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Developing a theoretical practice model for trauma-informed practice using experiences of youth justice staff
Randall, Stuart
Randall, Stuart
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2026-06
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Doctoral thesis
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Abstract
This thesis explores how trauma-informed practice is operationalised within a Youth Justice Service (YJS) in England, with the aim of developing a theoretical practice model grounded in the lived experiences of staff. Despite increasing emphasis on trauma-informed approaches across child welfare and justice systems, there is limited empirical guidance on how these principles are effectively embedded within services, particularly youth justice. This study addresses this gap by centring staff perspectives to identify both the enablers and barriers encountered in transitioning toward a trauma-informed service.
Using constructivist grounded theory (Charmaz, 2014), this research involved semi-structured interviews with eight practitioners working in a YJS undergoing trauma-informed transformation. Participants represented case managers, mental health specialists, and team leaders. The data were analysed forming seven superordinate themes. These were: culture, supporting practice, impact on staff, impact on practice, working with families, measuring outcomes, and multiagency working. A draft theoretical practice model derived from these themes was then shared with the service manager to examine its practical relevance and utility.
Findings highlight the critical role of organisational culture in embedding and sustaining trauma-informed practices. While formal training and case formulations were pivotal in equipping staff with a shared framework and language, informal peer interactions and supportive leadership were equally vital in cultivating a trauma-informed ethos. Participants emphasised shifts from risk-focused to needs led and relationship-based approaches, redefining how young people’s behaviours were understood and responded to. However, challenges such as procedural pressures, inconsistent multiagency alignment, and emotional burdens, including moral injury, posed significant barriers. The study also revealed how trauma-informed practice in a youth justice context demanded navigating complex tensions between welfare considerations and statutory obligations to manage risk.
The resulting theoretical practice model offers a bottom-up, empirically grounded model for services seeking to become trauma-informed. It details interconnected components necessary for both implementation and sustainability, including fostering a supportive culture, providing role-specific training, creating spaces for reflective supervision, and aligning practice across agencies.
Implications extend to policy and practice, suggesting that genuine trauma-informed transformation requires structural and cultural shifts beyond individual practitioner knowledge. This includes embedding psychological safety for staff, balancing performance metrics with relational work, and developing shared accountability across partner services.
Overall, this research makes an original contribution by situating frontline staff experiences, a critical gap in the literature, at the foundation of theory building, thus generating practical insights into how trauma-informed principles can be operationalised in statutory youth justice settings.
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Randall, S. (2026). Developing a theoretical practice model for trauma-informed practice using experiences of youth justice staff [Unpublished doctoral thesis]. University of Chester.
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University of Chester
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Thesis or dissertation
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en