,” or “It’s hard to stand up for what you believe in—thank you.”
• Advice giving / problem solving: When confronted with pain, our initial impulse is often to offer solutions, especially for those of us known for problem-solving (I can fix this and I can fix you). Instead of simply being present and listening to others in their emotional state, we tend to jump into fixing mode.

Attributes of empathy

Brown states that making space for someone else’s feelings is key to building empathy and cultivating a safe space. Instead of trying to make the situation better, which oftentimes leads to us inadvertently minimizing the other person’s experience, we can say something as simple as “I don’t even know what to say right now, I’m just so glad you told me.” She then goes on to say “rarely can a response make something better; what makes something better is a connection.”

She provides a framework for empathy using Theresa Wiseman’s Attributes of Empathy and Kristin Neff’s research on self- compassion:

1. Perspective taking: Perspective-taking is the cognitive ability to understand and consider the thoughts, feelings, and perspectives of others. It involves mentally putting oneself in someone else’s shoes to comprehend their experiences, emotions, and viewpoints. What does that concept mean for you? What is that experience like for you?
2. Staying out of judgment: Staying out of judgment refers to refraining from forming negative evaluations or criticisms about others based on their thoughts, feelings, behaviors, or circumstances. It involves maintaining an open-minded and non-critical stance when interacting with others, allowing for understanding and acceptance rather than jumping to conclusions or passing harsh judgments. Just listen, don’t put value on it.
3. Recognizing emotion: Recognizing emotion involves acknowledging and understanding the feelings experienced by oneself and others. It entails being able to identify and name emotions accurately, discern their underlying causes and triggers, and validate their presence without judgment or suppression. How can I touch within myself something that helps me identify and connect with what the other person might be feeling? Check in and clarify what you are hearing. Ask questions.
4. Communicating our understanding about the emotion: Communicating our understanding about the emotion involves expressing compassion and validation towards oneself or others regarding the emotions being experienced. This communication encompasses acknowledging the emotions openly and empathetically, demonstrating understanding of their significance and impact, and offering support and connection in response. It involves actively listening, expressing empathy, and validating the emotional experiences of oneself and others without judgment or criticism.
5. Practicing mindfulness: Practicing mindfulness involves cultivating present-moment awareness and nonjudgmental acceptance of one’s thoughts, feelings, and experiences. It entails intentionally paying attention to the present moment with curiosity, openness, and compassion, without getting entangled in judgments or reactions. Brown emphasizes the importance of mindfulness in fostering self-awareness, emotional regulation, and resilience. It allows individuals to observe their thoughts and emotions without becoming overwhelmed by them, enabling greater clarity, insight, and conscious decision-making in navigating life’s challenges. Mindfulness practices such as meditation, deep breathing, or body scans are often used to cultivate this state of mindful awareness and presence. This is not pushing away emotion because it’s uncomfortable, but feeling it and moving through it.

Here are some ways to build empathy based on psychology studies^[12]:

Be willing to grow

Research suggests that while the cognitive demands of empathy may lead some to avoid it, empathy can be enhanced through effective teaching methods. Studies by Schumann and Zaki indicate that the desire to cultivate empathy can drive individuals to extend empathic efforts, particularly when they believe in the potential for empathy growth. Similarly, Erika Weisz emphasizes the importance of adopting a growth mindset towards empathy, as those who believe in its potential for development are more likely to make conscious efforts to empathize, especially with unfamiliar or different individuals. This approach has been shown to improve accuracy in perceiving others’ emotions and correlates with increased social connections, as evidenced by Weisz’s work with college students.

Expose yourself to differences

To enhance empathy and perspective-taking, Shereen Naser, PhD, suggests immersing oneself in diverse media and participating directly in other cultures. By consuming books, movies, or experiences featuring perspectives different from one’s own, individuals can gain a richer understanding of others. Sara Hodges, PhD, emphasizes the importance of being fully present in such situations, as paying attention to others fosters empathy and involvement in their experiences. Naser encourages activities like visiting unfamiliar communities to deepen understanding and decrease bias. One student’s experience at a Hindu celebration highlighted the feeling of being an outsider, leading to greater empathy and cultural understanding.

Read fiction

Raymond Mar, PhD, from York University, explores how reading fiction and character-driven stories can enhance understanding of people and the world. Engaging with stories involves understanding characters’ motivations, interactions, and goals, which can parallel real-world social cognition. This effect extends to various mediums like live theater, Netflix shows, or novels, as long as they contain narrative elements. Practicing empathy through relating to fictional characters can broaden perspectives without threatening one’s own, fostering a willingness to listen to and validate others’ experiences alongside one’s own.

