Episode 1 of Series 4: Learning from long-term resilience in the sector

In this series, we interview hand-picked professionals from the SEN sector who have been in their job for many years.

This is in response to the ongoing concerns around burnout and staff attrition in the sector. We wanted to record some conversations with long-standing professionals to help us hear and share what helps great people stay.

As we listen to Robyn talking about her work, we noticed a number of attributes that she very naturally models, including:

• professional humility, being ready to name what you don't know and ask for help
• honouring the team - and understanding that good work comes from team, not mavericks or heroes
• leading a team with less hierarchy - leadership as primarily responsibility, not power or authority
• humour - it's such an important resilience factor!
• having a person centred ethos running through the work
• celebrating the uniqueness of the students, and promoting curiosity when a student is hard to understand
• promoting and practicing reflection

Key topics

Emotional regulation in special education

Personalized learning pathways for students with profound needs

The importance of adaptability and flexibility in teaching

Building strong relationships with students over multiple years

Team management and collaboration in special education

Takeaways

Flexibility is crucial; plans often need to change last minute.

Building long-term relationships helps understand students deeply.

Curiosity about students' inner worlds enhances teaching effectiveness.

Using 'I wonder' fosters curiosity and non-blameful inquiry.

Emotional regulation is central to student success and staff well-being.

Chapters

00:00 Introduction to Robyn Becker and her role in special education

313:51:44 Managing individual student profiles and team collaboration

6694:25:16 The importance of adaptability and responding to change

10055:32:14 The chaotic yet reflective nature of special education roles

13333:18:56 The rewarding moments: student achievements and team growth

20055:32:24 Building relationships over multiple years for deeper understanding

24999:59:09 The significance of emotional regulation in teaching and learning

29972:12:35 Using curiosity and 'I wonder' to improve safeguarding and support

35361:06:00 Communication strategies with students with limited verbal skills

39944:26:09 Managing emotions and de-escalation techniques in challenging moments

46694:26:22 Tailoring curriculum to student interests and future pathways

49916:39:53 The long-term impact of personalized, flexible education approaches

In this episode, Jen talks to Bev about her new book 'Unspoken Stories,' sharing insights from her research with young people with intellectual disabilities who are non-speaking. The conversation explores the importance of listening, storytelling, and understanding the quiet moments of connection.

Download your free copy here: Unspoken Stories: Learning to Listen to People with Intellectual Disabilities who are Non-Speaking : Samways, Beverley: Amazon.co.uk: Books

Purchase the paperback here: Unspoken Stories: Learning to Listen to People with Intellectual Disabilities who are Non-Speaking : Samways, Beverley: Amazon.co.uk: Books

Chapters

00:00 Introduction to 'Unspoken Stories' and its significance

01:19 The book's recent release and reader reactions

02:53The origins of the research and meeting Cassie and Owen

04:21 Questions about diagnosis and challenging behavior

05:02 How the research journey began and ethical considerations

07:11 The importance of storytelling and space for stories

08:19 Cassie's story and the moral decision to share her story

09:57 The universal human desire to be heard and understood

10:44 The author's background in journaling and capturing moments

12:07 Processing stories ethically and maintaining dignity

13:37 The significance of attunement and connection in care

16:21 Understanding grief and emotional expression in non-verbal children

18:32 The importance of curiosity and not knowing everything

19:58 Chapter one from Cassie’s story.

27:29 How to access the book and its open access format

28:43 Encouragement to reach out and share stories

This conversation explores the intersection of self-injury and learning (intellectual) disabilities, emphasizing the importance of family-centered approaches and the need to bridge gaps in research and clinical practice.

Caroline and Bev discuss historical contexts and societal attitudes and why people with learning disabilities who sometimes hurt themselves have been thought about and treated so differently from those without learning disabilities.

We go on to discuss the role of emotional states and attachment theory in understanding self-injury among individuals with intellectual disabilities. And consider the importance of highlighting practical interventions and the significance of supporting both individuals and their families, advocating for a more inclusive and compassionate approach to care.

Chapters

00:00 Introduction to Self-Injury and Intellectual Disabilities

02:34 Bridging the Gap: Family-Centered Approaches

05:08 Historical Context and Societal Attitudes

08:02 The Role of Family in Self-Injury

10:23 Emotional States and Attachment Theory

12:58 Practical Interventions and Family Dynamics

15:45 Building Secure Attachments

18:47 Creative Approaches in Research and Practice

21:28 Final Thoughts and Messages for Families

Dr Noelle Blackman is a psychotherapist, coach, consultant and trainer specialising in the field of trauma informed practice and the role of senior leaders in organisations supporting people with learning disabilities.

Over the last 30 years her focus has remained on the importance of human connection as a fundamental element of wellbeing in all aspects of life.

