Safe Sport Final Prep PDF

Format: Mcq SA LA → have 1-2 readings, relevant, integrate Lecture 1-2 Definitions of safe sport (gurgis et al., 2022) ○ Dynamic and always evolving ○ Preventing harm ○ Focusing on optimizing experiences and prote...

Format: Mcq SA LA → have 1-2 readings, relevant, integrate Lecture 1-2 Definitions of safe sport (gurgis et al., 2022) ○ Dynamic and always evolving ○ Preventing harm ○ Focusing on optimizing experiences and protecting ○ 3 themes Environmental and physical safety (safe space): physical, psychological and social surroundings are safe Relational safety (prevention of maltreatment): safe space for everyone participating → trust, nurturing relationships, having fun, individual potential and encouraging health and wellness Optimizing sport (human rights): be more equitable, accepting of others, be able to thrive in sport Definition of maltreatment: the misuse of power ○ Types of maltreatment Abuse: within a dependent relationship Bullying: between peers Harassment: within an authority based non dependent relationship Types of harm: physical, psychological, sexual, neglect Prevalence of maltreatment ○ No stats ○ What types r most frequent Trends More retired athletes reported it, mainly female Main behaviours were psychological harm and neglect ○ Peer violence is higher than coach-athlete Identify diff types of maltreatment ○ Neglect: act of omission → ignorance Unequal treatment Common perpetrators → coaches ○ Sexual abuse: any sexual interaction w persons of any age wo consent Sexist jokes/remarks Common perpetrators → coaches ○ Physical abuse: contact/non contact behaviour that causes physical harm to athlete Excessive exercise  Common perpetrators → coaches Erikson’s theory of development ○ Theory of stages of development ○ Maltreatment impact on development Adolescence: role confusion, unsure of who and what u need to do Early adulthood: inability to form close relationships Lecture 3 Sexual and physical abuse ○ Any sexual interaction w persons of any age perpetrated against the victims will wo consent Consent ○ An agreement to engage in an activity ○ clearly/freely communicated ○ Can be withdrawn thru activity ○ Presence of yes and nto absence of no ○ FRIES i. Freely given ii. Reversible iii. Informed iv. Enthusiastic v. specific ○ Cannot be given by snyone whos underage, incacitated by drugs/alcohol, asleep/unconcious ○ Not agreed to when individual is under pressure/threat/unequal power dynamics i. Not given freely Grooming ○ The process of preparing and isolating a victim as a precursor to abuse ○ Steps of grooming (TDBI) i. Targeting a potential victim ii. Building trust/friendship iii. Developing isolation nd control iv. Initiation of sexual abuse and securing secrect ○ Challenges with reporting (self) i. Shame ii. Fear iii. Justifying behaviours ○ Challenges with reporting (others) i. Not believed ii. Discredit victim iii. Victim blaming  Identify who is responsible Focus on prevention ○ Rule of 2 i. Meaning: all interactions and communications w participants are in open, observable and justifiable settings and 2 responsible adults are present ii. Why is it important Ir prevents aduse and maltreatment, builds transparency, protects coaches and adults, promotes trust and safety, encourages proper boundaries Exercise as punishment ○ Use of exercise for the purpose of punishment ○ Most common form of physical harm (non contact) ○ What are alts i. Positive disciplinary strats Guide Discuss Teach Set limits and boundaries Give attention Praise for appropriate behaviour ○ Why its used i. Used when coaches were athletes ii. Improves fitness iii. Behaviour management iv. “Actions have consequences” ○ Shouldnt be used because it causes i. Lower perception of self ii. Increased intentions to quit iii. Negative thoughts towards coach iv. Increased risk of injury Lecture 4 Emotional abuse ○ A pattern of deliberate, non contact behsviours by someone that has a potential to be harmful Verbal: yelling, shouting, belittling, humiliation Physical: acts of physical agression to surrounding Denial of attention: ifnored for poor preformance, dismissal of practice ○ Most frequent → shouted at ○ More reported by retired athletes ○ Exerted by Coaches Peers High performance directors ○ Effects during sport Constant fear Bad mental health Decline self worth ○ Effect after retirement Lose identity Relieved No acknowledgement of existence in sport ○ Outcomes of emotional abuse +/- performance outcomes Depression Anxiety ED PTSD ○ Emotional abuse outcomes Self harm, ED, wellbeing Body shaming ○ Commonly used term to describe negative or critical comments about someones appearence, body size, shape, weight ○ In sport Athletes recognize there are expectations and demands to look a specific way ○ What does it look like Bodies being judges Negative comments food/water restriction Witnessing the criticism of teammates’ bodies  ○ Cultural norm Individual starts to believe that they are being judged when they are being watched ○ Body shaming causes obsession w controllng