Trauma Informed Justice: A Knowledge and Skills Framework for Working with Victims and Witnesses.

Abstract

Since its publication in 2017, The Transforming Psychological Trajuma Knowlege and Skills Framework has allowed training to be developed consistently across the national workforce, to
1. Recognise and where possible reduce the prevalence and impact of trauma
2. Respond in ways that reduce the impact of trauma and re‑traumatisation on accessing life chances and services, and
3. Support recovery

The need for an additional framework for witnesses and the justice system has
evolved from our understanding that there are additional knowledge and skills
required to minimise re‑traumatisation and maximise effective participation where witnesses affected by trauma are asked to recall and talk about traumatic events within an adversarial context largely governed by the constraints of gathering, presenting and evaluating evidence. The purpose of this framework is to identify the knowledge and skills necessary for a justice workforce to achieve these aims without compromising the fairness of the trial and within the constraints of existing evidential requirements and processes

Full text

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A Knowledge and Skills Framework for Working with Victims and Witnesses
TRAUMA INFORMED JUSTICE:
A Knowledge and Skills Framework for Working
with Victims and Witnesses
in partnership with:

2NHS EDUCATION FOR SCOTLAND TRAUMA INFORMED JUSTICE
… it’s importnt tht you do no hrm where you cn… if you’re
skin people to retell  relly trumtic experience. I think it
would be nïve to sy tht you cn never cuse ny kind of
re-trumtistion but you wnt to hve  system which minimises
the risk nd relity of tht s much s it cn do. And, therefore,
increses ccess to justice.
Justice Leder
Eductin yourself on how trum ects somebody. Like how tht
person will present, how tht person mybe will rect in the first
instnce but mybe rect dierently  couple of weeks down the
line. It’s not  cut nd dry, this is how trum is, becuse it ects
everybody dierent. And not everybody will be willin to spek there
nd then…It’s tken me the best prt of five yers to et over wht
hppened to me. Tht’s  lon time. Don’t expect everybody just to be
over it in the first couple of months…trum ects people dierently
nd there’s no time limit on it.
Witness

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A Knowledge and Skills Framework for Working with Victims and Witnesses
© NHS Eduction for Scotlnd 2023. You cn copy or reproduce the informtion in this document for use
within NHSScotlnd nd for non-commercil eductionl purposes. Use of this document for commercil
purposes is permitted only with the written permission of NES.
ACKNOWLEDGEMENTS
As lwys, lre complex projects re the cumultion of invluble
individul eorts. We would like to extend our rteful thnks
to members of the Victims Tskforce nd the ornistions tht
they represent, for their reflective, constructive nd consistent
enement with this process. We would especilly like to thnk
members of the Victims Tskforce Trum Informed Workforce
Workstrem, for their foresiht, oversiht nd continued dediction
on supportin the implementtion of this frmework into prctice
oin forwrd. Most importnt we would like to tke the chnce to
thnk the victims nd witnesses who hve lived throuh trum nd
enerously shred their unique ccounts of the justice system nd
reflections on the knowlede nd skills required to become trum
informed.
Throuhout the process of constructin this frmework in 2021/2022, we
were hertened nd humbled by the extent to which people, even in the
immense pressures of  justice system respondin to the pressures of 
lobl pndemic, were still willin nd ble to help us. This informtion
nd feedbck will continue to influence the future stes of the project s
we trnslte this knowlede nd skills frmework into prctice.
NES Authors nd Contributors:
Dr Croline Bruce, Hed of Prormme, Trum
Dr Soni A Petersen, Principl Eductor, Trum
Dr Sndr Feruson, Associte Director, Psycholoy
Dr Slly Jowett, Literture Review Contributor
Dr Nin Koruth, Literture Review nd Children nd
Youn People Contributor

