Understanding the impact of trauma and recognizing the signs in the children we care for is an important first step. However, responding in a way that promotes trauma informed care is what makes the difference. The Level 3 Award helps carers and staff use a trauma lens in everyday interactions.

To help carers and staff embed trauma informed practice in their own setting, the Level 3 Award introduces learners to six key principles: Safety, Trust, Peer Support, Collaboration, Empowerment and issues of Diversity.

Trauma is not defined by a distressing event, but by the impact it leaves on the brain, body and relationships. For children in care, trauma symptoms are often rooted in neglect, abuse, or repeated loss. Understanding how trauma presents is the first step to responding effectively.

Children in care often display behaviours of distress that challenge those around them. While our immediate thought may be to correct the behaviour, therapeutic parenting teaches us to connect first.

Children in care often struggle to trust adults. Relational trauma leaves them wary of closeness, leading to what we call 'blocked trust'. At the same time, carers can experience 'blocked care', the emotional exhaustion and detachment that can come from repeated rejection or challenging behaviour.

Working with children in care can be both rewarding and challenging. Many have experienced early adversity, loss or trauma, which shapes how they respond to adults and the world around them. Therapeutic parenting provides carers, staff and leaders with a relational framework to support recovery.

PACE, developed by Dan Hughes and a corner stone of Dyadic Developmental Practice, is one of the most effective approaches for working with children who’ve experienced relational trauma.