weight and appearance Decline in performance ○ Links to emotional abuse Non contact behaviour that is harmful Behaviours and outcomes are consistent with emotional abuse ○ How to change Reognize behaviours Acknowledge the harm it causes Leave nutrition to professional Appearance doesnt equate to better performance Malnutrition can hinder performance/sustainabiloty in sport Neglect ○ The failure to provide for the development of a child when resources are reasonably available ○ Types Physical neglect: fail to provide basic needs and medical care Preventing physical neglect: modifying training, ensuring doctors, providing adaquate nutrition Supervisory neglect: fail to provide adaquate su[ervision of a child Educational neglect: fail to meet children’s educational needs → no school bc of training Emotional neglect: fail to meer emotional needs → allowing for an inappropriate environments ○ Exerted by Coahces High performance directors Sport admins ○ Neglect outcomes Self harm, ED, wellbeing ○ Hard to identify neglect bc it is the preocess of not doing something rather than doing something ○ Denial of attention vs neglect Denial: actively removing, actively ignoring Guilt tripping into going into play being injured Neglect: omitting care, not providing adequate safety (no lifeguard) Lecture 5 Systemic factors 1. General Trends in Violence and Maltreatment Across the World Rates of Violence: High prevalence globally across psychological, sexual, physical harm, and neglect. Most Prominent Types: Psychological harm is the most frequently reported. Average Harm Across Countries: ○ Canada: Psychological: 60.2%-79.2%. Sexual: 20.5%-28.2%. Physical: 14.3%-39.9%. Neglect: 35.7%-68.8%. ○ Europe (Various Studies): Psychological harm ranges from 38%-72%; sexual harm contact and non-contact ranges up to 65%. ○ United States: 65% reported psychological harm, with sexual harm (contact and non-contact) reaching 65%. Systemic Issues: Data reveals that maltreatment is not isolated to “bad apples” but stems from structural, organizational, and cultural problems. 2. Systemic Contributors to Maltreatment in Sport A. Structural Factors 1. Power Imbalances: ○ Formal: Legitimate authority, reward systems, and punishment. ○ Informal: Expert power and social esteem. 2. Winner-Take-All Format: ○ Pressure tied to performance outcomes (e.g., prize money, honor, or funding). ○ Creates environments prone to stress and exploitation. 3. Isolation: ○ Training camps and competitions away from home reduce monitoring and reporting opportunities. B. Social Factors 1. Cultural Norms and Values: ○ Sport Ethic: Endurance of pain and sacrifice for success is normalized. ○ Masculinity: Promotes toughness, dominance, and resilience, often rationalizing abuse. 2. Normalization of Maltreatment:  ○ Emotional abuse viewed as disciplinary. ○ Sexual abuse seen as inevitable or underreported. 3. Organizational Norms: ○ Tolerance of abusive behavior. ○ Bystander inaction reinforces harmful practices. C. Organizational Stressors 1. Role Ambiguity and Conflict: ○ Lack of clear boundaries in the coach-athlete relationship. 2. Depersonalization: ○ Athletes treated as machines rather than individuals. 3. Pressure on Coaches: ○ Unrealistic expectations disrupt healthy athlete-coach dynamics. 3. Bronfenbrenner’s Ecological Systems Theory (1979) Purpose: Examines how dynamic interactions between relationships, policies, and societal values contribute to maltreatment. Five Levels: 1. Microsystem: Direct relationships (family, coaches, peers). Power of authority figures and socialization influences obedience. Example: Coaches modeling aggressive behaviors normalize maltreatment. 2. Mesosystem: Interactions between microsystems (e.g., parents and coaches). Example: Parents adopting "coach knows best" mentality tolerate inappropriate behavior. 3. Exosystem: Policies and community systems (e.g., sport organizations). Importance of background checks, codes of conduct, and reporting systems. 4. Macrosystem: Socio-cultural norms and values. Examples: "Win-at-all-cost" mentality, hegemonic masculinity, and performance-focused environments. Autonomy of sport as self-regulating exacerbates vulnerabilities. 5. Chronosystem: Temporal changes in societal attitudes and policies. Example: #MeToo and #GymnastAlliance movements influencing accountability. 4. Normalization of Maltreatment in Sport A. Emotional Abuse Institutional culture reinforces emotional maltreatment as disciplinary or motivational. Lack of athlete empowerment silences dissent. B. Sexual Abuse Harassment and abuse often normalized as part of the sport environment. Underreporting is driven by fear of repercussions or lack of organizational support. C. Masculinity and Sport Ethic Toxic masculinity fosters an environment of dominance and control. Conformity to the Sport Ethic: Athletes accept maltreatment as part of achieving success. D. "Win-at-All-Cost" Mentality Overemphasis on performance prioritizes results over athlete well-being. Abuses are justified as necessary sacrifices for competitive success. E. Culture of Fear and Silence Athletes and staff fear retaliation, leading to inaction against maltreatment. Organizations often prioritize reputation over athlete safety. F. Privatization and Early Specialization Privatized, high-pressure environments increase susceptibility to exploitation. Specialization at a young age creates dependency on coaches, intensifying vulnerabilities. 