4NHS EDUCATION FOR SCOTLAND TRAUMA INFORMED JUSTICE
We re especilly indebted to the followin victims nd witnesses,
justice leders nd trum experts who took prt in the initil
interviews, nd/or took  role s criticl friend in reviewin the
frmework. Their thinkin nd reflections helped us to construct the
initil bedrock of the frmework:
• Shumel Ahmed
• Sndie Brton
• Vicky Bell
• Ros Borlnd
• Sue Brooks
• Fil Cpldi
• Colin Convery
• Croline Erentz
• Ann Fehilly
• June Fellowes
• Jo Finly
• Dvid Frser
• Mry Glsow
• Nick Grey
• Anne-Mrie Hicks
• Alistir Ho
• Lorn Jck
• Smnth Lmont
• Juli Mdore
• Kryn McCluskey
• Anne McKechnie
• Moir McMilln
• Gillin Moreton
• Anne Murry
• Collette Pterson
• Moir Price
• Puline Proudfoot
• Jnine Rennie
• Ronnie Renucci
• Mrsh Scott
• Gillin Urquhrt
• Rebecc Wllce
• Kte Wllce
• Kevin Woodburn
In ddition, there were 3 contributors who wish to remin nonymous.
We re lso huely rteful to the followin ornistions tht
were involved in the process of constructin the frmework, throuh
nomintin st to tke prt in the interviews nd / or ivin
feedbck throuh the consulttion process:
• Abused Men in Scotlnd
• ASSIST Domestic Abuse
Advoccy Service
• Children 1st
• Community Justice Scotlnd
• Crown Oice nd Procurtor
Fiscl Service
• Criminl Injuries
Compenstion Authority
• Fculty of Advoctes
• Lw Society of Scotlnd
• Lord Advocte’s Oice
• Moir Anderson Foundtion
• Prole Bord
• Police Scotlnd
• Rpe Crisis Scotlnd
• Scottish Children’s
Reporter Administrtion
• Scottish Community
Sfety Network
• Scottish Courts nd
Tribunl Service
• Scottish Prison Service
• Scottish Women's Aid
• Victim Support Scotlnd

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A Knowledge and Skills Framework for Working with Victims and Witnesses
MINISTERIAL FOREWORD
We hve  lon trdition of eective justice in Scotlnd, nd 
reputtion for evolvin in line with evidence nd society of which
we re justifibly proud. We now know tht fr more of us hve
experienced trumtic events in our lives thn hs been previously
cknowleded, nd tht likelihood is incresed in those who enter
the justice system s witnesses. Recent reports hve hihlihted
the rne of wys in which victims nd witnesses tell us tht they
experience the criminl justice system s worsenin the impct of
their prior experiences of trum, nd the brriers this cretes to
their bility to ive evidence eectively, nd to their recovery.
Our vision is for  just, sfe, nd resilient Scotlnd. Fir ccess
to justice must be underpinned by  justice system which llows
victims of ny crime to fully prticipte nd ive evidence,
without this process contributin further trum or hrm. It is
fundmentl to the rule of lw nd our democrcy, nd without it
we risk the sfety nd trust of our communities.
To meet this vision, we must not only ensure tht our justice
system does not introduce new trum into peoples lives, but
tht where t ll possible, it voids re-trumtistion. And tht
we build into its fbric opportunities rther thn impediments
for recovery. Finlly, nd perhps most importntly for  fir
nd equitble society, we must ensure tht we pproch the
collection, presenttion, nd exmintion of evidence in wys tht
enble witnesses to fully prticipte nd ive the best evidence
tht they cn.

6NHS EDUCATION FOR SCOTLAND TRAUMA INFORMED JUSTICE
MINISTERIAL FOREWORD
This Frmework clerly defines ech of these ims nd, for ech
of them, sets out systemticlly the detiled knowlede nd skills
dierent members of the workforce will need to chieve them.
In doin so we hve the mbition of providin n reed nd
endurin vision cross ll ornistions nd st who work with
witnesses round wht trum informed justice for witnesses
looks like, nd  rod mp to help those responsible for the
implementtion of systems, trinin nd skills in prctice chieve
it. The bredth, depth nd scope of tht mbition is unique, nd
sets Scotlnd prt in its spirtion for trum informed justice.
As well s bein rounded in the experiences of victims nd
witnesses, this Frmework hs been informed nd developed by
those who re instrumentl to its implementtion in prctice, nd
it hs been endorsed by ll members of the Victims Tskforce. I
wish to thnk ll those who continue to contribute to the delivery
of the justice system, includin the importnt role our lel
profession nd third sector prtners ply. Discussions hve shone
 briht liht on the commitment we will need to work toether, to
deliver meninful chne to systems nd prctices tht enble
victims nd witnesses of trumtic oences to prticipte in
lel processes eectively nd eqully without incurrin hrm.
As Cbinet Secretry, I m fully committed to continuin tht
prtnership pproch s we work to deliver this Frmework.
Anel Constnce
Cbinet Secretry for Justice nd Home Airs

