Trauma-informed care
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Compliance as a trauma response in children
A child who smiles and causes no trouble at school is easy to overlook. In the session on mentalising with complex trauma in children and families, Dr Emma Morris described how, in some children who have experienced early relational trauma, compliance may be mistaken for a sign that all is well. A mentalising lens offers another reading, in which compliance may be a way of staying safe, and that reading can shape what support comes first.
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Adverse Childhood Experiences (ACEs): Latest Research, Child Mental Health Insights & Trauma-Informed Interventions
This issue of the ACAMH ACEs SIG Newsletter highlights the latest research on adverse childhood experiences (ACEs), exploring their impact on mental and physical health across the lifespan. It also showcases emerging evidence on resilience, attachment, trauma-informed care, and interventions that can help prevent and mitigate the effects of childhood adversity.
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Trauma, Risk and Clinical Complexity in Young People: Using Formulation to Guide Intervention
Dr. Kate Ward practical workshop exploring how formulation can support work with young people who have experienced trauma and adversity and who also present with significant risk and complexity. The workshop will consider how clinicians can make sense of complex presentations, sequence interventions, and identify what may need to happen before or alongside trauma-focused therapy.
- Event type
- Workshop
- Location
- Online
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Trauma-Informed Practice Training: Common Trauma Myths
Looking for trauma informed practice training? Explore common childhood trauma myths, understand PTSD in young people and strengthen your therapeutic approach.
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Mentalising and Emotion Regulation in Children and Families
Midgley et al. (2023) describe the Emotion Regulation in Children (ERiC trial), the first large randomised clinical trial designed to evaluate a brief form of Mentalization-Based Treatment for children aged 6–12 with co-occurring internalising and externalising difficulties. The intervention aims to strengthen children’s and parents’ ability to understand behaviour in relation to thoughts, feelings and intentions, seeking to improve emotion regulation within the child and across the parent–child relationship.
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Meet the expert on mentalising – Dr. Emma Morris
Discover how mentalising therapy supports children and families facing complex trauma. Join Emma Morris at the ACAMH workshop on 14 October 2026.
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Why Trauma-Focused CBT Isn’t Reaching Children
Trauma-focused cognitive behavioural therapy (TF-CBT) is one of the best-supported psychological treatments for children and adolescents with post-traumatic stress symptoms. Yet the existence of an evidence-based treatment does not mean that children and families can access it in routine care. Blog by Professor Francisco Musich.
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Trauma in Care Experienced Children: Improving Access to Trauma-Informed Care
Care experienced children and young people are much more likely to experience trauma and trauma-related mental health difficulties than their peers. Yet many do not receive timely support or access to treatments that are backed by evidence. Recent research highlights that the challenge is not simply identifying distress but ensuring that care-experienced children can access effective interventions, particularly trauma-focused cognitive behavioural therapies (TF-CBTs). In this blog, we explore these barriers, as well as what effective trauma-informed care could look like. Blog by Professor Francisco Musich.
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Mentalising with complex clinical presentations in children and families: a systemic and trauma-informed approach
Dr. Emma Morris leads webinar workshop helping clinicians use a mentalizing and systemic approach to assess, formulate, and treat complex trauma in children, young people, and families.
- Event type
- Expert knowledge session
- Location
- LIVE STREAM
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Beyond ACEs: When Trauma-Informed Care Misses Neurodivergent Children
Trauma-informed care often overlooks neurodivergence, leading to missed diagnoses and support, as in James’ story. Research shows trauma, neurodevelopmental conditions and adversity frequently co-occur, with “double jeopardy” when both are present. Services must move beyond silos to holistic, person-centred assessment that recognises each child’s unique “make and model.”. Blog by Professor Helen Minnis (pic) and Dr. Ruchika Gajwani.
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