​​Many trauma survivors have difficulty with ​traditional meditation instruction. It can be experienced as harsh or demanding and can end up having a counterproductive effect. ​I have created the following ​teaching suggestions and a sample guided meditation ​to encourage ​teachers to think about their own use of language and consider alternatives. May it be of benefit.

​Trauma-Informed Guided Meditation Instruction Suggestions

When teaching meditation, it is important to be aware that a ​significant proportion of individuals in ​any classroom have experienced trauma and may benefit from instructions based on trauma-informed principles ​such as safety, choice, autonomy, and collaboration.

Whenever giving instructions, it is important to offer suitable alternatives to the primary practice being presented, and encourage students to ​engage with what feels comfortable for them. ​While it is laudable to want to push students out of their comfort zone, students must also know that there is no rigid command to do so before they are ready.

It is more important for people to feel safe than to get the technique perfect. If ​a person feels safe then they will ​be more likely to return to practice and to your classroom, ​where ​technique can be explored comfortably and develop ​over time. There is no hurry, and trying to force people to be in a different place than they are can turn them away from practice forever.

​Use phrases that emphasize choice and personal autonomy, for example:

• “Everything is optional”
• “I invite you to…”
• “If you are comfortable, you may…”
• “When you are ready…”
• "You might consider..."
  

​Be cautious about how you cue posture so as not to sound like you are encouraging tension, forcing a rigid immovable posture, or commanding compliance with a certain form.

• Example: “Straight spine” may sound rigid and lead to muscles being clenched or tightened. Try “elongated comfortable spine” or “upright and uplifted torso.”
  

Be cautious about assuming certain internal experiences will be pleasant (e.g. having space between thoughts, experiencing the relaxation response). Some people will find that relaxation induces anxiety, or reminds them of being dissociated and numb.

Offer cues about what to do if a person becomes uncomfortable or emotionally activated, e.g. “if you feel uncomfortable at any time, bring your attention to the sounds or colors in the room, or another external object you can focus on…”

​Verbalize the option not to meditate, or even to leave the room if needed. Verbalize the option to move the body. Do not assume that people will feel free to do these things without express permission from you. As the teacher, you are an authority figure. No matter how well-intentioned, warm, or kind you believe you are, you can still be interpreted as oppressive by somebody who has had harsh experiences with past authority figures.

​Trauma-Informed Guided Meditation: Sample Script
(intentions in ​<<brackets>>)

For those who wish to do so, will now begin a guided meditation practice for about ten minutes. At the end of practice, I will ring this gong… << transparency, setting expectations >>

If you feel uncomfortable in this activity, you can exit the room at any time. You may also choose to sit with us but engage your mind in another manner for these ten minutes.

If you want a break from the activity at any time, you could bring your attention to the sounds or colors in the room, or another external object. << offering suitable alternatives, normalizing the fact that the activity might be challenging >>

This meditation is your time to practice, and we are creating this experience together. As I offer cues, please do what feels safe for you, and ignore the rest. << emphasizing collaboration, personal autonomy, and safety>>

We will now begin the meditation. << clarity of action >>

I invite you to bring your attention to your physical posture... << emphasizing personal choice >>

Find a seated position where you can rest comfortably for about ten minutes. << clear expectations >>

You may feel your weight balanced on the seat cushion beneath you. << cueing without commanding >>

You might experience an elongated, comfortable spine, and an uplifted feeling in your chest. << cueing without commanding >>

You might feel your shoulder blades relax down your back. << cueing without commanding >>

At any time during this practice, if you become uncomfortable or experience pain, you have a choice in how to respond. You may choose to wait out the discomfort to see if it subsides. You may also choose to adjust your physical posture to maintain a feeling of physical ease. << offering choices, emphasizing autonomy, making it clear that compliance is not required >>

We want your posture to be comfortable and sustainable, so please do what works for your body. << emphasizing autonomy/choice >>

You may feel the muscles of your face relax. << cueing without commanding >>

See how it feels to have your eyes open… to soften your gaze and let it rest about six feet ahead of you.

If you prefer, you may close your eyes. << offering alternatives >>

When you are ready, you might notice where you feel your breath in your body… << allowing individuals to move at their own pace >>

You might feel your abdomen rise and fall, or the air beneath your nostrils, or simply a soft rhythmic quality in your torso. << cueing without commanding >>

If your breath becomes difficult or unpleasant to focus on, bring your attention to an object in the room as your focal point.  << not assuming it is easy or pleasant for everyone, and offering alternative >>

See what it might feel like to rest quietly with your breath, or with your attention on this object… << encouraging curiosity, personal choice >>

When you notice that thoughts or feelings arise, you might experiment with bringing your attention back to your breath, or another consistent object of attention… << encouraging curiosity, moving at your own pace, personal choice >>

Remember that there is nothing wrong with thoughts and feelings arising… just gently remind yourself that they are not needed during this activity, and bring your attention back to your breath… << emphasizing acceptance of current experience, not setting up a ‘right’ and ‘wrong’ way that could elicit shame >>

This state of being may feel pleasant or relaxed, it may feel somewhat uncomfortable, or you may experience it as neutral… << not making assumptions, normalizing array of experiences >>

Respect whatever experience is arising for you, and take care of yourself during this time… << encouraging autonomy, personal choice, self-compassion >>

<< Longer space without talking >>

If you notice yourself thinking, you might gently bring your attention back to the experience of your body breathing, or your chosen object of attention… << could repeat something like this periodically; continues to emphasize personal choice and offer suitable alternative in case inner experience is distressing >>

<< Longer space without talking >>

If you need to take a break from this practice at any time, you are welcome to change your inner experience to something that feels more comfortable for the moment, and rejoin us at any time…

<< Longer space without talking >>

Take a moment to offer yourself gratitude and respect for whatever arose in this practice, to whatever degree you engaged… << cueing closure, decrease likelihood that gong will startle >>

<< Gong to close practice >>

​ATTRIBUTION NOTICE: If you ​borrow this script for your own teaching practice, I would appreciate verbal or written ​acknowledgment. I would also love to ​know where and how you use it, and hear how it goes! Be in touch and let me know about your experiences.