7
A Knowledge and Skills Framework for Working with Victims and Witnesses
CONTENTS
INTRODUCTION
USING THIS FRAMEWORK
GLOSSARY
BIBLIOGRAPHY
APPENDICES
Appendix 1: Trum Informed Principles in Prctice
Appendix 2: Exmples of Triers to Re-experiencin
8
15
185


EVIDENCE PRESENTATION & INTERPRETATION
EVIDENCE GATHERING
LEADERSHIP & MANAGEMENT OF SYSTEMS
112
140
163
TRAUMA ENHANCED
Additionl knowlede nd skills required by those who provide:
TRAUMA SKILLED
Knowlede nd skills required for workers who hve some contct with witnesses. Includes ll of the shred knowlede
nd skills tht ll workers t ny of the enhnced levels need.
TRAUMA INFORMED
Knowlede nd skills required for ll workers in the justice system.
ADVOCACY & SUPPORT 87
28
41
86

INTRODUCTION
8NHS EDUCATION FOR SCOTLAND TRAUMA INFORMED JUSTICE
TRAUMA INFORMED TRAUMA SKILLED TRAUMA ENHANCED
USING THIS FRAMEWORK
INTRODUCTION

9
A Knowledge and Skills Framework for Working with Victims and Witnesses
INTRODUCTION TRAUMA INFORMED TRAUMA SKILLED TRAUMA ENHANCED
USING THIS FRAMEWORK
INTRODUCTION
1 “Evidence nd Procedure Review Report” (2015) SCTS
2 Review of Victim Cre in the Justice Sector in Scotlnd ( 2017) Lesley Thomson QC
3 Justice Journeys Informin policy nd prctice throuh lived experience of victim-survivors of rpe nd serious sexul ssult ( 2019) Oon Brooks-Hy, Michele Burmn & Lis Brdley Auust
4 Improvin the Mnement of Sexul Oence Cses Mrch 2021 (2021) Finl Report from the Lord Justice Clerk’s Review Group
5 ntionltrumtrininfrmework.pdf (trnsforminpsycholoicltrum.scot)
Background
Recent reports hve hihlihted the considerble nd multiple wys in which
victims nd witnesses experience the criminl justice system s excerbtin
the impct of their prior experiences of trum, nd the netive impct
this hs on their bility to eectively prticipte in the process, nd to
recover.123 The recommendtions of the recent Lord Justice Clerk’s review of
the mnement of sexul oence cses reconised the criticl importnce
of st cross ll ornistions who work with witnesses consistently hvin
 shred understndin bout the impct of trum, nd the dditionl
knowlede nd skills pproprite to their role in order to minimise risk of
hrm nd re-trumtistion, support recovery, nd mximise prticiption
to in nd interpret the best evidence from witnesses ected by trum,
within this context.4
The second violtion … is  common word tht they use
monst survivors ... becuse you feel like you’ve lredy
one throuh the buse but then, when you hve to o
nd tell the court st nd the reportin of it nd the
reportin is horrendous s well.
Witness
Prior to this, in reconition of the hih proportion of the popultion who
hve been ected by trumtic events, nd of the impct this cn hve
on the wellbein of the popultion nd ccess to universl life chnces
such s eduction, helth, housin nd employment, in 2017 NHS
Eduction for Scotlnd, in collbortion with the Scottish Government,
published Trnsformin Psycholoicl Trum: Knowlede nd Skills
Frmework for the Scottish Workforce.5 The im ws to crete  shred
lnue nd understndin round wht  trum informed nd
responsive workforce looks like, nd to clrify wht we need to know
nd re ble to do in order to
1. Reconise nd where possible reduce the prevlence nd impct
of trum
2. Respond in wys tht reduce the impct of trum nd re-trumtistion
on ccessin life chnces nd services, nd
3. Support recovery.
Since its publiction in 2017, it hs llowed trinin to be developed
consistently cross the ntionl workforce, developin the knowlede nd
skills of individul st roups, dependin on role nd responsibilities in
reltion to their contct with people ected by trum.
The need for n dditionl frmework for witnesses nd the justice system hs
evolved from our understndin tht there re dditionl knowlede nd skills
required to minimise re-trumtistion nd mximise eective prticiption
where witnesses ected by trum re sked to recll nd tlk bout

