Abstract

Abstract: The phrase trauma-informed has gained popularity in the singing voice community, especially since the outbreak of COVID-19. Although it is a critical area of education and research, there can be a lack of consensus on its definition, and how we can responsibly integrate trauma-informed principles into voice education. In this article, the authors touch on the definition, effects, and statistics of trauma and on principles of trauma-informed practices. Additionally, the authors offer suggested guidelines to be supportive in the potential presence of trauma-related reactivity, but in a manner that is completely within the scope of the voice specialist.

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