Two-Day Session on Introduction to Trauma-Informed Care
15 April 2026, Wednesday
15 April 2026, Wednesday
11:00 AM
01:00 PM
Department of Psychology, IILM University, Gurugram
Department of Psychology, IILM University, Gurugram in collaboration with I Am Wellbeing and Nairatmya Foundation
IILM University, Gurugram
The Department of Psychology at IILM University, Gurugram, hosted a two-day session on Introduction to Trauma-Informed Care in collaboration with I Am Wellbeing and Nairatmya Foundation — facilitated by Atufa Khan and Ishi A, trauma-informed therapists whose practice-grounded perspectives shaped a learning experience centred on what it genuinely means to work therapeutically with individuals who have experienced trauma.
The sessions were led by practising trauma-informed therapists rather than academic lecturers — a deliberate curatorial choice that ensured the programme delivered the clinical depth, practitioner knowledge, and professional context that an introduction to trauma-informed care requires, and that is only available through direct engagement with professionals whose daily work involves applying these principles with real clients in real therapeutic settings.
Across two days, students engaged with the principles, frameworks, and ethical responsibilities that define trauma-informed approaches in clinical and therapeutic settings — developing an understanding of trauma-informed care that is as much about how you engage as it is about what you know, reflecting the fundamentally relational and ethical character of effective trauma-informed practice.
The collaboration with I Am Wellbeing and Nairatmya Foundation brought an external organisational perspective on trauma-informed care into the academic environment — providing students with an understanding of how trauma-informed principles are applied not just in individual therapeutic relationships but within organisational contexts and community initiatives where trauma-sensitive approaches are embedded into systems and structures.
The two-day programme provided psychology students preparing to enter therapeutic and clinical spaces with exposure to practitioner knowledge that shapes the crucial difference between a student who has studied trauma academically and one who is genuinely prepared to respond to it with professional competence, ethical sensitivity, and relational intelligence in their future practice.
Psychology students gained foundational knowledge of trauma-informed care from practising trauma-informed therapists — developing an understanding of the principles, frameworks, and ethical responsibilities that define trauma-sensitive clinical and therapeutic practice, grounded in the direct professional experience of facilitators who apply these approaches with real clients in real therapeutic settings.
The programme developed students’ understanding that trauma-informed care is as much about how you engage as about what you know — cultivating the relational awareness, empathetic attunement, and ethical sensitivity that effective trauma-informed practice requires, and that cannot be developed through theoretical study alone but emerge through direct engagement with practitioner knowledge and clinical perspective.
Students were introduced to the ethical responsibilities specific to working with individuals who have experienced trauma — building the professional ethical foundation that must underpin all clinical engagement with trauma survivors, and developing the principled professional identity that distinguishes trauma-informed practitioners from those who are technically knowledgeable but not genuinely prepared to engage responsibly with the realities of trauma in therapeutic practice.
The two-day immersive format — co-facilitated by two practising trauma-informed therapists — gave students sustained, progressive engagement with trauma-informed principles across a sequence of sessions that built depth, clinical relevance, and practical understanding incrementally, providing a more complete and professionally grounded introduction to the field than a single-session lecture format could deliver.
Exposure to the practitioner knowledge and professional perspectives of Atufa Khan and Ishi A shaped the difference between students who have studied trauma academically and those who are genuinely prepared to respond to it — building the professional readiness, ethical sensitivity, and relational competence that enables psychology graduates to enter clinical and therapeutic spaces with the awareness, humility, and practical capability that responsible trauma-informed work demands.