INTRODUCTION
10 NHS EDUCATION FOR SCOTLAND TRAUMA INFORMED JUSTICE
TRAUMA INFORMED TRAUMA SKILLED TRAUMA ENHANCED
USING THIS FRAMEWORK
trumtic events within n dversril context lrely overned by the
constrints of therin, presentin nd evlutin evidence. The purpose of
this frmework is therefore to identify the knowlede nd skills necessry for
 justice workforce to chieve these ims without compromisin the firness
of the tril nd within the constrints of existin evidentil requirements nd
processes. At the strt of its development we interviewed 12 witnesses who hd
lived experience of trum nd of bein  witness, nd 16 justice leders, nd
the quotes you see throuhout reflect their experiences nd thouhts bout
wht they felt justice professionls needed to know nd be ble to do.
This document is desined to enble ny ornistion tht hs contct
with witnesses in the criminl justice process to identify the knowlede
nd skills tht dierent members of their workforce will require. It is
lso desined to support those responsible for the delivery of trinin to
identify the key lernin objectives for the dierent workforce roles, nd
develop nd deliver trinin ccordinly.
Trauma informed is necessary but not suicient
Respondin in  trum informed wy is necessry but not suicient
for  fir nd eective justice system. Trum informed pproches
build upon  rne of other principles, ech of which will require n
overlppin but distinct set of knowlede nd skills tht re not covered
in this frmework.
For instnce, st should be trined to respond in wys tht re person
centred nd tht support the principles of procedurl justice. We must
lso lern to void loctin responsibility nd blme for the experience
6 Substnce Abuse nd Mentl Helth Administrtion (SAMSHA) (2014) Concept of Trum nd Guidnce for  Trum-Informed Approch SAMSHA Trum nd Justice Strteic Inititive July 2014. U.S.
Deprtment of Helth nd Humn Services, oice of policy, Plnnin nd Innovtion.
nd impct of trum in the victim; systems, services nd st should
understnd nd respond to the culturl nd endered context of specific
kinds of oences such s ender-bsed violence, hte crimes, nd child
sexul exploittion.
For exmple, Eqully Sfe, Scotlnd’s strtey for preventin nd
erdictin violence inst women, reconises tht women nd irls
re t n incresed risk of violence nd buse precisely becuse they re
femle in our unequl society. If we re to improve outcomes for women,
children nd youn people ected by ender-bsed violence nd hold
perpetrtors to ccount, it is criticl tht st re trined in the wys
tht discrimintion nd oppression both impose constrined choices on
women nd irls nd enble violence perpetrted by men inst them.
What is psychological trauma?
Lnue in this re is complex nd overlppin. But the eective nd
trnsprent use of lnue is crucil to the process of mkin sense of
wht cn be experienced s ‘unspekble’. The term ‘trum’ hs been
chosen throuhout this document to represent the broder rne of
trumtic, busive or nelectful experiences tht people cn experience or
be subjected to durin their lives. Trumtic events hve been defined s:
“an event, a series of events or a set of circumstances that
is experienced by an individual as physically or emotionally
harmful or life threatening” (SAMHSA, 2014, p. 7)6

