This session will look at the journey we are undertaking in Wales to explore and understand how intergenerational experiences, racism and discrimination are understood through a trauma-informed lens to support the development of resources and guidance to meet the commitment in our Criminal Justice System anti-racism plan. This session is an acknowledgement of how, in developing our approach, we have failed until now to see the unintended consequence of doing things the way we always do; and being complicit in keeping the margins from the centre.
Chair: Dr Caroline Hughes, Associate Dean, Wrexham University
Dr Joanne Hopkins, ACE Hub Wales, Public Health Wales
Our understanding of what works in Wales at a community level is underpinned by an acknowledgement that designing operating models and structured engagement processes in the way that we usually do, fails to engage or reach people whose experience is marginalised and excluded; the people who we say often we most want to reach.
To support our knowledge on the experiences of racial trauma we have been developing a social movement approach using innovative practice to try and reach those in our communities who otherwise would not engage and developing a network of social connectors and place-based activities to explore this further.
Joseff Bromwell, ACE Hub Wales, Public Health Wales
This presentation considers how by designing operating models and structured engagement processes in the way that we usually do we will continue to fail to engage or reach people whose experience is marginalised and excluded; the people who we say often we most want to reach and that to truly understand what works at a community level, new approaches are needed. In order to support our knowledge on the experiences of racial trauma we have been developing a social movement approach using innovative practice to try and reach those in our communities who otherwise would not engage and developing a network of social connectors and place-based activities to explore this further.
Useful Resources
Dr Kat Ford, Prof. Karen Hughes, Bangor University
English for Speakers of Other Languages (ESOL) programs enable practical language development for adults in the UK whose first language is not English or Welsh. ESOL learners come from diverse backgrounds, including those who have experienced forced migration and/or are immigrants from non-English-speaking countries. Learners may have experienced prolonged or complex trauma. It is essential that those who teach ESOL understand the impact of trauma and how to respond effectively, to provide the best possible support for their learners.
Work was undertaken to understand current training availability in Wales, UK. Twelve ESOL teachers in Wales also took part in a semi structured interview to explore their perceptions of impacts of learner trauma and their training needs. Teachers had received little to no training on trauma, despite its significant impact in the classroom. The findings identify the specific needs of ESOL teachers in Wales regarding trauma-informed training. However, such training should be tailored to the ESOL setting, taking into account the complexities around how trauma may present in the ESOL classroom.
Useful Resources
Dr Tegan Brierley Sollis, Wrexham University