| Primary and community health care | Explain procedures before beginning, ask permission before sensitive questions or examinations, offer choices where possible, and protect privacy. | Clear explanations and meaningful choices can reduce distress and help people feel safer when receiving care. | Safety; trust and transparency; choice |
| Mental health and substance use services | Work collaboratively on care goals, avoid stigmatizing language, recognize that trauma may affect coping, and coordinate services with the person’s consent. | Respectful, coordinated support can strengthen engagement while avoiding approaches that may feel blaming or coercive. | Collaboration; empowerment; peer support |
| Emergency and hospital care | Use calm, plain-language communication; describe what will happen next; provide options when clinically appropriate; and reduce unnecessary exposure or repeated retelling. | Urgent care can involve uncertainty and loss of control. Predictable communication and privacy can help preserve dignity and reduce avoidable distress. | Safety; transparency; choice |
| Maternal, reproductive, and family health | Seek informed consent at each stage, explain examinations and procedures, respect cultural and personal preferences, and include a support person when requested and appropriate. | Consent, respectful communication, and attention to individual preferences support a sense of dignity and control during sensitive care. | Empowerment; cultural responsiveness; safety |
| Child and family services | Communicate expectations clearly, involve children and caregivers in age-appropriate ways, avoid unnecessary repetition of difficult accounts, and support continuity with trusted workers where possible. | Consistent, understandable processes can reduce confusion and help families participate meaningfully in decisions affecting them. | Trust and transparency; collaboration; safety |
| Schools and youth services | Use predictable routines, respond to behavior with curiosity rather than assumptions, provide private ways to seek help, and connect students with appropriate supports. | Recognizing that behavior may be influenced by many factors can encourage supportive responses without labeling or diagnosing a student. | Safety; empowerment; peer support |
| Housing, homelessness, and social support services | Make service steps and eligibility requirements easy to understand, explain information-sharing practices, offer choices in how support is delivered, and avoid judgmental interactions. | Transparent and respectful services can make it easier for people to seek help and participate in planning support. | Trust and transparency; collaboration; choice |
| Disability and long-term care services | Communicate in accessible formats, ask about preferred support, explain changes in routine, and involve the person in decisions to the greatest extent possible. | Accessible communication and participation help protect autonomy, dignity, and a sense of control. | Empowerment; safety; collaboration |
| Services for people affected by violence or exploitation | Prioritize immediate safety, explain confidentiality and its limits, avoid pressuring someone to disclose, and support informed choices about referrals and next steps. | People can decide what they are ready to share and which supports they want, while receiving clear information about available help. | Safety; trust and transparency; choice |
| Across all settings | Train and support staff, invite feedback, consider cultural and historical contexts, and review policies for practices that may unintentionally create fear or loss of control. | Trauma-informed care is an organizational approach, not a single technique or a requirement to identify or diagnose trauma in every person. | Cultural, historical, and gender responsiveness; collaboration; organizational commitment |