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Practitioners, organisations and policy makers in health and social care settings are increasingly recognising the need for trauma-informed approaches in organisational settings, with morbidity and financial burdens a growing concern over the past few years. Servant leadership has a unique focus on emotional healing, service to others as the first priority, in addition to the growth, well-being and personal and professional development of key stakeholders. This paper aims to discuss Trauma Informed Servant Leadership (TISL).

A targeted review of the servant leadership and trauma-informed care literature was conducted. Relevant studies, including systematic review and meta-analysis, were sourced, with the resulting interpretation informing the conceptual model.

Although there are general guidelines regarding how to go about instituting trauma-informed approaches, with calls for organisational leadership to adapt the often cited six trauma-informed principles, to date there has not been a leadership approach elucidated which takes as its starting point and core feature to be trauma informed. At the same time, there is a paucity of research elucidating trauma outcomes for service users or employees in the literature when a trauma-informed approach is used. However, there is a large body of evidence indicating that servant leadership has many of the outcomes at the employee level that trauma-informed approaches are attempting to attain. Thus, the author builds on a previous conceptual paper in which a model of servant leadership and servant leadership supervision are proposed to mitigate against compassion fatigue and secondary trauma in the health and social care sector. The author extends that research to this paper by recasting servant leadership as a trauma-informed model of leadership that naturally operationalises trauma-informed principles.

A lack of primary data limits the extent to which conclusions can be drawn on the effectiveness of this conceptual model. However, the model is based on robust research across the differential components used; therefore, it can act as a framework for future empirical research designs to be studies at the organisational level. Both the servant leadership and trauma-informed literatures have been extended with the addition of this model.

TISL can complement the trauma-informed approach and may also be viable as an alternative to trauma-informed approaches. This paper offers guidelines to practitioners and organisations in health and social care on how to operationalise important trauma-informed principles through leadership.

This conceptual model may help reduce the burden of trauma and re-traumatisation encountered by practitioners and service users in health and social care settings, impacting on morbidity.

To the best of the author’s knowledge, this is a novel approach, the first of its kind.

School violence can cause or exacerbate individual and collective trauma. Trauma-informed school approaches offer schools and educators guidance for how to respond. In this chapter, we provide an overview of trauma-informed school approaches and their contributions to healing individual and collective trauma. We begin this chapter by addressing the complex intersection of disability and trauma, and the unique implications of school-based violence for students with disabilities and their teachers. We then define trauma-informed care, describe current short- and long-term trauma-informed school approaches, and explain the aims of these approaches at individual and collective levels. Next, we locate trauma-informed responses to school violence in a context of systemic trauma and share considerations for disrupting the systemic conditions that perpetuate trauma and school violence. We discuss critiques of the trauma-informed care movement and conclude with recommendations for scholars pursuing research in this area.

Knowledge about the prevalence and impact of Adverse Childhood Experiences (ACEs) is pivotal to trauma-informed approaches, yet the impact of ACEs training is rarely investigated. This study reports a qualitative investigation of police perceptions of ACEs training in relation to conceptualisations of ACEs and trauma-informed working, practical applications of ACE knowledge and service-level support.

Four focus groups were conducted with 29 police officers, who had participated in an ACEs-awareness training. Based on the qualitative data, themes were generated using reflexive thematic analysis (Braun and Clarke, 2019).

Analysis generated seven themes, conceptualised into three domains of conceptual understanding, police culture and operationalising ACEs.

The sample is limited to Scottish police officers and is ethnically non-diverse. Further evaluation of higher quality interventions is warranted.

The study highlighted that a lack of conceptual framework, officer concerns and police culture may present barriers to officers incorporating ACEs knowledge into their day-to-day work. Future trainings should address these issues to achieve maximum benefits.

To the authors’ knowledge, this is the first in-depth qualitative study of police officers' perceptions of ACEs training. Focus groups facilitated the expression of cultural norms. The results provide insight into tailoring trauma-informed interventions in police in future, as well as raising broader service-level issues.

In this chapter, an overview of the trauma-informed approach is described. The background and context to trauma, its impact on the person, and organisational responses are considered. More specifically, I distinguish between trauma specific and non-specific organisations by defining the characteristic of each. This chapter sets the tone for the remainder of the book by introducing a conceptual model for both specific and non-specific trauma organisations. In order to do this, I outline the differential components that are deemed necessary for organisations to be trauma-responsive; in doing so, I introduce the Trauma Ecology Model to the literature, outlining its various components.

This paper aims to explore how peer support can support a combined Child First, trauma-informed and restorative approach for youth justice. While other scholars have identified clashes between these approaches, particularly between Child First and restorative approaches, a focus on reparative practice with peers has been under-explored as a more child-centred model for reparation-focused work.