5. Addressing Systemic Issues Move beyond focusing on individual perpetrators ("bad apples") to systemic changes in structures and norms. Implement clear policies, mandatory reporting, and athlete-centered education. Foster cultural shifts to prioritize athlete safety and empowerment over performance outcomes. Lecture 7 1. Victims of Maltreatment in Sport Who Can Be a Victim? Athletes: Across all levels, ages, and abilities. Referees: ○ Types of Abuse: Physical: Pushing, grabbing, physical blows. Non-Physical: Threats, hostile language, gestures. Often occurs during games, particularly after contentious decisions. ○ Impacts: Non-physical abuse: Reduced well-being, intention to quit officiating. Physical abuse: Strong correlation with quitting. ○ Prevention: Promote respect through education. Enforce stricter penalties for abuse. Improve training for referees on conflict de-escalation. 2. Perpetrators of Maltreatment Parents as Perpetrators Example: Verbal abuse such as shaming or criticizing a child’s appearance/performance (e.g., calling them “fat” or “an embarrassment”). Normalization: ○ Parents may justify maltreatment by attributing it to the coach’s high standards. ○ They might rationalize the coach’s or their own behavior as necessary for achieving success. Profiling Perpetrators Findings from Vertommen et al. (2017): ○ Multiple perpetrators involved in maltreatment: 70% of psychological violence. 56% of sexual violence. 54% of physical violence. ○ Gender of Perpetrators: Male perpetrators dominate: 76% of sexual violence. 66% of psychological violence.  51% of physical violence. Female victims more often report male perpetrators. Male victims mostly report male perpetrators. ○ Role of Perpetrators: Athletes (often peers): Psychological and physical violence. Coaches: 19% of sexual violence. 38% of psychological violence. 43% of physical violence. Other adults (e.g., medical staff): Common perpetrators of sexual violence. ○ Age of Perpetrators: Psychological violence: Often same age. Sexual violence: Often same age or older. Physical violence: Typically older or much older. Reflections on Prevention Criminal background checks do not prevent first-time or unreported incidents. Prevention must focus on systemic changes and education, not solely on individuals. 3. Peer Violence Definition (Olweus, 2009): Repeated, intentional negative or aggressive acts involving a power imbalance where the victim struggles to defend themselves. Bullying in Sport Why Sport Lends Itself to Bullying: ○ Competitive nature. ○ Segregation by skill. ○ Normalized aggression. ○ Lack of intervention from coaches or parents. Examples in Youth Sport (Vveinhard et al., 2019): ○ Scolding, spreading rumors, and physical aggression. ○ Exclusion through cliques or degrading behavior. ○ Training environments where objections are dismissed. Prevention (Ecological Model): ○ Microlevel: Address individual behaviors (e.g., educating athletes about bullying). ○ Mesolevel: Ensure coaches set positive examples and address harmful behaviors.  ○ Macrolevel: Enforce organizational policies and avoid normalizing harmful behavior. 4. Hazing Definition: Violence or demeaning behavior aimed at gaining inclusion or acceptance within a team. Often disguised as "team-building" but perpetuates dominance and abuse. Why It Happens: Expression of power dynamics and hierarchy. Reinforces team identity and cohesion. Normalized through past experiences ("I endured it, so must they"). Examples (Grant, 2022): Physical violence: Beatings, whipping with towels. Humiliation: Forced nudity, eating inedible substances. Impacts: Emotional and psychological trauma. Physical injuries. Fear of retribution and isolation leads to underreporting. Prevention: Educate athletes and coaches about the dangers of hazing. Promote inclusive team-building alternatives (e.g., mentorship programs). Enforce zero-tolerance policies effectively. 5. Developing Solutions Athlete-Centered Sport Focus on the well-being of athletes, prioritizing their safety and holistic development over performance outcomes. Address systemic issues by creating and enforcing comprehensive policies, fostering a positive culture, and ensuring transparency. Lecture 8 1. What is Dance? Definition: Dance is the rhythmic movement of the body, often to music, used as an expressive, non-verbal language. Key Characteristics: ○ Athletic performing art with cultural, celebratory, and ritual significance. ○ Involves solo, pair, or group performances across various genres. ○ Multiple styles: ballet, jazz, tap, hip-hop, lyrical, contemporary, and acro. Unique Context: ○ Unlike most sports, dance is both an art form and a physically demanding activity. ○ Requires emotional expression, creativity, and high technical precision. 