Understanding Trauma-Informed Practice for DSLs

Embracing Trauma-Informed Practice: A DSL’s Guide to Supporting Vulnerable Children and Families

Trauma and adverse childhood experiences (ACEs) are alarmingly prevalent, affecting millions of children worldwide. According to research, nearly two-thirds of adults have experienced at least one ACE, such as physical or emotional abuse, neglect, domestic violence, or parental substance abuse (NHS Scotland). These traumatic experiences can have profound and long-lasting effects on a child’s physical, emotional, and cognitive development, as well as their overall well-being.

As a Designated Safeguarding Lead (DSL) in a UK school, you play a critical role in creating a safe, supportive, and nurturing environment for children who have experienced trauma. Adopting a trauma-informed approach is essential to understanding the unique needs of these vulnerable children and families, and providing the appropriate interventions and support to foster their healing and resilience.

Trauma-informed practice is a comprehensive framework that recognises the widespread impact of trauma and seeks to create environments and systems that are sensitive to the needs of trauma survivors. By embracing this approach, DSLs can better identify and respond to the signs of trauma, build trust and rapport with children and families, and promote healing and post-traumatic growth.

You may also find our post on Interview Questions for DSLs useful.

What is Trauma-Informed Practice?

Trauma-informed practice is a holistic, strengths-based approach that recognizes the prevalence and impact of trauma on individuals, families, and communities. It is grounded in six key principles:

1. Safety: Creating a physically and emotionally safe environment promotes trust and healing.
2. Trustworthiness and Transparency: Building trust through clear communication, transparency, and consistent actions.
3. Peer Support: Fostering connections, collaboration, and mutual self-help among trauma survivors.
4. Collaboration and Mutuality: Sharing power and decision-making with children and families, recognizing their expertise and empowering them.
5. Empowerment, Voice, and Choice: Promoting self-determination, autonomy, and the ability to make choices.
6. Cultural, Historical, and Gender Issues: Recognising and addressing the unique needs and experiences of diverse cultural and gender groups.

Trauma-informed practice is distinct from trauma-aware and trauma-specific approaches. Trauma-aware approaches involve recognising the prevalence and impact of trauma, while trauma-specific interventions directly address the consequences of trauma through evidence-based treatments.

Adopting a trauma-informed approach in safeguarding work can have significant benefits, including improved engagement and trust-building with children and families, better identification and understanding of trauma-related behaviours, and more effective interventions and support systems.

Understanding the Impact of Trauma

Trauma can take many forms, including physical abuse, emotional abuse, neglect, domestic violence, community violence, natural disasters, and other adverse experiences. Regardless of its source, trauma can have profound and long-lasting effects on a child’s development and well-being.

When a child experiences trauma, their brain’s stress response system becomes dysregulated, leading to changes in brain structure and function. This can affect various areas of development, including:

1. Cognitive Development: Trauma can impair executive functioning skills such as attention, memory, problem-solving, and decision-making.
2. Emotional Regulation: Children who have experienced trauma may struggle with identifying, expressing, and managing their emotions, leading to emotional outbursts, withdrawal, or numbing.
3. Behaviour Regulation: Trauma can contribute to impulsivity, aggression, risk-taking behaviours, and difficulties with self-regulation.
4. Attachment and Relationships: Traumatic experiences, particularly during early childhood, can disrupt the formation of secure attachments and lead to difficulties in trusting others and forming healthy relationships.
5. Physical Health: Trauma has been linked to various physical health problems, including chronic pain, obesity, cardiovascular disease, and autoimmune disorders.

It’s also important to recognize the concept of complex trauma, which refers to exposure to multiple, prolonged, or repeated traumatic events, often within the caregiving system or environment meant to be protective and nurturing. Children who experience complex trauma may exhibit more severe and long-lasting symptoms, such as dissociation, self-harm, and difficulties with self-concept and identity formation.

The impact of trauma can vary depending on factors such as the child’s age, the nature and duration of the traumatic event(s), the presence of protective factors (e.g., supportive relationships, access to resources), and individual resilience. DSLs need to understand that trauma can have far-reaching consequences and that a trauma-informed approach is essential for supporting the unique needs of these vulnerable children and families.

Principles of Trauma-Informed Practice for DSLs

Implementing trauma-informed practice in safeguarding work involves embracing core principles that guide interactions, policies, and interventions. As a DSL, understanding and applying these principles is crucial for creating a safe, trustworthy, and empowering environment for children and families who have experienced trauma.

