There is growing recognition of the widespread impact of psychological trauma on individuals and communities. Therefore, it is a priority to ensure that everyone is offered the support and opportunities they need to achieve their fullest potential.
What is Trauma Informed Practice?
The Scottish Government has made a commitment to preventing adverse childhood experiences (ACEs) and to supporting the resilience and recovery of all children and adults affected by psychological trauma. As part of this commitment, NHS Education for Scotland (NES) was commissioned to develop the National Trauma Training Programme (NTTP). The overarching vision for the NTTP is to develop a trauma informed and responsive nation and workforce, that:
- is informed by people with lived experience
- recognises the importance of wellbeing in the workforce
- recognises where people are affected by trauma and adversity
- responds in ways that prevent further harm
- supports recovery
- and can address inequalities and improve life chances
We know, from listening to the experiences of those who have lived through trauma as well as from the findings of scientific research, that traumatic life experiences can have a significant impact on people’s lives.
Whilst living through trauma is relatively common, the experience and its impact is often hidden. Although many people show remarkable resilience, those who experience trauma are at higher risk of experiencing greater inequalities and poorer outcomes at all stages of their lives, across physical and mental health, education, employment and wellbeing, if they do not have access to the right support at the right time if needed.
There is growing evidence that trauma-informed systems and practice, where the impact of trauma on those affected is understood by staff, and systems are adapted accordingly, can result in better outcomes for people affected by trauma.
What can the educational psychology service do?
Trauma is ‘everyone’s business’ and every member of the Scottish Workforce has a role to play in understanding and responding to people affected by trauma. This doesn’t mean that everyone needs to be a trauma expert —we know that different expertise and skills are required to support people’s recovery — but it does mean that all workers, in the context of their own role and work remit, have a unique and essential trauma informed role to play in responding to people who are affected by trauma.
Within Inverclyde, we are committed to developing a culture, workforce and services that are trauma informed and responsive, by embodying the trauma informed principles of collaboration, choice, empowerment, safety and trust in all that we do. This work is being coordinated by the Trauma Informed Practice Lead Officer for Inverclyde, who is based within the Educational Psychology Service, and trauma informed practice is one of our key service priorities.
Coping with Adversity: Responding to Trauma in the Context of COVID-19 Recovery
The development and implementation of trauma-informed approaches is a key aspects of Inverclyde Educational Psychology Service’s mental health and wellbeing recovery planning.
Our approach to trauma-informed practice is built upon existing best-practice from within Inverclyde and underpinned by psychological theory and research. A key focus of our Coping with Adversity approach is based on the power of relationships in delivering the best outcomes for our children and young people.
The principles and values of GIRFEC are at the heart of our Coping with Adversity approach, where the child or young person is always at the centre. The approach places a particular emphasis on the wider influences on a child or young person and their developmental needs, when thinking about their wellbeing, so that the right support can be offered as early as possible.
Fundamentally, the Coping with Adversity approach aims to develop an understanding of how adversity can impact upon the lives of children and young people; offers practical steps that can be taken to ensure needs are identified as soon as possible; and provides a framework for assessment into planning by promoting protective factors, to improve wellbeing.
Coping with Adversity is a multi-level approach open to all education staff, which can be implemented at all levels of Inverclyde’s GIRFEC Pathways. Initial professional learning developed by the Inverclyde Educational Psychology Service is delivered online, in a modular format, which can be accessed at a time and place chosen by staff, with training materials and resources provided to support implementation. Three introductory online professional learning modules aim to enhance practice at the universal and enhanced universal levels, with further opportunities for professional learning offered by EPS staff.
Module 1 begins by developing an understanding of key psychological theory and principles; module 2 aims to develop understanding of what makes a trauma-informed environment and how this can be achieved; finally, module 3 provides frameworks that can be used to identify and assess the needs of individual children and young people, to develop a plan to support wellbeing, underpinned by the principles of GIRFEC.
Following completion of the initial introductory modules, coaching is also available to schools and establishments, to provide enhanced support on how the Coping with Adversity approach can be used to develop effective assessment and planning for individual children and young people.
Access the Coping with Adversity Introductory Online Modules here.
For more information about enhanced support, contact your establishment’s link psychologist, or email psychological.service@inverclyde.gov.uk