In this episode, we talk about how trauma affects the whole system: individuals, staff and organisations, and how applying the principles of trauma informed practice creates healing cultures, that allow organisations to change the story.

We discuss the nature of trauma, its effects, and the importance of understanding communication styles in trauma-informed care. We explore the significance of building relationships, creating trauma-informed environments, and the need for organisational change to support trauma recovery. We also touch on the impact of collective trauma and share success stories that highlight the potential for healing and recovery.

Chapters

00:00 Understanding Trauma in Learning Disabilities

05:12 Complex Trauma and Its Implications

10:46 The Role of Communication in Trauma

15:49 Building Relationships Through Trauma

21:22 Creating a Trauma-Informed Environment

27:08 Organizational Change and Trauma-Informed Care

32:30 The Impact of Collective Trauma

38:01 Success Stories in Trauma Recovery

Dr John Keesler was the first person to publish about why trauma-informed care should be embedded into services people with learning disabilities way back in 2014. He has continued to focus his energy in working with direct care services, and trauma institutes to work out how we can best implement TIC in the sector.

In this episode, we discuss the importance of understanding trauma, the role of relationships in healing, and the challenges organizations face in implementing trauma-informed practices. We drill down into the need for reflective leadership, organisational change, and a focus on creating safe and trusting environments for both clients and staff.

Ultimately, we consider the potential for healing and recovery within trauma-informed frameworks.

Chapters

00:00 Introduction to Trauma-Informed Care

02:27 Understanding Trauma-Informed Care

05:01 The Importance of Relationships in Care

07:28 Challenges in Implementing Trauma-Informed Care

10:26 Organizational Change and Leadership

13:08 Navigating the Journey of Change

15:26 The Impact of Trauma on Organizations

18:17 Hope and Recovery in Trauma-Informed Care

In this conversation, Beverley Samways and Lisa Jane Lea-Weston discuss the critical role of supervision, particularly in supporting teachers and leaders, and how this is a foundational need for any organisation wanting to respond well to people in their care who are traumatised or distressed.

They explore the misconceptions surrounding supervision, its importance in fostering emotional well-being, and how it can empower educators to better serve their students.

Through real-life examples, they illustrate the profound impact supervision can have on both individual educators and the broader school environment, emphasizing the need for regular, structured support systems in educational settings.

Chapters

00:00Introduction to Supervision in Education

02:38Understanding the Concept of Supervision

05:18Who Should Have Supervision?

08:18The Importance of Supervision in Education

10:55The Role of Supervision in Trauma-Informed Practices

13:42Real-Life Impact of Supervision

16:35The Ripple Effect of Supervision

19:27Conclusion and Resources

Dr Julie Calveley is the founder-director of NAC Wellbeing.

NAC empowers caregivers to provide compassionate, attuned support for people with severe and profound disabilities.

In this conversation, Julie Calveley and Beverley Samways discuss effective care strategies for individuals with learning disabilities, particularly focusing on self-injury. They explore the importance of understanding emotional responses, the role of attunement in care, and the use of tools like intensive interaction and video guidance to enhance communication and support. The discussion emphasises a holistic approach to emotional wellbeing, aiming to help individuals feel better inside rather than just managing behaviours.

Chapters

00:00 Introduction to Nurturing Effective Care

02:10 Understanding Self-Injury in Learning Disabilities

03:49 The Importance of Emotional Attunement

10:14 Achievement and Attunement in Care

21:51 Tools for Support: Intensive Interaction and VIG

32:10 Holistic Approaches to Emotional Wellbeing

Paddy McNally is a consultant clinical psychologist who has spent most of his career focusing on applying trauma-informed care principles to those supporting people with learning disabilities. He has published "A Framework for the Implementation of trauma-informed care in Residential and Supported Living Services for Adults with a Learning Disability", which is freely available online.

In today's conversation, we talk specifically about the moments of 'stuck-ness' - when the relationships between a person and the team serving them appear to be stuck in circular interactions. This can feel very frustrating to everyone, and lead to feelings of hopeless.

Paddy explains how we can understand these moments as being enactments of past trauma being played out unconsciously in the relationships and interactions - or even the organisation or system - around a person. However, once noticed, even a small change in the interaction can bring some relief to everyone.

The conversation emphasizes the need for organizational support and reflective practices to create a safe and effective care environment. Ultimately, the significance of human connection in the healing process is paramount.

Chapters

00:00Introductions

02:24Understanding Trauma-Informed Care Principles

05:21The Impact of Trauma on Care Relationships

08:11Enactments in Care Teams

10:58Breaking the Cycle of Trauma in Care

13:34The Role of Staff Reflection and Support

16:18Creating Safe Spaces for Staff

19:03The Importance of Organizational Support

21:43Navigating Crisis in Care Settings

24:24The Path to Recovery for Care Teams

27:03Conclusion: The Human Experience in Care

In the final episode in this series, Bev and Jen discuss the complexities of implementing trauma-informed practices in settings supporting people with severe learning disabilities.