Harness the power of oxytocin

Bianca Jones Marlin, PhD, a neuroscientist from Columbia University, discovered that oxytocin, known as the social hormone, enhances empathy and prosocial behaviors. In her research with mice, she found that oxytocin released during birth and parenting alters brain regions related to hearing, motivating caregiving behaviors. Oxytocin also promotes helping responses beyond blood relationships; when administered to virgin mice, they cared for unrelated pups. Marlin suggests that humans can leverage oxytocin through behaviors like eye contact and gentle touch to foster empathy and cooperation, emphasizing the importance of connection and understanding in overcoming differences.

Identify common ground

Feeling socially connected is crucial for eliciting prosocial behaviors. Empathy often arises when individuals perceive others as part of their own group or when a situation evokes a sense of shared humanity. This empathy can drive people to help others even at personal cost. Jay Van Bavel, PhD, suggests that fostering a shared identity, even temporarily, can enhance empathy and cooperation. Research indicates that establishing common ground, such as being on the same team for a task, can promote positive feelings and cooperation among individuals from different backgrounds. To cultivate empathy in personal interactions, focusing on similarities rather than differences can be effective, leveraging shared identities to strengthen connections and understanding.

Ask questions

Existing research on empathy often focuses on accuracy in recognizing emotions, but Alexandra Main, PhD, emphasizes the importance of curiosity and interest in empathetic interactions. Rather than simply “mind reading,” empathy involves actively trying to understand someone else’s perspective. Main suggests that asking open-ended questions and expressing genuine interest can foster empathy and facilitate open discussion. This approach applies to various relationship dynamics, from parent-child relationships to interactions with spouses or friends. By engaging in curiosity and asking questions, individuals can deepen their understanding of others’ experiences and promote empathy in their relationships.

Empathy encourages individuals to listen actively and non-judgmentally, validating the experiences of trauma survivors and creating a safe space for them to express themselves. By understanding the impact of trauma on survivors’ lives, empathetic individuals can tailor their interactions and responses in ways that minimize distress and promote healing. Empathy fosters a sense of solidarity and connection, reinforcing the survivor’s sense of worth and agency.

Understand your blocks

Research indicates that everyone faces barriers to empathy, known as empathy blocks, which can hinder prosocial behavior. To overcome these barriers, Karina Schumann suggests identifying patterns where empathy is challenging and actively addressing them. For instance, if being around negative people is difficult, Schumann recommends confronting this discomfort by spending time with them and reflecting on their perspectives without interrupting or formulating responses. By listening attentively and allowing others to express themselves fully, individuals can foster a stronger sense of empathy and understanding, even in situations where they may strongly disagree.

In educational settings, such as libraries, cultivating empathy among librarians can enhance their ability to provide trauma-informed support and services. Empathetic librarians are better equipped to recognize signs of distress, respond sensitively to patrons’ needs, and implement practices that prevent retraumatization, such as using trigger warnings and creating safe spaces. By prioritizing empathy in their interactions, librarians can contribute to a culture of understanding and support, ultimately empowering trauma survivors to engage with library resources and services without fear of retraumatization.

Second- guess yourself

Empathy often hinges on a willingness to learn, which requires questioning assumptions and automatic reactions, whether in significant issues like racism or everyday interactions. Ann Rumble emphasizes the importance of considering “what-ifs” before making snap judgments in frustrating situations. For instance, instead of assuming a late patient lacks seriousness about therapy, consider other factors like stress or transportation issues. If negative assumptions are made, it’s crucial to slow down and acknowledge the potential for error. Sara Hodges suggests applying the same skepticism used in scientific inquiry to personal interactions, fostering a mindset of continual questioning and openness to alternative explanations.

Holding yourself accountable with Mia Mingus

Implementing trauma-informed care often challenges conventional notions of professionalism, as it requires a paradigm shift towards empathy and self-awareness. In this process, extending empathy towards oneself becomes equally crucial. Recognizing that mistakes are inevitable and acknowledging them with humility is essential. However, when unintentional re-traumatization occurs, it’s vital to hold oneself accountable and offer a genuine apology. Mia Mingus, educator, and activist, offers a valuable framework for accountability and apologizing in her essay, “The Four Parts of Accountability & How to Give A Genuine Apology.”^[13] This framework encourages individuals to take responsibility for their actions, reflect on the impact of their behavior, and express sincere remorse. It emphasizes the importance of learning from mistakes, committing to growth, and actively working towards preventing future harm. By embracing this approach, practitioners of trauma-informed care cultivate a culture of accountability, empathy, and continuous learning, fostering a safer and more supportive environment for all.

