Motivation
In the social sciences, students are regularly confronted with emotionally charged topics such as conflict, violence, racism and sexism. However, tools such as training to prevent and manage harm and risk when doing fieldwork or research on these topics are lacking. This makes students vulnerable to traumatic experiences and (sexual) harassment. Moreover, lecturers feel inadequately prepared to respond appropriately to students' needs in case of harm. How can we support students and lecturers in dealing with emotionally charged situations and providing appropriate support?
Hypothesis
Harm, traumatic experiences and bullying require more attention within higher education, especially in fieldwork and teaching emotionally charged subjects. However, universities lack sufficient guidelines and training to prevent and effectively address emotional distress, including traumatic experiences. Sonja and Tine want to use their innovation voucher to develop a training that prepares and supports students and staff in dealing with these challenges.
Desired solution
In this project we will develop training for students and staff that foresees guidelines and protocols to prevent, mitigate and deal with harm doing research and when teaching on emotionally demanding topics. We understand harm as traumatic experiences including physical harm, emotional and mental distress. In the social sciences, students often encounter emotionally challenging topics, such as conflict, violence, racism, and sexism, and undertake fieldwork that poses physical and mental risks, including potential (sexual) harassment. Additionally, staff who teach these demanding topics need to be equipped to respond to students' needs in the classroom and provide support during fieldwork.
Plan of action
The project begins with a research phase in which empirical knowledge is gathered through focus groups with students and staff from the Department of Cultural Anthropology and Development Studies (CADS). This will involve collaboration with external experts, such as Professor Rachel Pain, who specialises in trauma research. In the second phase, Sonja and Tine will develop the training in collaboration with local organisations such as Slachtofferhulp Nederland, who have experience in supporting victims of abuse and trauma.
The training will be developed in two phases. First, we will generate empirical knowledge on the needs of students and staff by organising focus group discussions at CADS. We will also consult staff of other departments and faculties (e.g. psychology) to learn from their experiences and collaborate with academic experts from abroad. Second, using this empirical data, we will develop training, in collaboration with a local survivor organisation to provide staff and students with better guidance on how to deal with situations of traumatic experiences and risks that can be integrated into our methodology modules and PPO training at faculty level.