Reflection Two: Understanding Trauma, the Brain, and the Nervous System

Angela Luo

SOCW 564 – Trauma-Informed Clinical Social Work

University of British Columbia Okanagan

Tara Ettinger

July 16, 2026

neuroplasticity, and how neurogenesis, the generation of new tissue within the nervous system, is

possible through treatments such as antidepressants. I also found the various analogies for

triggers discussed in class, such as the “filing cabinet with similar themes” metaphor, to be

helpful not only for my own learning but for communicating these concepts to clients who may

not be familiar with these trauma concepts. I appreciated what one peer shared about triggers

being teachers—this frames trauma responses and triggers in a more strengths-based way,

encouraging a more curious stance of a learner.

Speaking of strengths-based approach and taking on a learner’s stance, I would discuss

the concepts learned in class with clients in a way that avoids pathologization and invites their

input and wisdom. For instance, when discussing the window of tolerance, I would not assume

that everyone resonates with that concept or the word “tolerance” and I can centre client input by

asking questions like: “What emotions/feelings come up when I discuss the ‘window of

tolerance’?” or “I can see this isn’t quite landing, is there a sticking point to this idea that we can

figure a way around together?” I can also be strengths-based by focusing on how our window of

tolerance is not static, and that we have the opportunity and agency to grow that window with

patience and support. I can tie this with the concept of neuroplasticity with clients by

highlighting how activities such as learning new things, meaningful social engagement, staying

physically active, and practicing mindfulness can “change up the music” to keep our neurons

making new, more helpful connections.

These strengths-based framings highlight to clients that people are not destined to play

out past patterns on repeat. It is crucial to promote hope in the healing process because

discussing how traumas in the past impact your present and future can feel hopeless to people
since the past cannot be changed. Using hopeful framing of concepts such as neuroplasticity and

growing window of tolerance can help inspire people to support others or themselves in the

process of building resilience and experiencing meaningful post-traumatic growth.

Refreshing about ACEs and various trauma responses such as fight, flight, freeze, and

fawn helps me to better understand where clients’ behaviour may stem from. I often think about

the folks who are post-release that I work with. Studies show that 98% of people in prison have

experienced at least one ACE (Compassion Prison Project, n.d.), and incarceration is often an

inherently traumatizing experience. It makes sense that they might show more confrontational

behaviour, be easily angered (i.e. fight response), or shut down/dissociate (i.e. freeze response)

when we start to delve into topics that feel more vulnerable and challenging. Our discussions in

class help solidify the knowledge that there is much more under the surface of criminal

behaviour. Oftentimes, “problematic” behaviours are connected to how people’s brains and

nervous systems have been wired to respond to stress in a way that may not be adaptive in the

moment but helps them one way or another to survive.

I really enjoyed the activity where we pinpointed where different emotions were

experienced in the body. I want to implement strategies like that one to foster the mind-body

connection and build on emotional literacy for people who may not initially have the words to

name their experiences. Another strategy I want to implement involves epistemic humility; many

of the mainstream trauma concepts come from a Eurocentric point of view, and it can be helpful

to be challenged by different ways of knowing that can be better translated and received by

diverse populations that social workers work with. For instance, some of the learnings from

Indigenous Elders shared by peers such as the woven basket analogy for the window of tolerance
could speak much larger volumes to Indigenous clients than showing them a worksheet with the

standard, impersonal graph-like representation.

In conclusion, I do not simply want to hold knowledge of trauma-informed practice for

knowledge’s sake. I want my learnings to translate into creating safer, more curious spaces for

clients in all areas of my practice. I desire to use my understanding of trauma and the nervous

system to be a practitioner who can co-regulate effectively with clients and help cultivate a sense

of groundedness and calm even within the most chaotic of storms.

References

Bremner, J. D. (2006). Traumatic stress: Effects on the brain. Dialogues in Clinical

Neuroscience, 8(4), 445–461. [Link]

Compassion Prison Project. (n.d.). Childhood trauma statistics.

[Link]