11
A Knowledge and Skills Framework for Working with Victims and Witnesses
INTRODUCTION TRAUMA INFORMED TRAUMA SKILLED TRAUMA ENHANCED
USING THIS FRAMEWORK
Trum isn’t just the event, the trum is the whole
process of the event, wht comes er, whether tht’s
police interview or court cse or whtever. So people
shouldn’t dismiss their prt in tht.
Witness
Exposure to trauma for witnesses and accused
The level nd frequency of sinificnt trum experienced by women in
custody hihlihts the overlp in the extent nd nture of exposure to
trum between those who pper s witnesses nd those who pper
s ccused.7 While it is beyond the remit of this frmework to include the
skills required to meet ims tht o beyond the needs of witnesses, the
overlp mens tht much of the content reltin to understndin nd
respondin to the impct of trum, nd trum informed responses
to support recovery cn be pplied when workin with nyone in the
justice system, whether witness or ccused. But it should lso be noted
tht the evidence collected nd reviewed for this frmework relted only
to victims nd witnesses, nd those workin with ccused will require 
rne of ims nd outcomes tht re not covered here.
Impact of psychological trauma
Trum cn ect people in  rne of dierent wys. Some people
mne well despite their experience of trum, nd my not be
sinificntly ected. But it cn lso ect people’s mentl helth,
physicl helth, reltionships nd life chnces cross  rne of spheres.
Trum cn ect our sense of ourselves ledin to feelins of shme,
7 Krtszis (2017) Multiple trumtic experiences, post-trumtic stress disorder nd oendin behviour in femle prisoners. Criminl Behviour nd Mentl Helth
fer nd responsibility. It cn ect our reltionships with others ledin
to diiculties trustin others nd feelin frid of others. It cn ect our
bility to mne our emotions, sometimes ledin to copin strteies
tht my be hrmful in the lon-term but miht feel like it is the only wy
of survivin in the short-term.
I think they need to know how serious it is nd tht the
trum isn’t just the event. More oen thn not, they
sy tht the justice experience is worse thn the event
nd I think tht tht needs to be tken seriously. People
my dismiss it, “How cn  phone cll be trumtisin?”
But you’re like, “It’s ctully not the phone cll, it’s the
subject mtter, it’s the reson I’m mkin the phone cll,
it’s knowin tht this phone cll my led to  court dte
which my led to…” So, I think it is just the seriousness
nd enuine impct tht it hs on people needs to be
tken into considertion.
Witness
It cn lso impct the wy in which memories re stored nd reclled,
nd our enerl bility to understnd nd mke sense of new nd
complicted informtion t times of stress. Criticlly it cn leve us hihly
sensitive to subtle (s well s obvious) reminders of ny previous trumtic
experiences nd reltionships, which cn trier intrusive trum
memories -  sense of it “ hppenin in” ccompnied by the sme
powerful feelins nd senstions. This is clled re-trumtistion.

