Communicating About Psychological and Cultural Safety

The university’s Culture of Care outlines three components of safety: physical, psychological and cultural. While physical safety is generally identifiable and treatable, psychological and cultural safety require a nuanced set of skills because the risks are sometimes invisible. 

The seemingly invisible properties of psychological and cultural safety are actually deeply personal, cognitive, sensory experiences that affect how and why people make the decisions they do. They are like the oil in the motor of a vehicle – an essential component of function. Without cultural and psychological safety, physical safety is compromised.

Cultural and psychological safety fosters a sense of belonging among faculty and staff by creating an intentionally inclusive work environment where individuals feel accepted, respected and valued for who they are. Leaders at all levels of our organization play a critical role by sharing preventative, proactive and customized messaging to mitigate risks. 

Here are some tips for building communication about psychological and cultural safety:

• Acknowledge current events impacting the experiences of individuals (i.e. new academic year, restructuring, geopolitical issues, climate change, etc.)
  Example: The start of the new academic year is an exciting time on our campuses. It can also be a challenging time–providing a welcoming and safe environment for all community members while managing additional pressures and stress can be difficult.

• Acknowledge past challenges/harms and provide an opportunity for individuals to feel heard (i.e. welcome open dialogue) while remaining future focused. This can help individuals in feeling heard and moving forward. 
  Example: The department recognizes that the recent restructuring has resulted in many changes over a short period of time. This type of rapid change can feel overwhelming. The time needed to process changes is different for anyone. Please know that your supervisor is happy to meet with you to discuss.

• Recognize that every individual’s capacity is impacted not only by their experiences in the workplace but also their personal lives.
  Example: We are more than who we are at work, we all take on multiple life roles. With each role comes different responsibilities whether related to work, elder care, child care or other caregiving responsibilities. These combined can contribute to a sense of feeling overwhelmed.

• Model and encourage help-seeking behaviour. Asking for help is not a sign of weakness but a sign of strength and resilience (i.e., accessing the Employee and Family Assistance Program (EFAP), family physician, etc.).
  Example: There are a number of supports and services that the university offers to assist individuals. Personally, I have found these services to be very responsive in the past.

• Share support services and programs where people can go if they are struggling (i.e., Office of Safe Disclosure and Human Rights (OSDHR) for confidential disclosures and wayfinding, Return to Work Services - HRHSE for those working with medical challenges).
  Example: I encourage you to familiarize yourself with the support available to students, staff, and faculty. These providers can be contacted on a preventative basis or as just-in-time services. You do not need to navigate these difficult situations on your own.

• Empower individuals by sharing opportunities for personal and professional development (i.e., LearnCentre - Communicating with Impact, Recognize, Rest, Reset, Managing Your Time and Energy, Burnout to Boundaries: The Key to Life-Work Harmony).
  Example: There are a number of learning opportunities available to assist individuals looking for personal and professional growth. I encourage you to review what courses are available and speak to your supervisor about courses of interest to you to see how they can support you.