Working with Children in a Trauma Informed Way – Trauma Informed Practice Pathfinder – Cwm Taf youth justice service (Updated September 2022)
| Summary: | The trauma informed pathfinder have shared a workshop and associated materials looking at how youth justice practitioners can complete assessments in a trauma informed way. |
Summary:
The trauma informed pathfinder have shared a workshop and associated materials looking at how youth justice practitioners can complete assessments in a trauma informed way.
Description:
As part of the trauma informed Pathfinder, Cwm Taf youth justice service ran a variety of bite size training session through 2021 and 2022 to support colleagues across England and Wales to consider embedding trauma informed practice across the whole process when working with children in the youth justice system.
The training should be read in conjunction with the final guidance which looks at how Cwm Taf youth justice service have implemented a trauma informed way of working with children.
Day 1 training: Enhanced Case Management and Multi-Agency Timelining Workshop
The Enhanced Case Management and Multi-Agency Timelining workshop was split into day one and day two workshops due to the length. The Pathfinder also shared associate presentation slides.
The training focuses around the enhanced case management process. The process includes sifting referrals, the referral process, invites, preparation and chairing the ECM multi agency timelining meeting.
The following materials are discussed during the training and available for download:
Assessment trauma recovery model– The Trauma Recovery Model is used in assessment to identify where a child who has experienced trauma sits within this framework based on how they are presenting (the triangle). This then provides guidance on what their underlying needs might be and what the focus of the intervention should be and how it is tailored to the child. Children can move between different stages of the TRM depending on what is happening in their lives.
Developmental mapping: child development stage– This is used as part of the assessment process (with or without case formulation/multi-agency timelining) to assess the child- cognitive, social and emotional age, which can be different from their chronological age. This may be evident through lack of consequential thinking, avoidance, challenging behaviour, problems in controlling temper, lack of empathy, an unwillingness to provide explanations, etc. It is not a formal evidence-based assessment but a useful tool to help to determine the age range to tailor interventions at.
Example invite: multi-agency timelining meeting– This is an example of a letter which Cwm Taf youth justice service uses to invite external agencies to a multi-agency timelining meeting.
Multi-agency timelining format– The drawing up of a timeline is a key role in multi-agency timelining meetings. The timeline records in graphic form the information shared and is used by the attendees as a basis for discussion. This approach has been used in Enhanced Case Management which a psychologist is present and without psychology to assist the youth justice service case manager to gather information about the child- history and background and for agencies involved with the child and their family to gain a common understanding of their needs.
Multi-agency timelining script for chairs– This is an example of a script that may be used by chairs.
Timelining meeting preparation guide– Multi-agency timelining meetings have been used by Cwm Taf youth justice service to bring all professionals with involvement with the child together to share information. This can help to identify if the child has experienced trauma in their early years and upbringing and to develop plans and ways of working with them that are compatible with their needs. As part of this approach professionals complete a developmental mapping exercise to collectively assess the child- physical, cognitive, emotional and social development and assess where they are on the Trauma Recovery Model.
Tiered level of service grid– This is a grid outlining the tiers of service that practitioners may find useful as they identify the most appropriate tier for each case.
Day 2 training: TrACE Informed Assessments
Day two of training workshop and accompanying slides concentrated on demonstrating how trauma informed assessments can be completed with confidence by youth justice practitioners. The workshop includes an overview of the relevant research, how to apply a trauma informed lens, aftercare support for children and practice tools that are available to support the process.
The following materials are discussed during the training and available for download:
Trauma and ACE (TrACE) informed AssetPlus prompt sheet – The completion of a trauma informed assessment is used to identify vulnerable children and make intervention and effective harm reduction decisions. This can be undertaken by the youth justise service case manager as part of the initial assessment process for all children referred to the youth justice service.
Reframing the perspective infographic – This infographic highlights the importance of the use of language in assessments, reports and plans with other agencies to describe a child. A trauma informed assessment will result in a shift in how we view the child, the offending behaviour and the language used.
Trauma and Ace (TrACE) informed reparative work -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.
Trauma and Ace (TrACE) informed education, training and employment interventions – 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’ or ‘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.
