Trauma-Informed Speech-Language Pathology Practice
The link between trauma exposure and development in young children is undeniable. It has been well established through research that experiences of trauma in the early years can manifest themselves in social, emotional, cognitive, physical, and communication difficulties and differences, especially without the presence of strong protective factors, such as secure attachment relationships with primary caregivers.
Communication, which includes our expression and understanding of language, how and why we use language to interact with other people, and speech production, is a particularly impactful area of development associated with trauma exposure.
A child’s communication skills:
- facilitate serve and return interactions that form the basis of all development
- enable relationship building (establishment, maintenance, and repair) and can impact relationships,
- are tied to academic success, employment, and mental health outcomes,
- are relied upon for most mental health and trauma interventions, and
- to facilitate healing from trauma.
Communication begins at birth and signs of differences or difficulty with communication are often apparent very early. Consequently, speech-language pathologists are often the first professionals to provide assessments of young children and their families when there are developmental concerns.
There is a growing need to involve speech-language pathology (SLP) practitioners in the area of childhood trauma, to support early identification and early access to mental health services, and to tailor communication and mental health services to best support children and families.
What do SLP practitioners have to say?
In 2019 we surveyed SLP practitioners about their knowledge, beliefs, and practices regarding trauma in working with children from birth to six years old. What they told us was clear: they are working with children who have experienced trauma and adapt their practice in response, (when they are aware of the history) but their professional training did not include trauma nor do they adapt their practice in consistent ways. The results of this research showed they want to understand how trauma is related to communication development and the relevance to their work, and how to adapt practice.
In response, we developed a training to provide the needed foundational knowledge, guidance, and practice support SLP practitioners told us they needed. More information on this training can be found on our Institute Training webpage.
What does trauma-informed speech-language pathology practice look like?
What exactly does trauma-informed SLP practice look like? We know it includes the integration of trauma knowledge, and trauma-informed assumptions and principles across individual, program, organization, and system-level practice, for example as established by SAMHSA.
Our research aims to complement and advance the field’s current understanding of trauma-informed SLP practice, by exploring trauma-responsive adaptations to practice.
In November of 2022, a universal trauma screening protocol was implemented within the George Hull Centre’s Preschool Speech and Language (PSL) Program. All program speech-language pathologists received specialized trauma training through the Institute, and training in a specially designed screening protocol.
Our research surrounding universal trauma screening aims to investigate:
- The Ages & Stages & CASTER 0-5™ profiles of children in the PSL program who participated in the research
- Caregiver feedback about their trauma screening experience
- Practitioner perceptions of caregiver responses to being asked about trauma
- Practitioner impressions of children’s needs for trauma screening and additional mental health services, and sources of disclosure
- Practitioner perceptions of the family’s involvement in the program after having been asked about trauma in PSL initial assessment, about the potential importance and benefits of universal screening in PSL services, and the ways in which trauma screening may impact formulation and care in PSL services
- Supports needed by PSL practitioners to facilitate universal screening, barriers to execution, and changes in practitioner comfort discussing trauma
We are excited to share what we learn! We have plans to publish our research findings, and you can also look out for updates by signing up to our Institute Newsletter here. If you are interested in learning more about Trauma-Informed Training, more information may be found here.
What we learn will guide us towards new research endeavors and the refinement of collaborative care to best support children and families impacted by trauma and attachment disruption.