Helping individuals, communities, and organizations heal and thrive with evidence-based well-being and decolonized trauma-informed practices.
At the intersection of holistic well-being, trauma-informed practice, and spiritual support, my work empowers people and organizations to create environments where healing and growth can thrive.
Whether through professional development for health, education and social service organizations, or individualized tools for self-discovery and regulation, I offer practical strategies that foster a deeper sense of safety, connection, and well-being.
As a collective, we are navigating unprecedented levels of stress and trauma that deeply affect our well-being, relationships, and work. In professional settings, we are not only managing our own stress but also engaging with individuals who may be carrying unseen burdens. Without awareness of trauma and its impact, interactions and environments can unintentionally create barriers to connection and engagement ultimately hindering your impact.
By embedding trauma-informed and healing-centered approaches, we can cultivate a felt sense of safety—allowing people to show up more fully, participate meaningfully, and build relationships that support both individual and collective well-being.
But why?
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Signature Workshops & Courses
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Holistic Well-Being
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Decolonized Trauma-Informed Practice
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Holistic Support
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Well-Being Coaching
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Psychosocial Support for Events
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Intuitive Tarot Readings
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Consultancy Support
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Project Management & Curriculum Development
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Resource and Curriculum Review
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Speaking Engagements
How I Can Support You
I have a deep love for the ocean and divide my time between the unceded, traditional and ancestral territories of the xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh (Squamish), and Sel̓íl̓witulh (Tsleil-Waututh) Nations as known as Vancouver, BC, the traditional territory of the Māori in Tāmaki Makaurau (Auckland, New Zealand), and the traditional unceded territory of the Mi'kmaq people in Epekwitk (Prince Edward Island, Canada).
Meet Emily
My name is Emily Gibson (she/her), M.Ed.. I am a well-being and trauma-informed practice educator and consultant dedicated to fostering growth, connection and healing. I have over 20 years of community development experience providing leadership and support to Indigenous communities, not-for-profit organizations, schools, and businesses in Canada, New Zealand and Central America.
With a deep commitment to holistic well-being and healing, I draw from my lived experience and career in supporting communities impacted by trauma. In 2021, I founded Emily Gibson Consulting to help individuals and organizations thrive and succeed through cultivating safer environments and interactions while bolstering people’s individual and collective capacity for well-being.
I spent eight years with Right To Play Canada, most recently as the National Program Director, leading the Indigenous youth life-skills program (PLAY). I worked alongside Indigenous communities to design tailored well-being, suicide prevention, life-skills programs. I had the privilege of expanding the PLAY program to Western Canada and was honoured when they gained unanimous endorsements from BC’s First Nation leadership bodies.
I gratefully acknowledge the well-being practices and teachings shared by Elders from across Turtle Island that have been pivotal for her personal well-being journey. Through my commitment to holistic well-being and meeting the needs of her clients, Emily employs a diversity of accessible modalities and practices. In 2020, I became a certified intuitive tarot card reader and a reiki practioner.
I am always on the lookout for my next professional development opportunity. In July 2023, I completed my Master of Education with first class honours from the University of Auckland. My thesis explores Māori approaches to trauma-informed practices in arts-based mental health education in primary schools. I also have certificates in Global Mental Health: Trauma and Recovery from Harvard University, Trauma Counselling for Front-line Workers from the Hinks-Dellcrest, Children’s Grief and Bereavement from the Hinks-Dellcrest, Centering Black Youth Wellbeing: A Certificate on Combatting Anti-Black Racism from YouthREX, and Applied Suicide Intervention Skills Training from LivingWorks.
Our Values & Approach
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Trauma-informed, decolonizing, anti-racist & anti-oppressive
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Informed by indigenous teachings & research
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Community-owned & driven
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Co-created innovation
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Experiential learning
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Honesty & communication
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Willingness to experiment
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Strive for excellence; learn from mistakes
![🙋♀️ A Kindergarten teacher was attending one of my well-being workshops the other day and asked a question. She said the teachers at her school are not sure what to do with students who become dysregulated in the classroom. They currently suggest the student goes to a corner of the room and tries to sit quietly with their thoughts.
What I heard was:
1) 😤 Teachers are noticing when their students are activated (when their fight, flight or freeze stress responses are triggered). ➡️ WONDERFUL!
2) 🧘 Teachers are looking for ways to support students to feel calm and present so that they can engage in their learning. ➡️ YESSSS!
3) 🤓 Teachers aren't sure what evidence-based practices can support their student's regulation. ➡️ LET'S GET INTO IT.
💁♀️ I responded (briefly as this was mid-workshop) to focus on helping your students get back into their BODIES. We are not always 'safe' with our thoughts. (That's why if we want to offer meditation to students that we want to offer guided visualization meditations.)
🦋 What we want to do is help students get back into our bodies and stop being hijacked by their stress hormones. To get into our bodies, we can offer activities that:
1) engage our senses 👂 👃 👁️ 👅
2) encourage rhythmic moving (i.e. playing catch with a ball, dancing, walking) 🕺
3) promote breathing into our belly 😮💨
etc etc etc.
🫶 There's a lot more specificity, nuance and foundational knowledge I could share related to this, but honestly those are what my workshops, on-the-ground coaching and communities of practice are for! These spaces are dedicated time to dive into well-being and creating trauma-informed spaces where students are better able to learn. [ 🌶️ Hot tip: this doesn't just apply to schools - it applies to all sectors!]
📨 Feel free to reach out if you'd like to explore how I can support your workplace!
hashtag#studentwellbeing hashtag#teachers hashtag#education hashtag#traumainformedschools hashtag#strengthbasedapproaches hashtag#education hashtag#inclusion](https://scontent-iad3-1.cdninstagram.com/v/t39.30808-6/476799101_1030200029150280_5876919493674931732_n.jpg?stp=dst-jpg_e35_tt6&_nc_cat=110&ccb=1-7&_nc_sid=18de74&_nc_ohc=UMc-yfLMeNMQ7kNvgGmXTY0&_nc_oc=AdnzRkYRX59FxMUXso7FZ3Pu-c6I6eNLKHvhDZt7hHmr8SNo74BRsah1riu_ucNQXXY&_nc_zt=23&_nc_ht=scontent-iad3-1.cdninstagram.com&edm=ANo9K5cEAAAA&_nc_gid=YtAbWLAyauk-D4YqY3wFMQ&oh=00_AYGBd5EDoNa5WKXGB71SHtQLyLjYKUyFnVr72Qkn0RE_Yw&oe=67F473FE)
We respectively acknowledge our business operates from the unceded, traditional and ancestral territories of the S’ólh Téméxw (Stó:lō), Semiahmoo, Á,LEṈENEȻ ȽTE (W̱SÁNEĆ), Kwantlen, sc̓əwaθenaɁɬ təməxʷ (Tsawwassen), sq̓əc̓iy̓aɁɬ təməxʷ (Katzie) Nations. We hold our hands up in gratitude to the original caretakers of this land.