2. How is Dance Similar/Different from Sports? Similarities: High physical demands, technical skills, and risk of injuries. Competitive environments with hierarchical systems (e.g., roles in sports vs. roles in ballet). Potential for power imbalances and authoritarian leadership. Emphasis on sacrifice, discipline, and performance. Differences: Cultural Values: Dance often has hyperfeminine aesthetics compared to sports’ hypermasculine cultures. Goal Orientation: ○ Dance prioritizes artistic and narrative storytelling over "winning." ○ Performance is subjective, often based on aesthetic or stylistic interpretations. Body Image Pressures: Intense focus on appearance and body conformity is more pronounced in dance. Pedagogy: ○ Authoritarian teaching styles and reverence for historical figures can normalize harm. ○ Emphasis on silence, obedience, and enduring pain for the "art." 3. Unique Risk Factors in Dance Perfectionism: High prevalence among dancers, fostering anxiety, depression, and burnout.  Disordered Eating: ○ Dancers are twice as likely to develop eating disorders compared to non-dancers. ○ Mirrors in training spaces reinforce body image insecurities. Injury Risks: ○ 32%-67% annual injury prevalence among pre-professional dancers. ○ "Dancing through pain" is a normalized culture. Power Imbalances: ○ Teacher-student relationships often involve coercion, favoritism, or humiliation. ○ Casting for roles introduces hierarchical pressures and competition among peers. Boarding School Contexts: ○ Isolation from families. ○ Lack of clear parental roles ("in loco parentis"). ○ Focus on dance over academics, increasing vulnerability. 4. Examples of Harm in Dance Psychological Harm: Harsh comments, public shaming, and humiliation (e.g., being singled out for criticism). Favoritism by instructors, affecting self-worth and motivation. Mental health challenges such as anxiety, depression, and low self-esteem. Physical Harm: Forced stretches or exercises as punishment (e.g., planks, wall sits, or rope climbing). Dancing through injuries due to pressure to perform or secure roles. Cultural and Structural Harm: Silence and lack of critical thinking encouraged in classes/rehearsals. Reverence for historical figures perpetuates harmful practices. Rigid body image standards lead to disordered eating and exclusion. 5. Prevalence of Maltreatment in Dance Alexander et al. (2011): ○ Dancers reported the highest levels of psychological harm by teachers compared to athletes. ○ 75% of dancers experienced embarrassment or humiliation. Kerr et al. (2016):  ○ 88% of dancers reported experiencing physical punishment (e.g., exercise as punishment). ○ Dance had the highest levels of coach involvement in physical harm among all studied activities. 6. Structural and Cultural Factors in Maltreatment Structural Factors: Power Imbalances: ○ Hierarchical roles in companies (e.g., principal dancers vs. corps de ballet). ○ Casting for roles creates competition and dependency on instructor approval. Isolation: Boarding schools or intensive training environments limit external oversight. Social Factors: Hyperfemininity: ○ Emphasis on grace, beauty, and thinness. ○ Reverence for suffering as part of dedication to art. Cultural Norms: ○ Silence and obedience valued over questioning authority. ○ Acceptance of harmful practices as traditional or necessary. Organizational Stressors: Role Conflict: ○ Balancing academics and intense training schedules. ○ Conflicts between physical health and performance demands. Depersonalization: ○ Dancers seen as "machines" or tools for artistic creation rather than individuals. 7. Common Themes in Ballet/Dance Research Perfectionism: Nearly half of professional dancers exhibit perfectionistic tendencies. Disordered Eating: High prevalence due to appearance pressures and competitive environments. Injury and Pain: Injuries often ignored, leading to long-term physical and mental health issues. Identity Development: ○ Ballet identity can overshadow personal identity, complicating transitions out of dance. ○ Emotional attachment to the art form creates barriers to recognizing harm.  8. Moving Toward Change Challenges: ○ Lack of research on safeguarding in dance compared to sports. ○ Persistent norms valuing sacrifice and silence. ○ Resistance to change due to reverence for traditional methods. Potential Solutions: ○ Rethink authoritarian pedagogies to promote supportive, child-centered teaching. ○ Implement safeguarding policies (e.g., zero tolerance for abuse, mandatory reporting). ○ Create alternatives to harmful practices, such as mentorship programs and positive reinforcement. ○ Promote body diversity and reduce emphasis on aesthetics in casting and training. Lecture 9 Explaining athlete centered and autonomy supportive coaching Athlete centered approaches: are holistic approaches that encourage active participation from athletes in decisions around training and grow