TrACE quality assurance tool – This tool is intended to be used in addition to the standard Asset Plus quality assurance tools for cases where there is evidence of trauma and Adverse Childhood Experiences (ACEs) (TrACE). It is suggested it is used alongside the TrACE informed AssetPlus prompt sheet which assists in gathering information about trauma. The tool can be used to assist youth justice service practitioners to reflect on whether they have gathered all the pertinent information and where they can record the information gathered. It can also be used as a thematic (TrACE informed) practice development exercise. The prompts are suggestions, reflections and considerations for the author of the assessment rather than set expectations. Recording will be individual to the child and their unique circumstances and therefore the tool cannot be used as a checklist.
Day 3 training: Developmental Mapping
Day three of the training is concerned with how developmental mapping exercise can inform youth justice assessments/interventions and how it can be used within the multi-agency timelining meeting. This includes an exploration of relevant research and practice tools that have been developed to assist the process and how it can inform the nature of interventions delivered by youth justice practitioners.
The following materials are discussed during the training and available for download:
Developmental mapping: child development stages overview – This is used as part of the assessment process (with or without case formulation/multi-agency timelining) to assess the child- cognitive, social and emotional age, which can be different from their chronological age. This may be evident through lack of consequential thinking, avoidance, challenging behaviour, problems in controlling temper, lack of empathy, an unwillingness to provide explanations, etc. It is not a formal evidence-based assessment but a useful tool to help to determine the age range to tailor interventions at.
Day 4 training: Trauma Recovery Model
Day 4 training is concerned with exploring how the Trauma Recovery Model (TRM) (Skuse and Mathew-, 2015) can inform youth justice assessments and how it can be used in multi-agency timelining meetings.
The following materials are discussed during the training and available for download:
Trauma Recovery Model (TRM) intervention tool – 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.
Assessment trauma recovery model– Looks at assessment through a trauma-informed lens.
Creating a safe base: Level 1 trauma recovery model – Assessments completed with children who have experienced trauma, often highlight the absence of stable living arrangements and positive personal relationships as factors which contribute to negative or challenging behaviours. This paper discusses how practitioners when delivering interventions can help children to experience the youth justice service as a safe place. Creating a safe base may be the main or only focus of the intervention; is a prerequisite to the success of other interventions; and can provide the foundation on which to deliver other interventions. The paper includes a case study of how the techniques discussed were put into practice.
Trust/relationship building: Level 2 trauma recovery model – Once a practitioner has created a safe base and the child is keeping most appointments, interventions can seek to build on this foundation by focusing on developing trusting relationships with key workers. This paper discusses how techniques associated with relationship-building can be incorporated into work with children and their families. Case studies are used to illustrated the approaches taken.
Working through trauma: Level 3 trauma recovery model – Where children have experienced a period of stability and have been provided with the opportunity to develop positive attachments with trusted adults, they may start to recover from the trauma they have experienced and be more attuned to their own feelings. They may start to reflect on their previous lives and the trauma they have experienced. It- extremely important that practitioners carefully assess any presenting behaviours to distinguish between behaviours that may indicate unmet need and behaviours that are a result of the recovery process (need being met). This period is often characterised by a period of desistance where previous behaviours are less frequent or severe, followed by a period where the child- behaviour is once again challenging. This paper discusses how children who have reached this stage can be supported with case studies to demonstrate what this support looks like in practice.
Day 5 training: Pathways and Planning
Day 5 training workshop and associated slides is concerned with demonstrating how youth justice service practitioners can complete trauma-informed assessments with confidence.
The following materials are discussed during the training and available for download:
TrACE informed plan for Eden an example of a TrACE informed plan used during the training.
Pathways and Planning (AssetPlus): Trauma and ACE (TrACE) Informed Guidance – 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.
Pathways and Planning: Managing Future Behaviours and Adverse Outcomes – 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 youth justice service 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.
Day 6 training: Trauma Informed Transitions
Day 6 training workshop and associated slides is concerned with how a trauma informed approach can be applied to the youth to adult (Y2A) process.
Contact:
| Youth justice service: | Cwm Taf youth justice service |
| Name: | Claire Williams |
| Email: | Claire.M.Williams@rctcbc.gov.uk |