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MIND MATTERS IS NOT PSYCHOTHERAPY
This program is designed for facilitation by paraprofessionals. It is not designed as group therapy
or to replace psychotherapy. In this curriculum, we do not cover the narration of traumatic memory or
extensive cognitive restructuring. These processes are best approached in a clinical setting.
Through this program, people sometimes discover that they need more assistance to deal with their
trauma than a 12-hour course can provide. When you lead this class, it is important that you have a
list of referral resources available for your participants (one printout for each participant). They
can be national, community, and local organizations. We include a one-page handout for your participants
of national mental health resources. This can be found in the digital folder you receive access to after you
register your Instructor Manual. You can register your manual by going to DibbleInstitute.org/mm2.
SAFETY IS IMPORTANT IN MIND MATTERS
Research shows that discussing specific traumatic experiences can lead to retraumatization. For this reason,
we strongly recommend that participants NOT share details of personal traumatic events during
sessions. Disclosures can create challenges. For example:
• A participant may later feel embarrassed or regret sharing
• Others might respond insensitively, even making fun of what was shared
• Hearing someone else’s trauma story can cause emotional distress in listeners
One of the strengths of this curriculum is that it delays direct discussion of trauma until participants
have built essential coping skills, including self-soothing techniques, the ability to observe their internal
experiences, and a trusting relationship with the instructor.
It’s important to understand that learning to regulate the nervous system takes time and consistent
personal practice, especially for individuals with a history of chronic abuse or neglect. For some participants,
follow-up care will be essential.
To help you lead with confidence, review and be prepared to use the Facilitating a Safe and Supportive
Environment guide—a concise reference that equips you with clear steps to respond calmly and effectively if
a participant or the whole class becomes distressed or reactive. You can find it on pages 165–166.
TRAUMA-INFORMED CARE AND MIND MATTERS
Some organizations use Mind Matters for staff training and team building. The Mind Matters curriculum can
play an essential and continuous role for a trauma-informed organization. Organizations report improved
communication, greater understanding and compassion for the people they serve, and improved staff
mental health. Trauma-informed systems increase resilience and build hope by changing the culture
of organizations by reducing the impact of trauma on staff and the people they serve. Considering the
pervasiveness of trauma and its far-reaching consequences, Mind Matters can fill a vital role in organizations
seeking to become trauma-informed.
MIND MATTERS IS NOT PSYCHOTHERAPY
This program is designed for facilitation by paraprofessionals. It is not designed as group therapy
or to replace psychotherapy. In this curriculum, we do not cover the narration of traumatic memory or
extensive cognitive restructuring. These processes are best approached in a clinical setting.
Through this program, people sometimes discover that they need more assistance to deal with their
trauma than a 12-hour course can provide. When you lead this class, it is important that you have a
list of referral resources available for your participants (one printout for each participant). They
can be national, community, and local organizations. We include a one-page handout for your participants
of national mental health resources. This can be found in the digital folder you receive access to after you
register your Instructor Manual. You can register your manual by going to DibbleInstitute.org/mm2.
SAFETY IS IMPORTANT IN MIND MATTERS
Research shows that discussing specific traumatic experiences can lead to retraumatization. For this reason,
we strongly recommend that participants NOT share details of personal traumatic events during
sessions. Disclosures can create challenges. For example:
• A participant may later feel embarrassed or regret sharing
• Others might respond insensitively, even making fun of what was shared
• Hearing someone else’s trauma story can cause emotional distress in listeners
One of the strengths of this curriculum is that it delays direct discussion of trauma until participants
have built essential coping skills, including self-soothing techniques, the ability to observe their internal
experiences, and a trusting relationship with the instructor.
It’s important to understand that learning to regulate the nervous system takes time and consistent
personal practice, especially for individuals with a history of chronic abuse or neglect. For some participants,
follow-up care will be essential.
To help you lead with confidence, review and be prepared to use the Facilitating a Safe and Supportive
Environment guide—a concise reference that equips you with clear steps to respond calmly and effectively if
a participant or the whole class becomes distressed or reactive. You can find it on pages 165–166.
TRAUMA-INFORMED CARE AND MIND MATTERS
Some organizations use Mind Matters for staff training and team building. The Mind Matters curriculum can
play an essential and continuous role for a trauma-informed organization. Organizations report improved
communication, greater understanding and compassion for the people they serve, and improved staff
mental health. Trauma-informed systems increase resilience and build hope by changing the culture
of organizations by reducing the impact of trauma on staff and the people they serve. Considering the
pervasiveness of trauma and its far-reaching consequences, Mind Matters can fill a vital role in organizations
seeking to become trauma-informed.