1. Safety: Creating a physically and emotionally safe environment is foundational to trauma-informed practice. This involves ensuring that the school setting is free from actual or perceived threats and that children feel secure and protected. DSLs can promote safety by establishing clear rules and expectations, providing predictability and structure, and actively listening to and addressing any safety concerns expressed by children or families.
2. Trustworthiness and Transparency: Building trust is essential for engaging with trauma survivors, who may have experienced betrayal or have difficulty trusting authority figures. DSLs can foster trust through clear and consistent communication, transparency about processes and decision-making, and following through on promises and commitments.
3. Peer Support: Trauma-informed practice recognizes the power of peer support and mutual self-help. DSLs can facilitate opportunities for children and families to connect with others who have had similar experiences, share their stories, and offer and receive support. This can help reduce feelings of isolation, promote healing, and foster a sense of community and belonging. This can also help reduce the likelihood of countertransference.
4. Collaboration and Mutuality: Trauma-informed practice emphasizes collaboration and shared decision-making with children and families, recognizing their expertise and empowering them to be active participants in their own healing process. DSLs can promote collaboration by involving children and families in goal-setting, treatment planning, problem-solving and valuing their perspectives and input.
5. Empowerment, Voice, and Choice: Trauma often involves a loss of control and disempowerment. Trauma-informed practice seeks to restore a sense of control and autonomy by promoting empowerment, voice, and choice. DSLs can empower children and families by offering choices whenever possible, encouraging self-determination, and creating opportunities for them to express their thoughts, feelings, and preferences.
6. Cultural, Historical, and Gender Issues: Trauma experiences and responses can be shaped by cultural, historical, and gender-specific factors. Trauma-informed practice involves recognizing and addressing these unique needs and experiences, and ensuring that interventions and support systems are culturally responsive and inclusive.

How To Implement Trauma-Informed Practices in Safeguarding

Adopting a trauma-informed approach involves more than just understanding the principles; it requires a comprehensive implementation strategy that encompasses various aspects of the school environment and safeguarding practices. Here are some key steps for DSLs to consider:

1. Conducting trauma-informed assessments and screenings: DSLs should ensure that the school has processes in place to identify and assess children who may have experienced trauma or adverse childhood experiences. This can involve incorporating trauma-specific screening tools, such as the Childhood Trust Events Survey (CTES) that help DSLs better understand the child’s experiences and tailor appropriate interventions and support.
2. Developing trauma-informed policies and procedures: School policies and procedures should be reviewed and updated to reflect trauma-informed principles. This may involve revising discipline policies to focus on restorative practices rather than punitive measures, implementing trauma-sensitive crisis response protocols, and ensuring that confidentiality and safety protocols are in place for children and families who disclose traumatic experiences.
3. Creating a trauma-sensitive physical environment: The physical environment can play a significant role in promoting a sense of safety and security for trauma survivors. DSLs should work with school staff to create calm, welcoming, and inclusive spaces that minimise potential triggers and provide self-regulation and sensory support.
4. Providing trauma-informed training for staff and educators: Effective implementation of trauma-informed practice requires ongoing training and professional development for all school staff, including mid-day meals, dinner ladies, site team and support staff. This training should cover topics such as:

• Understanding trauma and its impact on child development and behaviour
• Recognizing the signs and symptoms of trauma
• Strategies for creating a trauma-sensitive classroom and school environment
• Trauma-informed discipline and classroom management techniques
• Self-care strategies to prevent secondary traumatic stress and burnout

Training can take various forms, including workshops, online courses, and coaching/mentoring programs. School’s also need to provide ongoing support and resources for staff to reinforce and apply their trauma-informed knowledge and skills.

5. Building partnerships with trauma-informed service providers and community organizations: Collaboration and coordination are essential in providing comprehensive support for children and families affected by trauma. DSLs should establish strong partnerships with local mental health providers, social services agencies, law enforcement, and community organizations that specialise in trauma-informed care. These partnerships can facilitate referrals, information sharing, and the development of coordinated care plans that address the multifaceted needs of trauma survivors.
6. Continuously evaluating and improving trauma-informed practices: Implementing trauma-informed practice is an ongoing process that requires continuous evaluation and improvement. DSLs should regularly assess the school’s policies, procedures, and practices to ensure they align with trauma-informed principles. This can involve gathering feedback from children, families, and staff, analyzing data on student outcomes and engagement, and making necessary adjustments.

