Understanding Trauma and Behaviours That Challenge

This Understanding Trauma and Behaviours That Challenge training is designed for staff and professionals who support children, young people or adults whose behaviour may place themselves or others at risk, affect relationships, or limit participation in everyday life.

Course Description

Participants will explore how trauma, communication difficulties, sensory needs, anxiety, pain, environmental factors and past experiences can influence behaviour. The course considers behaviour as communication and develops practical approaches for preventing escalation, responding safely during periods of distress and supporting recovery afterwards.

As a practical, scenario-based course, it covers trauma responses including fight, flight, freeze, flop/fawn and friend, alongside the stages of escalating behaviour. Participants will learn how to use low-arousal principles, adapt communication, reduce demands and create safer, more supportive environments.

The training also explores stimming, self-injurious behaviour, verbal aggression, safety and quality of life, helping staff respond with empathy, consistency and person-centred support. The course is not a train-the-trainer programme.

What is Trauma-Informed Practice?

Trauma-Informed Practice is a strengths-based approach that recognises the prevalence and impact of trauma, while prioritising psychological, physical, and emotional safety for both staff and residents. Trauma-informed practice recognises the prevalence of trauma and its impact on the psychological, emotional and social well-being of individuals.

Learning Objectives

After completing this course, participants will be able to:

• Define behaviours that challenge and use person-centred, non-judgemental language when describing them.
• Identify different forms of behaviour that may challenge and distinguish these from self-regulating behaviours such as stimming.
• Recognise the communication, emotional, sensory, physical, social, cognitive and environmental factors that may influence behaviour.
• Explain how trauma affects the nervous system, emotional regulation and responses such as fight, flight, freeze, flop/fawn and friend.
• Use ABC charts to record antecedents, behaviours and consequences objectively and identify possible triggers or unmet needs.
• Recognise the stages of escalating behaviour and identify opportunities for early intervention.
• Apply trauma-informed, low-arousal de-escalation techniques that reduce pressure, confrontation and distress while maintaining safety.
• Reflect on how their own communication and behaviour can influence conflict and use recovery and prevention strategies to rebuild trust.