Background and Objective: Exercise is a well-established component of holistic, effective cancer care.1,2 While much attention has been paid to ensuring physical safety in exercise programs, strategies for ensuring psychological safety, such as trauma-informed care, are critically needed.3,4 Trauma-informed services may reduce unintended harm, promote equitable participation, and support effective behaviour change.5 This talk will explore the potential of trauma-informed care principles to be practically implemented in exercise oncology clinical settings through targeted professional education, co-design, and systems-level reflection.
Sample and Settings: This talk draws on findings from a mixed-method study evaluating an online trauma-informed training module developed for Australian exercise oncology professionals (n = 55). The module was co-designed with clinicians and people affected by cancer as part of a broader service redesign in a tertiary cancer centre.
Procedures: The session will outline key trauma-informed principles—safety, choice, collaboration, trustworthiness, and empowerment—and contextualise these in allied health and psycho-oncology settings. The training module, delivered online, focused on integrating these principles into everyday exercise support. Acceptability and potential for behaviour change were assessed via surveys and interviews. Co-design inputs included real-world patient experiences, such as discomfort during corridor-based walk tests and the demoralising language used in fitness feedback.
Results: Quantitative findings showed high acceptability and strong motivation for behaviour change. Qualitative data revealed that the module validated professionals’ values, raised awareness of unintentional harm (e.g., public assessments, triggering language), and scaffolded strategies for safer, identity-affirming interactions. Participants requested further oncology-specific examples and support to bridge learning and practice.
Conclusion: This talk will highlight how trauma-informed approaches can be effectively taught, embedded, and adapted in supportive care contexts. By foregrounding co-designed solutions and real clinical narratives, it advocates for training that equips professionals to offer care that affirms identity, respects complexity, and fosters emotional safety across disciplines.