The essay emphasizes the importance of apologizing as a fundamental aspect of accountability, particularly in relationships where ongoing connection and care are desired. It delineates the scope of the discussion, focusing on conflicts, misunderstandings, and low-level harm rather than severe instances of harm or violence. While acknowledging the limitations of the essay’s coverage, it underscores the need for tailored support and guidance in more complex situations. Mingus’s essay underscores the significance of building strong relationships and addressing smaller issues to prepare for more significant challenges. It advocates for a proactive approach to accountability, emphasizing the importance of self-reflection, apologizing, repair, and behavior change, with Mingus stating “Everyone needs to build support for their accountability. Do not wait until you are being called to accountability to begin building your accountability support system, put the time in now so that you don’t have to scramble. If you are not actively building and maintaining accountable relationships, you are proactively building an unaccountable life.”The essay highlights the transformative nature of accountability, urging individuals to embrace vulnerability and courage in their journey towards growth and change. It encourages proactive accountability, emphasizing the importance of self-assessment and self-responsibility in fostering trust and integrity. Mingus divides accountability into four main parts:

1. Self reflection: Self-reflection is integral to all accountability work, positioned at the outset because it demands an initial depth of introspection to recognize any harm caused and, crucially, to foster genuine intent for redress or rectification. While ongoing self-reflection remains essential across accountability stages, its inception necessitates a foundational understanding of one’s actions and their repercussions, laying the groundwork for a sincere commitment to address them. “True accountability must be consensual. Accountability requires change and you cannot change other people, only yourself. In short, you cannot force someone to be accountable.”
2. Apologizing: Apologizing offers an opportunity to acknowledge and assume accountability for the pain or injury inflicted or condoned. It serves as a moment to convey to those affected that you comprehend both your actions and their consequences. Depending on the severity of the harm, the depth of the suffering, the extent of trust erosion, or the recurrence of harm, multiple apologies may be necessary. Apologizing constitutes a foundational step in rebuilding trust, making it a pivotal arena for practicing vulnerability. “Remember, the only way to build trust is through vulnerability.” Trust, crucial in our efforts to break cycles of violence, is often compromised when harm occurs. Consequently, the processes of apologizing and repairing are intricately intertwined.
3. Repair: Repairing relationships as part of accountability is uniquely demanding because it necessitates engagement within the context of relationships and cannot be undertaken in isolation, unlike altering one’s behavior. While it’s essential to engage in personal reflection independently to authentically participate in the process of repair with those you’ve hurt or harmed, it’s crucial to recognize that discomfort doesn’t equate to unsafety. Repair entails making amends and rebuilding trust to assure others that the hurt or harm won’t recur. It offers an opportunity to strive for reconciliation with those affected and, equally importantly, with oneself. Repair is often a protracted process that demands consistency and a willingness to confront fear with faith, which is frequently unfamiliar terrain. Rebuilding trust and restoring fractured relationships, especially amidst past trauma, entails considerable effort. Throughout the repair process, multiple apologies may be necessary, and it can unveil additional harm or provide clarity on the extent of impact. Repair isn’t linear and lacks a predefined trajectory, its course being influenced by various factors such as the quality of the pre-existing relationship, past accountability endeavors, commitment to repair, and timing.
4. Behavior change: “Behavior change is one of the hardest parts of accountability.” It’s a challenging endeavor that often involves confronting deep-rooted patterns and traumas. Even seemingly minor behaviors can be intertwined with deeper issues, necessitating a degree of healing. For instance, if you struggle with self-care, it may require an exploration of why you consistently prioritize others over yourself. These harmful behaviors are often part of larger patterns that demand significant shifts in our lives, making them difficult to change. For example, improving self-care may entail letting go of certain commitments or reassessing how you spend your time. Transforming behavior is demanding and is best approached with support. It’s important to have people in your life with whom you can discuss accountability, mistakes, feelings of shame or guilt, apologies, and instances where you’ve fallen short of your ideals.

Mingus goes on to state, “Additionally, it is important to practice all four parts of accountability. For example, if you have apologized and repaired again and again, but continue to enact the harm, people will stop believing your apologies and repair. They may begin to distrust anything you say or the wear and tear of getting their hopes up only to have them dashed again and again could leave life-long scars. On the other hand, if you only change your behavior and do not apologize or make amends to those you have harmed, you miss an opportunity for your own growth, you dispose of relationships and people you care about, act out of alignment of your values, or squander the chance to take accountability and aid in someone’s healing.” She breaks this down in her components of a good apology.