They draw on their own experiences to break down the challenges, and why 'off-the-peg' trauma-informed models can fall short when it comes to non-speaking individuals. They go on to discuss what sorts of engagements and tools they utilise to build spaces that help those with little or no spoken communication feel seen, heard and safe-enough to begin to process their experiences and overwhelming emotions.

This final conversation draws to a close this series focused on the challenges and possibilities for creating spaces that allow those with severe learning disabilities to heal from traumatic experiences.

In this conversation, Bev and Jen explore the emotional and psychological costs associated with care work, particularly in direct care settings. They discuss the challenges of managing vicarious trauma, the importance of support systems, and the need for self-care among care workers. The dialogue emphasizes the significance of creating a supportive environment that acknowledges the emotional toll of the work and promotes recovery and regulation for both staff and those they care for.

We discuss the place for boundaries inside trauma-informed practice, particularly in educational settings - that 'no' is both a trauma-informed word and a kind word in the right context. They discuss the importance of understanding trauma in students, the necessity of boundaries, and the balance between compassion and discipline. The dialogue emphasizes the role of relationships in healing and the need for a nuanced approach to care that recognizes both the costs and benefits of emotional investment in vulnerable individuals.

Jen and Bev explore the principles of empowerment, choice and voice in the context of trauma-informed care with people with severe learning disabilities. They delve into the significance of balancing spontaneity and routine, the emotional growth that comes from navigating disappointment, and the necessity of creating safe spaces for healing. The discussion also touches on family dynamics, fairness, and the importance of boundaries in fostering empowerment and understanding.

This conversation explores the dynamics of trust, transparency, and community in care settings, emphasizing the importance of emotional honesty and resilience.

Bev and Jen discuss their personal experiences and insights into how relationships and organizational culture impact the well-being of young people, particularly those with learning disabilities.

They highlight the need for a shift towards more open communication and the establishment of boundaries to create safer environments for both caregivers and those they support.

In this conversation, Bev and Jen delve into the principles of collaboration and mutuality, particularly in the context of trauma-informed care.

They explore how collaboration can dismantle power structures, the importance of respecting a person's autonomy, and the transformative experiences that arise from mutual trust and understanding.

Through personal anecdotes and professional insights, they highlight the challenges and rewards of fostering genuine connections that prioritize emotional safety and internal change.

In this conversation, Bev and Jen focus on safety – one of the core principles of trauma-informed care.

They start with some thoughts about how quickly psychological safety can get shaken, and then drill down into the role of relationships in creating safe, supportive environments particular in setting supporting people with severe learning disabilities.

They also touch on the complexities of dependency versus attachment in care settings and the need to value relationships over mere resources in caregiving.

In this conversation, Jen and Beverley discuss the challenges faced by young people with learning disabilities dealing with trauma and the importance of understanding their stories, when these can be found.

Discussing Bev’s Churchill Fellowship visits to the UK, Jen asks about the cultural differences in trauma-informed care between the UK and the USA, highlighting the role of therapy and the need for organizational change to embed trauma-informed principles. They explore the importance of choice and empowerment in care settings and the ongoing journey towards effective trauma-informed practices.

In this conversation, Bev and Jen use a discussion about the pandemic as a springboard into thinking about the different experiences of trauma, and the way we can recover.

They talk through understanding trauma as a bodily experience and the necessity of creating safe environments for recovery.

Applying this to examples of different ways of understanding presentations of young people with learning disabilities they have supported, they begin to think about the need for trauma-informed care and the complexities involved in helping individuals adapt from a state of fear to one of safety and trust.

In this episode, we talk about how common trauma is thought to be amongst people with learning disabilities; and the things that contribute to people with learning disabilities experiencing trauma.

We then pull the conversation wider to think about the way in which trauma might affect direct care staff. This leads us on to a discussion around regulation, dysregulation and co-regulation - and how we use this all the time in our work, both with individuals and with groups and organisations.

In this new series of podcasts, Jen and I slowly walk back through the Churchill Fellowship Report, which explores trauma and learning disabilities and the sorts of interventions that Bev learnt about during her time in the US in 2024.

This episode starts with an exploration of what trauma is, how it presents for people with learning disabilities, and why it's a bigger problem than we are currently recognising in the sector.

However, it is a problem that can be addressed, as trauma is essentially recoverable with the right context and support.

Join us for this discussion which explores our shared thinking and approach for our work with young people with severe learning disabilities who self-injure or are distressed.

In this episode from our YouTube channel, Bev and Jen talk about the work of Unique Connections and some of the ethos and principles behind if.

Jenny Cavendish is a nationally-recognised self-harm expert and an integrative psychotherapist.