Timothy R. Clark, in his book The 4 Stages of Psychological Safety, defines psychological safety as a condition in which you feel (1) included, (2) safe to learn, (3) safe to contribute, and (4) safe to challenge the status quo—all without fear of being embarrassed, marginalized, or punished in some way.

Clark states that psychological safety is no less a human need than food or shelter. It is the manifestation of the need for self-preservation in a social and emotional sense. Once the basic physical needs of food and shelter are met, psychological safety becomes a priority.

Inclusion safety is provided by inviting others in based on the sole qualification that they possess flesh and blood. This connection supersedes all other differences that may be present in human beings, according to Clark. ICF Competency 4 – Cultivates Trust and Safety, includes this idea as competency 4 is defined broadly as: Partners with the client to create a safe, supportive environment that allows the client to share freely. Maintains a relationship of mutual respect and trust. Item 4.1 specifically states: Seeks to understand the client within their context which may include their identity, environment, experiences, values, and beliefs. The ICF Code of Ethics includes in its key definitions “Systemic equality”—gender equality, race equality and other forms of equality that are institutionalized in the ethics, core values, policies, structures and cultures of communities, organizations, nations, and society. Inclusion safety is at the heart of the ICF Core Competencies and Code of Ethics. Inclusion safety requires that we condemn negative bias, arbitrary distinction, or destructive prejudice that does not acknowledge equal worth and equal treatment.

The next step along the pathway to full psychological safety is learner safety. We have an innate human need to learn and grow without fear of being rejected or neglected. When the environment punishes rather than teaches, individuals become more defensive, less reflective, and less able to self-diagnose, self-coach, and self-correct. The unintended outcome is that people fail to keep trying. The moral imperative to grant learner safety is to act first by encouraging the learner to learn. Failure isn’t the exception, it’s the expectation and the way forward.

Inclusion safety is the first and most basic way to offer safety to others. To offer inclusion safety, one is allowing another to interact as a human being—to offer status and the absence of harm. To offer learner safety is to offer encouragement in exchange for engagement.

As you consider the points about psychological safety, how are you offering inclusion safety and learner safety as you build trusting relationships with others?

In the next article, we will focus on contributor safety and challenger safety.