Key strengths-based and trauma-informed principles
We have strengths-based approach in Nottinghamshire, and we are striving to become more trauma-informed in all that we do.
Our Nottinghamshire Approach provides a framework in which the six principles of trauma-informed practice can be embedded. In this guide, we outline how they sit together with examples.
The principles of trauma-informed practice
Safety - I don't feel threatened.
Trust - people do what they say.
Choice - what are my options?
Collaboration - we are in this together.
Empowerment - I am taking control of my life.
Cultural consideration - I am being seen and heard.
Recognise
Recognise the trauma which may have been or is being experienced by ourselves, each other, and the children, young people and families we support. Understanding this begins compassion and empathy.
Example in practice:
- considering someone may need to build trust before accepting support.
Safety
Build safety for ourselves, each other, children, young people and families.
Example in practice:
- creating safe environments for ourselves and others
- creating safe supportive relationships where we can build trust
- reduce risks
- encourage progress.
Resist re-traumatisation
Look at how our systems, structures, practices and policies may cause further harm to ourselves, each other, our children, young people and families.
Example in practice:
- language can re-traumatise and change the way we think about ourselves and others.
- consider the importance of using strengths-based words
- recognising what we say and write can become a part of a person's narrative.
Trust and transparency
Trust and be transparent with ourselves, each other, our children, young people and families.
Example in practice:
- setting clear boundaries
- being clear on what is possible and what our needs are
- knowing what is realistic for us to achieve
- considering what the consequences of not doing something would be for everyone involved.
Collaboration
Be collaborative by working with the person rather than doing 'to' or 'for'. See the human behind the behaviour and remember that people know their own lives and journeys better than anybody else.
Example in practice:
- focus on people's strengths, capabilities, motivations and resources
- work with other services and communities to provide a holistic and sustainable support network.
Empower, give choice and control
Being a professional can sometimes make people who have experienced trauma feel even more powerless in relationships.
Example in practice:
- utilising lived experience as a way of giving people back their power
- listening to the voices of each other, our children, young people, and families
- offer choices
- influence and shape our services
Culturally considerate
Be culturally considerate, fair and respectful through inclusive practice that seeks to understand people within the context of their culture.
Example in practice:
- meeting people where they are at in their life's journey
- recognising difference and diversity.
