TRIBE Talk
Welcome to TRIBE Talk, the podcast where we talk trauma-informed care. Hosted by Laura Neal and Rachel Evans, from The Behaviour Therapy Clinic, the creators of the TRIBE model of Trauma Informed Care. Each episode explores real stories, practical strategies, and the science behind supporting children, families, and carers through adversity.
We dive into the challenges of parenting and caring for children impacted by trauma, share insights from behavioural science and therapy, and offer practical tools you can use in everyday life. Whether you’re a foster carer, adoptive parent, social worker, educator, or therapist, TRIBE Talk is here to help you turn trauma theory into trauma-informed practice.
Join us for compassionate conversations, expert advice, and a dose of inspiration—because every child deserves care that heals.
TRIBE Talk
Behaviour Policies vs Behaviour Support for Children with Trauma Histories | #TRIBE Talk - Ep. 19
Use Left/Right to seek, Home/End to jump to start or end. Hold shift to jump forward or backward.
In this episode of TRIBE Talk, we explore the difference between behaviour policies and behaviour support when working with children who have experienced trauma. We discuss why children who are struggling with behaviour don’t need more consequences they need behaviour support plans that are responsive, individualised, and grounded in an understanding of trauma, development, and regulation.
This episode takes a practical, systems-informed look at how behaviour policies and behaviour support can sometimes work in conflict rather than in alignment. We unpack why effective behaviour support must consider the classroom context, how class-wide strategies can be highly effective particularly when multiple children need support, and why exclusion, while often embedded in policy, is rarely the most effective route for children with trauma histories.
Here is our Deep Dive on School Refusal: https://www.tribecare.org/surviving-the-school-run-57c8c
Episode Highlights:
- Why children who need support require a behaviour support plan, not just consequences
- How behaviour policies and behaviour support can unintentionally work against each other
- The importance of considering classroom context when planning behaviour support
- When and why class-wide approaches can be highly effective
- Supporting multiple children without over-reliance on individual sanctions
- Why exclusion may align with policy but not with effective behaviour support
- Moving from policy-led responses to trauma-informed, practical support