INTRODUCTION
12 NHS EDUCATION FOR SCOTLAND TRAUMA INFORMED JUSTICE
TRAUMA INFORMED TRAUMA SKILLED TRAUMA ENHANCED
USING THIS FRAMEWORK
Victims nd witnesses (s well s ccused nd those convicted of crime) re
more likely thn others to hve been exposed to trumtic events. And the
impct of trum on our bility to cope with stress nd other emotions, on
our reltionships, on the wy we feel bout ourselves, nd on our memory
cn impir eective prticiption in lel processes tht involve recllin
nd recountin those very trumtic events. Only  proportion of violent nd
non-violent crimes tht occur re reported to the police (40% in 2019/2020),
nd this fiure drops substntilly for sexul ssult crimes (22%), domestic
buse (11%) nd stlkin (9%) (Scottish Crime nd Justice Survey). The
instinct to void reminders of trum, nd the ssocited terror or shme
cn sinificntly ect our bility or desire to disclose nd to ive evidence.
I ws terrified of my buser in the court buildin… I could
be surrounded by n rmed SWAT tem nd I’d still be
bck in the buse with the fer in my mind. And while I’m
bck there I’m not ivin my best evidence which is wht
the justice system need t tht ste.
Witness
Oences tht cuse the most lstin impct involve the retest thret
to or violtion of our psycholoicl nd physicl interity nd humn
rihts t the hnds of nother, for exmple rpe, ssult, murder,
domestic buse, childhood sexul buse. Such oences, especilly when
they occur repetedly - s in domestic buse, coercive control, n
violence or childhood sexul buse - re the ones tht cn leve us most
trumtised, vulnerble to re-trumtistion, nd compromise our
bility to recll, think or tlk bout the events.
In ddition, mny oences hppen within interctions or reltionships
tht re chrcterised by  lck of sfety nd predictbility ,  thret of
hrm, disempowerment, lck of choice, coercion, nd betryl of trust.
This leves victims nd witnesses with reter sensitivity to, nd oen
 drive to void, ny systems or processes tht cn be experienced s
unpredictble, thretenin, coercive, or disempowerin, s these cn
brin bck the sme distressin feelins of fer, shme, ner, horror
nd dissocition tht were present durin the oences.
“The core experiences of psychological trauma are
disempowerment and disconnection from others”.
Hermn (1992) Trum nd Recovery p 133
Trum mde me extremely vulnerble nd lso
extremely ferful. I found it hrd to trust people nd I
didn’t hve hed spce to bsorb informtion.
Witness

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A Knowledge and Skills Framework for Working with Victims and Witnesses
INTRODUCTION TRAUMA INFORMED TRAUMA SKILLED TRAUMA ENHANCED
USING THIS FRAMEWORK
Psychological trauma, witnesses and the
justice system
To enble full prticiption nd “void voidnce” on the prt of victims
nd witnesses,  trum informed justice system will:
• crete environments nd reltionships tht understnd the impcts
of trum, nd tht reduce toxic nd trumtic stress enendered
by the process, so tht bein ected by trum is not  brrier
to eective prticiption nd ivin evidence. If we support the
workforce to understnd nd respond to the impct of trum on
victims nd witnesses, this will not netively impct the mny
witnesses who re not ected by trum but will, crucilly, enble
those who re ected by trum to ene their riht to fully
prticipte in the lel process.
…if you don’t hve  trum informed system,
it’s not oin to work s well s it should do,
‘cos you’re not oin to et the best out of people.
Justice Leder
• support the recovery of those ected by trum by providin them
with  dierent experience of reltionships, one in which they re
oered sfety nd predictbility rther thn unpredictble thret;
choice nd empowerment rther thn control; collbortion rther
thn coercion; nd trust rther thn betryl. Ech encounter
provides n opportunity to reverse the ssocition between trum
nd reltionships, nd is n importnt prt of recovery.
Probbly in most crimes, your control’s been completely
destroyed nd tken wy. So to feel tht sense of
control iven bck to you in some kind of wy mkes you
feel empowered insted of  complete nd utter victim.
'Cos tht’s wht I kept syin ll the time, I don’t wnt to
be  victim, I hte bein  victim.
Witness
• minimise the brriers to enin with the justice system tht those
ected by trum cn experience when memories nd ssocited
feelins of trum re triered by spects of the process. Such
reminders interfere with our conitive cpcity to recll nd provide
 coherent ccount of events, potentilly ectin the qulity of the
evidence  witness cn ive. And they cn hve sinificnt eects on
mentl helth, nother reson why people ected by trum my
not ene with or drop out from the justice process.

