Creating Emotional Safety in the Classroom and in the Field
Abstract
In our narratives, supported by research and our practice, we discuss significant parallels in teaching in the classroom and in the field. Together, we help to illustrate the necessary requirements needed to create
emotionally safe environments. That is, feelings of connectedness and acceptance, accessibility, clear boundaries and expectations, and presence by the facilitator. Attention to the emotional safety of an environment illustrates the importance of safety and how it can help to encourage safe exploration and an evolving sense of personal and professional awareness for the student, the client, and the clinician. It is only when we feel emotionally safe that we are able to unleash our voice, ask questions, speak with conviction, challenge, and internalize new information.
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REFLECTIONS:
NARRATIVES OF PROFESSIONAL HELPING
SALEM STATE UNIVERSITY, PUBLISHER
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