Pathway and Planning Assessment – Cwm Taf Pathfinder (August 2021)
Summary
Attached below are a variety of resources related to the Pathway and Planning assessment of children which take into consideration trauma-informed practice.
Description
Attached below are a variety of tools developed by Cwm Taf youth offending service, these look at the pathways and planning documentation.
Cwm Taf youth offending service have produced a guide around trauma and ACE informed approach, which should be read together with the below tools.
Cwm Taf youth offending service have produced a guide around trauma and ACE informed approach, which should be read together with the below tools
This document provides an overview of how trauma and Adverse Childhood Experiences can be considered within the AssetPlus framework by examining relevant sections within Pathways and Planning. It includes a case study illustrating how this might look in practice.
YJB AssetPlus guidance outlines the requirement for an integrated plan that addresses the key areas of intervention/assessment priorities derived from the assessment. This document provides examples of how key areas of intervention can be addressed using a trauma-informed approach and by applying them to the first four stages of the Trauma Recovery Model. Level 1: instability/inconsistent, Level 2: trust building relationships; Level 3: working through trauma and level 4: insight awareness. ‘Future behaviours and adverse outcomes’ (often identified in YOT assessments for children who have experienced trauma and adverse experiences) examines what types of approaches can be taken with children where aggression/violence and emotional harm are identified as a concern and also looks at reparative work.
This tool is underpinned by the Trauma Recovery Model (TRM). The TRM is a six-stage model based on Maslow- hierarchy of needs which links the child- presenting behaviours to underlying need with the type of intervention required to meet that need. The tool examines the six stages of the TRM and indicates what types of interventions would help to meet the child- cognitive, emotional and social needs at each stage.
The infographic contains ideas of how traditional programmes for children who have experienced trauma and adverse childhood experience can be re-focused to take account of this.
In a Child First context, restorative approaches can support children to develop a ‘pro-social’ identity, help them to take a positive place in society and promote inclusion. A restorative approach will play to the child- individual strengths, help them to evolve constructive interests, widen their horizons and help them to move forwards and recognise their valuable place in the community. Children who have experienced trauma have often developed a negative view of themselves and the world around them. Reparation can help challenge the way the child thinks about themselves and their place in the world. This paper discusses the practice considerations for children who have experienced trauma and illustrates with a case study how some of the tools and techniques associated with trauma-informed practice were used to deliver reparative interventions in a trauma-informed way.
Where traumatic experiences in early childhood manifest as challenging behaviour in school and/or in the community, negative messages can be further perpetuated (unintentionally), e.g. “everyone else managed to understand”, “why are you the only one who hasn’t completed this task?”. Within educational settings teaching staff may be unaware of the child- experience of trauma as there is no automatic assessment process associated with this. This can lead to the child being sanctioned for behaviours that may be associated with the impact of early years trauma and what appears to be misbehaviour may actually be stress-related behaviour. This paper discusses how using techniques associated with trauma can be used to share information and provides examples of interventions which may help to prepare them to be receptive to education, training and employment. It includes case studies to illustrate the points made.
Note: For further information around working in a trauma-informed way with children, Cwm taf YOS have also developed the following tools:
Working with the Trauma Recovery Model – Cwm Taf Pathfinder (August 2021)
Making Assessment Trauma Informed – Cwm Taf Pathfinder (July 2021)
Contact
| Youth justice service: | Cwm Taf Pathfinder |
| Name: | Claire Williams |
| Email: | Claire.M.Williams@rctcbc.gov.uk |