knowledge and understanding of the training process/sport. Autonomy Supportive Coaching: grounded in self determination theory by providing choices and rationale for tasks as well as acknowledging feelings and perspectives. - Self Determination Theory: focuses on intrinsic motivation of an athlete, autonomy, cometance, and relatedness. ○ Benefits of these approaches Provides power to athletes, athletes are active participants, and they are encouraged to have a voice Links between positive coaching and performance - Performance results can occur in positive sport environments due to increased motivation, enjoyment and career longevity - Winning and positive environments are not mutually exclusive Definition of success in sport ○ 5 aspects of success Personal Performance Attainment: winning competitions is never the main goal, the main goal is pushing the athlete to be the best version of themselves and being their best Building Better Humans: winning metals is not best if it doesn't make the athlete a better human Ensuring Health and Wellbeing: prioritizing mental and physical health over the results in a competition Emphasizing Joy in Sports: sport is the same fundamentally at high vs low levels, people jin because they have fun. Career Longevity: “don't squeeze a lemon till there is nothing left” - coach eric, why drain athletes before they have the chance to master their craft Success Through a Personal Lens - Measure success through an individual development lens that aligns with a task oriented motivation (Duda et al., 1995) - Focusing on sustainability can increase career longevity and desire to stay in the sport, creating success over time (Crossan et al., 2021: Doshten et al., 2020: Wendling et al., 2018) Overview of positive sport experience → what does it look like ○ Attribute of athlete and coach Athletes: Highly internally motivated, and hard working, working towards winning and motivated to do so Coaches Characteristics - Personal: having a distinct, positive personality that athletes respond well to - Coaching Philosophies: seeing athletes as humans first, and using appropriate coaching pedagogies that reflect that - Coaching Techniques: focusing on autonomy, supporting athletes, and keeping mental and physical health in mind Coach + Athlete Relationships - This relationship is the foundation for healthy communication between the two parties - Not necessarily friends, but friendly - Keeping safe sport rules in mind when creating these relationships ○ Training environment  ○ Open communication ○ Key indicators of successful coach athlete relationship Addressing a grey area in sport ○ How to address grey area ○ What is an alt argument Alt arguments: an alternative argument Could be an alternative argument against the coach defending “grey” area practices ○ Focus on acceptable behaviours Dont wanna be in grey area bc u wanna stay in acceptable behaviour Lecture 10 4 steps of due diligence in sport organization ○ Commit & Embed: make commitment to respect of human rights and ensure that commitment is embedded throughout organization ○ Identify Risks: Identify potential risks to human rights and prioritize corrective action for these fields ○ Take Action: take appropriate action to address the risks to human rights and provide access to remedy when necessary ○ Communicate: Report and communicate how the organization is addressing these risks to human rights Furusa et al., 2024 ○ Optimixing sport experiences Create physically safe and developmentally appropriate environments for athletes ○ Positive relationships Access to participation and professional development within the sport ○ Physical environment  ○ Cultural contexts/facilitators Access to a network of individuals involved in safeguarding roles Themes - Optimally safe: “feels good to be here”, personal development, sense of security - Positive relationships: all sport participants work together ( athletes, coaches, parents), environment is comfortable, welcoming and friendly - Respectful Interactions: open, honest, respectful. Shared goals and expectations. Autonomy-supportive coaching - Developmentally Appropriate: increase confidence (no set ups for failure), learning skills through games, focuses on performance and fun - Physical Environment: Hygienic, safe, up-to-date, health and safety policies in place - Cultural contexts: responsibility of sport organization to provide safe spaces, monitoring clubs, leadership and support Importance of policies From 2019 Safe Sport Summit - All forms of maltreatment are prohibited - Prohibited sexual relationships between athletes & person with authority - Establish an independent mechanism for the regulation of safe sport (third party reporting centers guarantees a more fair investigation) - Universal code of conduct that applies to all stakeholders (an explicit understanding of what abuse is) - Mandatory stakeholder education (athletes need to educated in their rights) Importance of welfare officers ○ Are an informational resource, can provide athletes with info about policies and