INTRODUCTION
14 NHS EDUCATION FOR SCOTLAND TRAUMA INFORMED JUSTICE
TRAUMA INFORMED TRAUMA SKILLED TRAUMA ENHANCED
USING THIS FRAMEWORK
Like obviously your brin’s still processin. It’s lmost like
you cn still see everythin tht’s hppened… I think, in
order to sort of communicte eectively, you do need to
be clm.
Witness
Whilst some elements of the justice process will inevitbly nd necessrily
involve recllin, nd in some cses relivin trumtic events, it is the fr more
subtle reminders of trum tht mny witnesses told us they found most re-
trumtisin: not knowin wht ws oin to hppen next, feelin powerless
in the fce of lel lnue or processes tht hd not been explined,
procedures over which they hd no control but held hue sinificnce.
You’ve ot yourself ll riled up - riht, I’m redy to ive
evidence, I’m oin to o for it - nd then it’s been
postponed in nd you’re just like - you find out usully
on the dy or somethin tht it’s been postponed in
nd tht just - I men, you’ve probbly spent the niht
before in the toilet nonstop, feelin bsolutely wful,
feelin sick nd then you just find out, tht’s it nd there’s
no rel proper explntion s to why or wht’s oin to
hppen next…
Witness
The ood news is tht these re not inevitble by-products or
consequences of the justice process. Enblin  workforce to collborte
with witnesses to understnd wht they need to feel sfe, to mke the
process predictble nd understndble, nd to empower them to
ene eectively will help to reduce nd minimise the re-trumtistion
they experience. In doin so it cn both help with recovery in terms
of consistently experiencin sfe reltionships, nd with eective
enement, s when sense of thret nd distress is reduced, this cn
llow for better recll nd  more coherent ccount of events.

15
A Knowledge and Skills Framework for Working with Victims and Witnesses
INTRODUCTION TRAUMA INFORMED TRAUMA SKILLED TRAUMA ENHANCED
USING THIS FRAMEWORK
USING THIS FRAMEWORK

INTRODUCTION
16 NHS EDUCATION FOR SCOTLAND TRAUMA INFORMED JUSTICE
TRAUMA INFORMED TRAUMA SKILLED TRAUMA ENHANCED
USING THIS FRAMEWORK
USING THIS FRAMEWORK
Framework purpose
This “Knowlede nd Skills” frmework is desined specificlly to
support  trum informed nd responsive workforce for witnesses
cross the justice sector. It does this by first identifyin wht the key
principles nd ims of trum informed justice systems nd prctice
re. For ech of these ims, it then sets out systemticlly the detiled
knowlede nd skills dierent members of the workforce will need in
order to chieve them. In doin so it hs the mbition of providin n
reed nd endurin vision cross ll ornistions nd st tht work
with witnesses round wht trum informed justice for witnesses looks
like, nd  rod mp to help those responsible for the implementtion of
trinin nd skills in prctice chieve it.
If there’s  consistency cross encies in terms of 
trum informed pproch nd tht people re trined
in similr wys or usin the sme sort of resources
or tools, then you would hope tht the wy in which
dierent encies del with people who re delin with
trum, would be somewht consistent, even thouh the
dierent encies re there to chieve dierent thins.
Witness
It is importnt to note we men the “justice process” in its widest
interprettion of the timeline: includin every interction from the
very strt nd first enement tht my led to n lletion bein
mde (for exmple self- referrl for medicl exmintion, disclosure of
trumtic events to  helth professionl), to the very end, includin
prole nd subsequent processes. This cknowledes tht the strt
point for witnesses cn be fr erlier thn their first contct with  forml
“justice professionl” such s police oicer, nd the end point oes fr
beyond the witness box.
Whilst this frmework ws desined for ppliction within the criminl
justice process, mny of the knowlede nd skills contined within it re
of equl relevnce to civil nd other proceedins tht involve witnesses
who my be ected by trumtic events (for exmple in fmily or
employment context, or in ctions for civil dmes).
Framework development and structure
This frmework is bsed on evidence thered from interviews with
witnesses who hve experienced trum, interviews with justice leders
nd experts, nd literture reviews of the relevnt evidence nd science
round the impct of trum, especilly s it pplies to witnesses nd
evidence. From these we identified the key ims nd outcomes of 
trum informed justice system for witnesses, nd extrcted from ll
the vilble evidence the knowlede nd skills tht re most likely to
chieve these ims nd outcomes.
INTRODUCTION TRAUMA INFORMED TRAUMA SKILLED TRAUMA ENHANCED
USING THIS FRAMEWORK