Trauma-Informed Interventions and Strategies

In addition to creating a trauma-sensitive environment, DSLs should be familiar with evidence-based interventions and strategies specifically designed to address the unique needs of children and families affected by trauma. Here are some commonly used trauma-informed interventions:

1. Trauma-focused cognitive-behavioural therapy (TF-CBT): TF-CBT is a structured, time-limited therapy that combines cognitive-behavioural principles with trauma-sensitive interventions. It is designed to help children and adolescents process and overcome the traumatic experiences they have endured. TF-CBT typically involves several components, including psychoeducation, parenting skills training, relaxation techniques, affective expression and regulation, cognitive coping, trauma narrative development, and in vivo mastery of trauma reminders.
2. Mindfulness and self-regulation techniques: Trauma can dysregulate a child’s ability to manage their emotions and physiological arousal. Mindfulness practices, such as deep breathing exercises, progressive muscle relaxation, and grounding techniques, can help children develop self-awareness and self-regulation skills. These techniques can be integrated into individual therapy sessions or taught as part of group interventions or classroom activities.
3. Strengths-based and resilience-focused approaches: While addressing the impact of trauma is essential, it’s also crucial to focus on building upon the child’s strengths, resources, and protective factors. Strengths-based approaches emphasise identifying and nurturing the child’s talents, abilities, and positive attributes. Resilience-focused interventions aim to develop coping strategies, problem-solving skills, and a sense of hope and optimism.

Supporting Resilience and Post-Traumatic Growth

While addressing the impact of trauma is a crucial aspect of trauma-informed practice, it’s equally important to focus on promoting resilience and post-traumatic growth. Resilience refers to the ability to adapt and bounce back from adversity, while post-traumatic growth involves the positive psychological changes and personal growth that can occur as a result of struggling with challenging life circumstances.

DSLs can support resilience and post-traumatic growth in children and families affected by trauma by:

1. Fostering protective factors and supportive relationships: Strong, positive relationships with caring adults, peers, and community members can serve as protective factors that promote resilience. DSLs can facilitate opportunities for children and families to develop these supportive connections and nurture existing positive relationships.
2. Promoting coping strategies and self-care practices: Teaching children and families healthy coping strategies, such as mindfulness techniques, emotion regulation skills, and self-care practices, can help them manage stress and adversity more effectively. DSLs can integrate these strategies into interventions or provide resources and referrals to support their development.
3. Encouraging meaning-making and post-traumatic growth: Trauma can challenge an individual’s core beliefs and worldview. Encouraging children and families to explore and find meaning in their experiences, and to recognize the personal growth and positive changes that have emerged from their struggles, can foster a sense of purpose and hope.
4. Celebrating strengths, achievements, and progress: Recognizing and celebrating the strengths, accomplishments, and progress of children and families affected by trauma can reinforce their resilience and promote a positive self-concept. DSLs can create opportunities for acknowledgement and celebration, such as awards, ceremonies, or other forms of recognition.

By focusing on resilience and post-traumatic growth, DSLs can empower children and families to move beyond their traumatic experiences and cultivate a sense of hope, purpose, and personal growth.

Addressing Vicarious Trauma and Self-Care

Working closely with children and families affected by trauma can take an emotional toll on DSLs and other school staff. Exposure to traumatic narratives and the distress of others can lead to vicarious trauma, also known as secondary traumatic stress. This is a natural consequence of caring for and empathising with trauma survivors but left unaddressed, it can contribute to burnout, compassion fatigue, and a range of physical and emotional health issues.

It’s crucial for DSLs to recognize the signs of vicarious trauma, which can include:

• Intrusive thoughts or images related to the traumatic experiences of others
• Emotional distress, such as anxiety, anger, or sadness
• Physical symptoms like headaches, fatigue, or sleep disturbances
• Avoidance behaviours or emotional numbing
• Feelings of hopelessness, cynicism, or detachment
• Difficulties in personal or professional relationships

To address vicarious trauma and promote self-care, DSLs should:

1. Access regular supervision and peer support: Engaging in regular supervision with a qualified professional and connecting with peers who understand the challenges of safeguarding work can provide a safe space to process emotions, receive feedback, and share coping strategies.
2. Practice self-care strategies: Implementing self-care practices, such as exercise, mindfulness, hobbies, and setting boundaries between work and personal life, can help DSLs manage stress and maintain emotional well-being.
3. Seek professional support: If vicarious trauma symptoms persist or intensify, DSLs should seek professional support from a counsellor or therapist who specializes in trauma work.
4. Engage in ongoing professional development: Attending trainings, workshops, or conferences focused on trauma-informed practice, self-care, and resilience can provide valuable knowledge and skills for managing the emotional demands of safeguarding work.

Resources for DSLs

1. Practical Guide for Implementing a Trauma-Informed Approach:
   • SAMHSA’s guide provides implementation strategies across multiple domains.
   • It covers various aspects of trauma-informed practice and can be adapted to your context.
2. Creating Trauma-Informed and Responsive Change:
   • The Roadmap for Trauma-Informed Change is designed for services and organizations in Scotland.
   • It helps identify progress, strengths, and opportunities for embedding a trauma-informed approach across policy and practice