Social care professionals’ perceived barriers to implementing attachment and trauma-informed care training in their practice

• Published in: Developmental child welfare 2023-03, Vol.5 (1), p.3-20
• Main Authors: Roberts, Georgia, Halstead, Samantha, Pepper, Rebecca, McDonnell, Lynn
• Format: Article
• Language: English
• Subjects: Professionals
• ISSN: 2516-1032; 2516-1040
• DOI: 10.1177/25161032231153643

Social care professionals support many children and their families with experiences of developmental trauma. There is a notable gap in research exploring the barriers these professionals face to working with an attachment and trauma-informed approach in the UK. The present study explores social care professionals’ reported barriers to using trauma and attachment principles in their practice. A thematic analysis was performed on responses drawn from a questionnaire completed by a sample of social care staff (n = 98) who had received attachment and trauma-informed work training. These items explored barriers to working in an attachment and trauma-informed way on a personal and professional level, an organisational level, as well as what may overcome their identified barriers. Four main themes emerged from the analysis: (1) the widespread impact of trauma, (2) lack of funding, (3) inconsistent supportive culture, (4) inconsistent multiagency approach to trauma-informed care. Findings suggest that a whole systems approach to attachment and trauma is needed, in which there is an awareness of the impact of trauma, structures are in place to best support staff in their work, and everyone has a shared understanding and approach to working with these children and families. This study presents a promising start to identifying and making recommendations about what social care staff require to work in an attachment and trauma-informed way.