We draw on qualitative data from interviews and surveys undertaken with young people and parents/caregivers in a London youth offending service (YOS). The data was part of a broader mixed-methods study in the YOS that used observational methods alongside surveys and interviews to evaluate the effectiveness of its model of practice. Peer support emerged as a theme.

Participants expressed the desire to see young people working and volunteering in the YOS and felt this would help make it a safe and non-threatening space. Young people who had completed their time with the YOS saw themselves as role models with the insight and skills to support others. These young people expressed a strong desire to work in the YOS and, in some cases, to develop long-term careers supporting young people.

Our research challenges the notion that young people who have been involved in crime struggle to empathise, providing rich examples of their empathic understanding for peers. Peer support opportunities could offer a reconceptualisation of restorative practice that is Child First and trauma-informed. Such opportunities would benefit both the young people being supported and those offering support, building a co-produced approach that is directly informed by the expressed needs and desires of the young people.

In the previous chapter, I introduced trauma-informed care as an approach to organisational change and a shift in culture to recognise that many employees and people attending services have past trauma experiences. In this chapter, I recast servant leadership (SL) as a trauma-informed leadership model that naturally operationalises some of the principles discussed in the TIA literature. The first section of this chapter addresses the societal need for a more ethical and moral leadership approach, before briefly outlining the prevalence of trauma experienced by service users and employees. The next section provides an overview and definition of SL in a general sense, before articulating a trauma-informed model of SL and its characteristics. Finally, some of the outcomes associated with SL are discussed with a key focus on how this approach operationalises the principle of psychological safety, trust and empowerment found in trauma-informed approaches, as they relate to employees.

The purpose of this paper is to describe Seattle’s School Emphasis Officer (SEO) program, a distinctive approach to school policing that aims to connect at-risk students with services and has potential to incorporate a trauma-informed approach.

Using qualitative data collected from a process evaluation of SEO, including interviews, observations, and analysis of activity logs and program documentation, the authors explore elements of the program that could be adapted for the development of a trauma-informed policing (TIP) model and highlight some potential pitfalls.

SEO activities align well with trauma-informed principles of safety, promoting collaboration, and impulse management and are delivered in a context of trust-building, transparency, and responsivity. However, the program is poorly defined and has limited reach, has not been rigorously evaluated, and faces serious threats to sustainability.

This study does not assess the effectiveness or appropriateness of TIP. A rigorous evaluation is needed to improve upon and test the model to ensure that increased contact between police and youth is effective and does not contribute to the school-to-prison pipeline.

To the authors’ knowledge, this paper is the first to describe a potential framework for TIP and lay out an agenda for further research and policy development around this idea.

This study aims to introduce context-specific intersectionality and trauma-informed perspectives for transformative services theory and practice. While transformative service research concerning vulnerable people has focused on well-being and alleviating suffering, there has been less attention paid to how the intersection of scales of social categorisation such as class, gender and cultural norms shapes experiences and outcomes. Likewise, there is a paucity of attention to how lived experiences of trauma among people, such as human trafficking survivors, can and should influence service interactions, delivery and outcomes.

The authors draw upon insights from a focused ethnographic study featuring narrative interviews with ten human trafficking survivors and seven rescue service industry stakeholders, as well as field observations, in Nigeria. Thus, this work enriches the limited scholarship on transformative services across Africa, where local cultural contexts have a significant influence on shaping service environments.

The authors identify how the intersections of socio-economic class, gender dynamics, cultural norms and trauma shape the service experience for survivors.

The authors argue for the criticality of intersectionality and trauma-informed perspectives to transformative services to improve the mental and economic well-being of survivors of human trafficking in the long term.

Peer support has gained increasing attention within the mental health literature, including the trauma informed approaches research where peer support is a key principle. The purpose of this paper is to outline a servant leadership model of trauma peer support.

A targeted literature search that incorporated systematic reviews, meta-analyses and randomised control trials in the areas of servant leadership, peer support and trauma informed approaches were sourced.

Servant leadership can be used to provide a theoretical model of trauma peer support. All three constructs share the idea of empowerment as a core principle. An ideographic model of servant leadership trauma peer support is put forward based on eight characteristics from the extant literature.

As with all conceptual papers, a lack of empirical data means the findings need to be investigated using primary data. Future research may wish to use this theoretical model to test effectiveness in equivalence studies.

A theoretical model of trauma informed peer support based on servant leadership theory, with a clear guide to its utilisation.

This is a novel approach, a new addition to the literature.