Lesson 1: What is trauma?
The Public Health Agency of Canada (PHAC) describes trauma as "an overwhelmingly negative event or series of events." What makes an event traumatic is its effect on the person, not only the event itself.
| Term | Meaning |
|---|---|
| Acute trauma | From a single event, such as an assault or serious crash |
| Complex trauma | From repeated experiences over time, such as ongoing abuse |
| Intergenerational trauma | Effects passed from one generation to the next, through what is handed down and ongoing living conditions |
| Systemic violence | Harm built into systems and structures, such as the colonization of Indigenous peoples |
| Resilience | A process that helps a person keep or regain well-being despite hardship |
How trauma can show up
PHAC notes that trauma and violence shape people's lives and behaviour. On a security post, you might see a person who is very watchful and jumpy, who reacts strongly to small things, who distrusts anyone in authority, or who seems shut down and hard to reach. Some people use alcohol or drugs to cope. None of this excuses harm to others, but it helps explain why a harsh approach so often backfires.
Trauma is common. People you meet on shift, including people experiencing homelessness, people who use drugs, victims of crime, newcomers who fled war, and your own co-workers, may carry its effects. You usually cannot tell by looking, so treat everyone with the same care.
Lesson 2: The four principles
PHAC sets out four principles for trauma- and violence-informed approaches. Here is what they look like on a security post.
| Principle | On the job |
|---|---|
| 1. Understand trauma and violence | Remember that behaviour may be shaped by past harm. Do not take it personally. |
| 2. Create safe environments | Be predictable. Explain what you will do. Keep spaces well lit, clearly signed and calm. |
| 3. Foster choice, collaboration and connection | Offer options. Work with the person. Connect them to outreach and services. |
| 4. Strengths-based, capacity-building support | Notice what the person is doing well. Build on their own ways of coping. |
The shift in thinking is simple: ask "What happened to this person?" instead of "What is wrong with this person?"
An example
A woman is sitting in a mall corridor after closing. The old approach is to shine a light, order her out and stand over her. The trauma-informed approach: stand back at an angle, introduce yourself, explain the mall is closing, and ask if she has somewhere to go. Offer two choices: leave by the east doors now, or wait in the vestibule while you call an outreach team. She still leaves the closed area, but she leaves with dignity, and the chance of conflict is much lower.
Lesson 3: Triggers and stress responses
A trigger is something that reminds a person of past harm and sets off a strong stress reaction. On a security post, common triggers include:
- Shouted orders or a raised voice
- Being touched, grabbed or guided without warning
- Being cornered or having the exit blocked
- Uniforms, flashlights in the face, or radios crackling
- Being questioned in front of others
- Waiting with no information
Stress responses are often described as fight, flight or freeze. A person may become angry, try to run, or go silent and stop answering. These are not choices to defy you. Lower your voice, slow down, give space and time.
Small actions that help
- Introduce yourself and explain why you are there.
- Say what you are going to do before you do it.
- Use short, simple sentences in a calm, slow voice.
- Avoid touch unless needed for safety. Ask first when you can, including before first aid.
- Offer real choices: "Would you like to talk here or by the window?"
Lesson 4: Supporting a person who was harmed
When someone reports an assault, theft, harassment or other harm on your site, your response can help them recover or make things worse.
- Check for injuries and call 9-1-1 if needed.
- Move to a private, quiet place where they feel safe. Ask if they want a support person.
- Sit or stand at their level. Let them tell what they choose.
- Record only what you need. Do not make them repeat the story again and again.
- Avoid "why" questions about their choices, such as "Why were you out here alone?" They can sound like blame.
- Explain the next steps, such as police, and connect them with support services.
Respecting history and culture
Because of systemic violence such as colonization, some Indigenous people and other communities have good reason to distrust people in uniform. Be patient, be honest about what you can and cannot do, and avoid assumptions. Respectful, consistent behaviour builds trust over time.
For a person thinking about suicide who is not in immediate danger, 9-8-8 is available by call or text 24/7. 211 connects people to counselling, shelters, food and other community services. Working with outreach teams and social services is part of the principle of collaboration and connection.
Lesson 5: Looking after yourself
Guards see injuries, overdoses, violence and distress. Over time this can affect anyone. Signs can include trouble sleeping, replaying an event, feeling on edge, feeling numb, or using more alcohol.
- Talk with your supervisor or team after hard calls. A short debrief helps.
- Use your employee assistance program if your employer has one.
- Keep regular sleep, food and exercise where you can.
- Reach out to 9-8-8 if you are struggling, or 9-1-1 in an emergency.
Feeling affected is not a sign of weakness or that you are wrong for the job. It is a normal human reaction that deserves support.