Mia Mingus’s Components of a good apology

1. “I’m sorry”: Be careful to actually apologize and say “I’m sorry” or “I apologize” in your apology.
2. Name the hurt / harm: Be specific and name your misbehavior. This is a chance to acknowledge your actions and show that you grasp what occurred, and this step holds significant potential for rebuilding trust and offers an opportunity to embrace humility and transparency.
3. Name the impact: “A quality apology acknowledges the impact, no matter your intention.” While intentions do hold some significance—the contrast between deliberate harm and unintentional actions is notable—this isn’t the moment for justifying or dwelling on your intentions. Instead, it’s an opportunity to address the impact your actions (or lack thereof) had on another person. It’s a time to demonstrate care, empathy, and compassion. Phrases like “I can empathize with how difficult that must have been for you,” “I’d feel hurt and frustrated too,” or “I understand why you might find it hard to trust me again” can show that you understand why they were hurt and what you did wrong.
4. Take responsibility by naming the your actions: Mingus said this perfectly:”This step is probably the most important part of an apology. You need to name your actions and what you did. This is a chance to put yourself in the apology and the hurt/harm. This is a chance to truly take responsibility. “I can only imagine how painful that was for you because you told me that you don’t like to be teased about that and I teased you about it anyway.” “I would be very hurt and angry too. I promised you I would be there and then I didn’t show up and I didn’t call.” “I can see why you wouldn’t trust me with something confidential again because I shared something that you had confided in me and I explicitly swore to not tell anyone.” “I made a mistake.” “It was my fault.” “I did/I do ______.” “I didn’t/I don’t _____.”This is a place to practice true remorse, show vulnerability and to again, focus on the impact, instead of the intent. This is a great opportunity to practice integrity.”
5. Commit to not doing the hurt / harm again: The last step of an apology is committing to not repeating the harmful behavior. This is the most challenging part of the apology and is crucial because “it doesn’t matter how great your apology was if you continue the hurt or harm.” Mingus then states, “The hardest part of this step is that you actually have to do the thing you say you will. This is where our own daily work to be accountable to ourselves and others plays a key role. Hopefully you are building the skills to change your behaviors already, so that you can make good on your commitment.”

In the context of trauma-informed librarianship, accountability plays a crucial role in ensuring that library spaces remain safe and supportive for all patrons, especially those who may have experienced trauma. When a patron is accidentally re-traumatized within the library environment, whether through a triggering resource, insensitive interaction, or other means, it becomes essential for librarians to take immediate and appropriate accountability for their actions. Trauma-informed librarianship recognizes the potential for libraries to unintentionally trigger or re-traumatize individuals who have experienced trauma. Therefore, accountability becomes a key principle in mitigating harm and fostering healing within library spaces. Librarians must be prepared to acknowledge and take responsibility for any actions or oversights that contribute to a patron feeling distressed or triggered.

By practicing accountability, librarians demonstrate their commitment to creating a safe and supportive environment for all patrons, including those who are vulnerable or have experienced trauma. This involves actively listening to patrons’ concerns, validating their experiences, and taking concrete steps to address any harm caused. Accountability in trauma-informed librarianship also extends to ongoing reflection and improvement, as librarians continually assess and adapt their practices to better meet the needs of patrons.

Ultimately, accountability is integral to the principles of trauma-informed librarianship because it empowers librarians to recognize and respond to the impact of trauma within library spaces, fostering a culture of empathy, respect, and support for all patrons. By embracing accountability, librarians play a vital role in creating inclusive and healing environments where individuals feel safe to access resources, seek assistance, and engage with the library community.

Conclusion

Preventing re-traumatization in academic libraries requires a multifaceted approach that includes obtaining consent, developing content warning policies, practicing empathy, and holding yourself accountable. By prioritizing patrons’ well-being and creating a culture of respect and empathy, librarians can play a vital role in supporting individuals who have experienced trauma and promoting a safe and inclusive environment for all. Proactively resisting re- traumatization helps libraries actualize their goal of being a truly inclusive, anti- racist, anti- ableist space. Empathy serves as a cornerstone in this journey, enabling librarians to connect with patrons on a deeper level, validate their experiences, and provide support in times of distress. By cultivating empathy, librarians create a culture of understanding and compassion, where patrons feel seen, heard, and valued.

Through ongoing reflection and accountability, librarians strive to learn from their mistakes, improve their practices, and ensure that library spaces remain safe and supportive for all patrons. In essence, trauma-informed librarianship is not merely a set of practices, but a commitment to creating inclusive and healing environments where individuals feel empowered to access resources, seek assistance, and engage with the library community. By embracing empathy, proactive resistance to re-traumatization, and accountability, librarians play a vital role in promoting healing, resilience, and well-being within their communities.