rules regarding safe sport ○ Ensure proper recording and reporting of safe sport breaches ○ Implement and enforce safe sport policies at clubs Importance of disclosure and reporting options ○ How to make organization safer Make organization safer by removing the personal interest of the club to keep any potential maltreatment hidden to protect images Can help protect against false allegations ○ How to set organization up for success Removes pressure form organization to go through all complaints made and can focus on running a successful club Organizations in canada that are contributing to safe sport ○ Abuse Free Sport (helpline) ○ Canadian Center for Ethics in Sport ○ Canadian Center for Mental Health and Sport (CCMHS) ○ Athletes CAN  - Awareness of organizations around the world - Similar education around the world - However there is a lack of EDI training and discourse about how it could affect athletes - What is it, why is it critical Impact of the me too movement ○ Empowers people to speak out ○ Raised awareness on important issue ○ Created fear around false allegations Career ending allegations ○ Increased coach’s awareness around interactions they had with athletes Physical touch Travel protocols One-on-one meetings Difficult navigating personal relationships with athletes Media and Effects on Maltreatment ○ Sport journalism Brings attention to systematic race and gender based maltreatment There is a need for increased diversity in sport journalism through reporters Could increase awareness around EDI issues Spotlights maltreatment and gives victims a platform Review notes from dasha’s talk Lecture 11 Defining intersectionality ○ A lens where you can see where power comes and collides and intersects to enhance effects of discrimination. i. Provided privilege to those not as affected ii. Social oppression ○ In sport, predictors of maltreatment is mainly gender (female) in all types, or race predicting physical harm i. For example, a black women would be at a higher risk for physical harm then a white man Terminology of equity deserving groups ○ Groups of people who have historically faced barriers to equal access, opportunities, and resources i. Unique term because of the unique challenges that go unseen Unique considerations of safe sport for equity deserving groups  ○ Some athletes are allowed to bring their whole selves to sport, while others only feel safe bringing a small fraction of themselves which can impact their performance (Gurgis et al., 2022) ○ Safe sport can be seen as seeing how certain harms are unequally distributed and how opportunities and benefits are also unequally distributed ○ Microaggressions Barriers to implementing safe sport in equity deserving groups (gurgis et al) ○ Different races experience safe sport a different way as white athletes ○ Claims black athletes will have a better time with safe sport when organizations see them for more than people who make them money, but people that they respect too Differentiating disclosure and reporting ○ Disclosure: sharing information about an experience without necessarily seeking action ○ Reporting: sharing info about an experience with the intent that action be taken Barriers for athletes to disclose and report ○ Ways that athletes have to overcome these barriers ○ Why athletes dont report ○ What are benefits and risks ○ What is needed to address the barriers ○ Need for a 3rd party disclosure The 4 r’s of trauma informed approach ○ A organization or system that is trauma enforced i. Realizes: the widespread impact of trauma and understands potential paths for recovery ii. Recognises: signs and symptoms of trauma clients, or other involved members iii. Responds: by fully integrating knowledge about trauma into policies procedures and practices iv. Resists Re-Traumatization: actively seeks out to stop this ○ Re-Traumatization: the effect of boeing exposed to multiple traumatic events i. Can be re-experiencing traumatic stress as a result of a current situation that mirrors a prior one ○ Secondary Trauma: trauma-related stress reactions resulting from an exposure to another individual’s traumatic experiences - 6 principles of trauma informed approach - Safety → organization is safe physically and psychologically - Trustworthy and transparent → make policies and decisions public, make sure everyones updated - Peer Support → have communities where people experience the same things (having unity helps people heal) - Collaboration and Mutuality → individuals have diff ways of healing, allow for them to lead the way they heal, make sure u support - Empowerment, voice and change → individuals should have choices at their disposal, provide them empowerment - Cultural, Historical and Gender → history of an individual impacts the experience of trauma ○ FAMAH i. Identify types of maltreatment. ii. Educate coaches, officials, athletes, and stakeholders about recognizing and reporting maltreatment. iii. Prevent abuse through policy implementation and awareness. iv. Respond effectively when cases of maltreatment arise.