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I think that sometimes one conversation… or a few conversations with an individual is not going to undo years of being told that you won’t amount to anything or all the difficult messages that they’ve had and all the difficult experiences that they’ve had (Talking Hope project)
· Trauma can be hard to talk about – especially once the immediate crisis has passed. But its effects can resurface in unexpected ways, sometimes years later. This is a normal response.
· For those supporting young people, it is important to remember that your own past experiences may also influence how you relate to others.
· Being trauma-informed means recognising how both your own story and a young person’s history shape the present, and working with compassion and care to support healing.
Prominent advocates of trauma-informed practice include Karen Treisman and Stephanie Covington.
According to Treisman the guiding principles are:
With all these theories it is important to not simplify the very complex impact trauma and adverse experience has on practice and relationships. At the heart of any practice should always be the young person’s well-being and needs.
This is one of two theory guides in the toolkit. The other theory guide is relationship based practice. It is important to know that there are strong links between these two ways of working. When combined, relationship-based practice and trauma-informed care:
· Build resilience by fostering safe, trusting connections.
· Support healing by creating an environment where young people feel understood and valued.
· Protect against further harm by avoiding re-traumatisation and promoting stability.
Nurture positive development by focusing on strengths, aspirations, and self-efficacy.
· Start with reflection – individually or with colleagues – on how trauma is considered in your current work.
· Learn from how other organisations have implemented trauma-informed approaches, but adapt them to your own context.
· Above all, listen to young people: their experiences show what is helpful and what may cause harm.
NES Scotland has some useful resources for individuals and organisations.
SSSC’s revised codes of practice from 2024 emphasise trauma-informed practice and staff wellbeing aligning with the principles of The Promise.
You can find a free introductory course on trauma-informed, relationship based practice developed by Staf and the Open University here.
Key References
· Treisman, K. (2017). Working with relational and developmental trauma in children and adolescents.
· Covington, S. (2008). Women and addiction: A trauma-informed approach.
· Bath, H. & Seita, J. (2018). The three pillars of trauma-informed care.
· SAMHSA(2014). Concept of trauma and guidance for a trauma-informed approach.
*Relationship-based practice is an approach that prioritises building trusting, consistent, and empathetic relationships as the foundation for support. *It recognises that meaningful change and positive outcomes are more likely when young people feel valued, understood, and safe in their interactions with adults. *It focuses on the quality of the human connection rather than solely on procedures, emphasising active listening, authenticity, and mutual respect.
Introductions matter — when, how, and where they happen can shape a young person’s entire experience of transition. For young people in care, transitions are often the most difficult times, especially when they involve changes in trusted relationships. This guide looks at how to approach introductions and referrals through the lens of relational practice, focusing on building trust and avoiding unnecessary stress.
What do IT systems and relationships have in common? Both usually run in the background and are easily taken for granted. Yet, IT systems can have a big influence on the quality of relationships and relational practice in general.
One of the first things you learn when you start your job is when you need to arrive and when you need to leave. Have you ever considered that the pattern of your work affects the relationships you are building?
Organisational values influence the working culture. They can inspire workers to follow the organisation's mission. However, for them to have an impact they need to be developed with staff and young people.
It is important to keep learning and growing. Recognise your staff’s value and expertise by developing internal training and discussion sessions. Enable staff to learn and train more. Training should not be a tick-box exercise but a place for growth and reflection.
As is often said, hurt people hurt people – it is even more important to consider the flipside: supported people support people. Working with young people and caring for them can be a demanding role, especially in under-resourced and stressful environments. A truly relational organisation also invests in the relationships between managers and staff, creating a positive environment for everyone.
Relationships are shaped by the culture of organisations. Sometimes one person who ‘doesn’t get it’ can create relational barriers for an entire team. So, it’s easy to see why recruiting the right people is critical to create and maintain a relational organisation.
Strong relationships take time, effort, and trust. For young people with care experience, this can be more complex, requiring patience, consistency, and a clear sense of boundaries. With the right approach, you can build positive, lasting connections that support the young person’s growth and relational skills.
Relationships are essential to all parts of life and encompass both our professional and personal lives. They are a vital part of the support networks for our young people and the stronger the relationship the better we can all do our jobs, perhaps making them feel less like a job and more like a vocation. And perhaps more importantly, the stronger the relationship the more important a young person might feel.
