Subverting Trauma: Evidencing a need for trauma-informed principles in editing practice

Article


Cripps, Camilla. 2023. "Subverting Trauma: Evidencing a need for trauma-informed principles in editing practice." TEXT: Journal of Writing and Writing Courses. 27 (2). https://doi.org/10.52086/001c.90092
Article Title

Subverting Trauma: Evidencing a need for trauma-informed principles in editing practice

ERA Journal ID35836
Article CategoryArticle
AuthorsCripps, Camilla
EditorsJulienne van Loon, Shady Cosgrove and Ross Watkins
Journal TitleTEXT: Journal of Writing and Writing Courses
Journal Citation27 (2)
Number of Pages15
Year2023
PublisherAustralasian Association of Writing Programs
Place of PublicationAustralia
ISSN1327-9556
Digital Object Identifier (DOI)https://doi.org/10.52086/001c.90092
Web Address (URL)https://textjournal.scholasticahq.com/article/90092
Abstract

Trauma-informed practice is a strengths-based framework that guides the service provisions of the Australian healthcare and education sectors. Based on Mental Health Australia’s (Kezelman, 2014) definition of trauma-informed care, the principles underpinning a trauma-informed approach to practice include safety, trustworthiness, opportunity for choice, collaboration, empowerment and respect for diversity. While there is significant research on trauma-informed care and trauma-informed pedagogy in both national and international contexts, there is a dearth of literature on trauma-informed editing practice. Given that writing itself is a vehicle for processing and sharing traumatic experience, the lack of directives around editing potentially traumatic content and working with authors who have histories of trauma is concerning, with risks of harm to both the author and editor if adequate provisions are not in place. This qualitative study reviews existing trauma-informed frameworks and conducts a field survey of practising editors who self-identify as working, or having worked, with traumatic material or trauma survivors. The use of trauma-informed tools in a creative industry necessitates a cultural and philosophical shift and the findings from this research corroborate the need for both formalised guidelines, and for future editors to be explicitly educated in these practices.

KeywordsTrauma-informed editing, trauma-informed practice, editing, trauma, editor education
Contains Sensitive ContentContains sensitive content
Sensitive Handling NoteContains traumatic content
ANZSRC Field of Research 2020369999. Other creative arts and writing not elsewhere classified
470199. Communication and media studies not elsewhere classified
Public Notes

File reproduced in accordance with the copyright policy of the publisher/author/creator.

Byline AffiliationsUniversity of Southern Queensland
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