Meeting the training needs of a child-protection workforce: perspectives on professional certificates in understanding, assessing, and responding to childhood trauma

Abstract

ABSTRACT There is a well-established need to ensure that practitioners who work directly with children and young people impacted by abuse are well-equipped to support them. This need is coupled with a lack of evidence-based practice models and specialized responses to abuse-related trauma within the child protection/family support sectors. This study examines the outcomes of a suite of Professional Certificates that aim to support nonspecialist practitioners in developing their capacity to provide trauma-specific therapeutic interventions to children who have experienced child abuse and neglect. A mixed-methods design including both qualitative and quantitative data collection and analysis was used to evaluate the impact of the Professional Certificates on participants’ practices and development of competencies applicable to their field of work. Findings suggest that the Professional Certificates may help students develop relevant skills and knowledge applicable to a child protection workforce, and allow them to apply their learning in practice. The results of this study have important implications for the training and development of the child protection workforce. They suggest that interventions such as the Professional Certificates may be an effective way to equip graduates with the requisite skills and knowledge to foster a sense of preparedness in their practice.