Sutton
THE LONDON BOROUGH OF SUTTON AND COGNUS LTD
Deliverables: Organisational Reform Methodology • Multidiscipline Collaboration Approaches
As a local authority, the London Borough of Sutton prides itself aspiring to create an opportunity area in which its residents look forward to living and working. In conjunction with external parties, the local authority continues to strive to deliver the residential units, employment opportunities, social infrastructure and the necessary transport infrastructure for people living, working and visiting the borough. Children, young people and families are an area of particular focus for the local authority, among its priorities.
Cognus is about education – they exist to support schools, families and children/ young people to access, enjoy and thrive in educational settings in school and in the community. Cognus employ a range of education specialists – teachers, psychologists and other practitioners with deep knowledge and experience of all aspects of education, which they harness to benefit those they work with.
The Challenge
95%
attendance & completion of the programme across multiple disciplines
INITIATING AND IMPLEMENTING TRAUMA-INFORMED APPROACHES ACROSS MULTIPLE DISCIPLINES IN EDUCATION
Due to high incidence of Domestic Violence, Mental ill-Health and Substance Misuse, we were commissioned by LB Sutton to guide their efforts and endeavours in becoming a Trauma-Informed Borough, initially across Targeted Youth and Youth Offending Services respectively. Children’s behaviour was found to be deteriorating and as a result, services were under mounting demand and strain. Following the successful adoption of a Trauma-Informed & Attachment-Based approach within these initial services highlighted the gains that could be realised in adjacent services within the borough, primarily education - in which the same Children & Young People were presenting with behavioural difficulties:
Intervening through education environments maximised the opportunities associated with a consultation rather than a post-incident intervention method.
The distinctive aspect of the school environment is its commonality in the lives of Children & Young People, alongside the wealth of people and time resource provided by its routine nature throughout the academic year. Establishing a Trauma-Informed Learning Environment as such reduces the impact t of stigma, often seen in the anchors and drag associated with peri- incident responses
The differentiation of tile is around creating an environment, rather than an intervention, to thaw Children & Young People's from the sequelae of past, present or future adversity and trauma in the home. Thus the challenge was creating a common understanding and language, across the multiple disciplines, within the education provision service.
Overcoming the inertia, cynicism and scepticism associated with numerous new initiatives, which may be interpreted as transient, chasing trends and fads.
“It was an inspirational training course that has opened my eyes to the effects of trauma and has changed my practice, and the way I will lead others to develop theirs.”
91
participants completed the programme despite our initially being retained for 71
The Solution
REDESIGNING CORE PRINCIPLES AND DRIVERS TO AFFECT NEW PRACTICES AND PROCEDURES
We harnessed the breadth and depth of professional experience, life experiences and diversity of participants to yield for them a transformative experience that most reported as - providing them a paradigmatic shift in their understanding of their roles, the children they worked with and their institutions.
We created a robust process to display as well as explore the tangibility and application of trauma-informed and attachment-based principles within the learning environment of early years, primary, secondary, mainstream and alternative education provisions. By taking a thematic approach based on our trauma- engagement model, alongside the participants, we were able to unpack and unpick various intra and inter- organisational elements supportive of becoming trauma-informed. In doing so, participants were not only exposed to but engaged in the process of establishing trauma-informed and attachment-based principles, in a repeatable way they could recreate within their own contexts.
Of the 70 contracted participants, we achieved 91 participants trained in the principles of trauma-informed and attachment-based practices and approaches. Through participation in the programme, participants went away with outlines of steps to take in devising and implementing a trauma-informed approach in their specific context.
“Loved the course- it was fantastic...delivered in such a clear and entrancing way. I learned so much about trauma and how to approach trauma; it was so informative. Thank you so much.”
Our Impact
• Clear steps on how to become trauma-informed learning environments
• Analysis of school behaviour policy & model for auditing
• Adoption of common vocabulary & shared understanding
The Result
BETTER INSIGHT, BETTER RESPONSE, BETTER OUTCOMES
Participants, either individually or with colleagues, returned to their respective schools and organisations with clear steps on how to become trauma-informed learning environments.
Participants went away with a curiosity around the link between exposure to adverse and traumatic events in early life, and the onset of difficult and challenging behaviour.
We undertook an analysis of a school behaviour policy template in which participants modelled methodology for auditing such policies through the TIAB lens.
The collaborative nature of the programme spawned ongoing collaborations after the events.
We achieved the adoption of a common vocabulary & language and shared understanding across services in the borough.
Created a template for participating schools to exert more of an impact on upholding the wellbeing of staff leading to improved retention.
“I wasn’t sure what to expect but the course surpassed my expectations and was clear in the delivery of how to be a trauma-informed learning environment.”
Eager To Establish Your Own Trauma- Informed Practice Environment?
Let Tipe help you adopt and apply Trauma- Informed & Attachment-Based principles as an integral part of your organisation.