17
A Knowledge and Skills Framework for Working with Victims and Witnesses
INTRODUCTION TRAUMA INFORMED TRAUMA SKILLED TRAUMA ENHANCED
USING THIS FRAMEWORK
Aims and outcomes to be achieved by trauma informed
justice
Eductin yourself on how trum ects somebody.
Like how tht person will present, how tht person mybe
will rect in the first instnce but mybe rect dierently 
couple of weeks down the line. It’s not  cut nd dry, “This
is how trum is” becuse it ects everybody dierent.
Don’t expect everybody just to be over it in the first couple
of months…trum ects people dierently nd there’s
no time limit on it.
Witness
I think just  bsic understndin of the triers tht
[specific oence] hs on your physicl nd mentl bility
to cope. I men, my conitive bility oes down the drin
when I strt to pnic.
Witness
8 1. Substnce Abuse nd Mentl Helth Administrtion (SAMSHA) (2014) Concept of Trum nd Guidnce for  Trum-Informed Approch SAMSHA Trum nd Justice Strteic Inititive July 2014. U.S.
Deprtment of Helth nd Humn Services, oice of policy, Plnnin nd Innovtion.
Like the ims, outcomes nd competencies in the Trnsformin
Psycholoicl Trum (2017) Frmework, this justice frmework is
structured round the interntionl consensus on the key principles or
“four Rs” of trum informed prctice:
1. Relise the prevlence of trumtic experiences;
2. Reconise the impct of these experiences;
3. Resist re-trumtistion; nd
4. Respond in wys tht dpt to tht impct nd support recovery.8
These hve been dpted nd reworded for the justice settin, in
reconition tht the primry roles of mny justice professionls nd ims
of the justice process re evidentil rther thn recovery focussed, nd
of the rne of evidentil nd other lel constrints. In line with these
nd the findins from our reserch nd evidence reviews, the ims nd
outcomes for trum informed justice tht emered for the purposes of
this frmework re:
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Aim 1 “Understnd the prevlence nd impct of trum on both
witnesses nd the workforce” reflects the first two Rs. In prctice we
found tht there ws only limited need to dpt knowlede bout the
prevlence nd impct of trum for witnesses, other thn dditionl
focus on the wys tht the impct of trum cn ect  witness’s
evidence nd interprettions of it: their memory nd ccount of events,
nd their behviour nd emotionl responses both durin nd er tht
cn be lible to misinterprettion.
Aim 2 “Avoid re-trumtistion where t ll possible.” reflects the
third R. Whilst the principles of resistin re-trumtistion remined the
sme, it ws necessry to reconise both the unvoidble risk of
re-trumtistion tht comes with the requirement to recll nd tlk
bout trumtic events, nd the limits on dpttions possible when
still ensurin tht the rules of evidence re followed nd the riht to 
fir tril unected.
Aim 3 “Support recovery from the impct of trum where possible”
reflects the recovery element of the fourth R. This hs been dpted for
 justice settin in which most personnel do not hve n explicit role in
deliverin cre, support or interventions to support recovery. It focusses
insted on the knowlede nd skills needed to dpt the wy they crry
out their explicit role ( for exmple interviewin or exminin  witness)
to ensure tht it does not inhibit recovery nd where possible will hve 
positive impct.
Aim 4 “Uphold the rihts of witnesses ected by trum to equl
nd eective prticiption in the lel process” reflects  substntive
dpttion of the fourth R, in tht the primry role nd responses of
mny justice professionls is in collectin, presentin nd evlutin
evidence. Accordinly the focus of this im in  justice settin is on
dptin prctice to do this role most eectively, in order to enble
witnesses to prticipte nd sty ened with the process nd to
ive the best evidence they cn.
Aim 5: “Support resilience of the workforce nd reduce the potentil
impct of vicrious trum” The enormous pressures tht this
workforce cn come under, combined with reulr nd frequent exposure
to informtion, evidence nd nrrtives tht relte to trumtic events,
hve very rel impct on our cpcity to mintin n empthic nd
humnistic stnce, s well s  trum informed one. Without cute nd
sustined ttention to workforce resilience, it is lmost impossible to
crete one tht is enuinely trum informed.
Aim 6: “Ledership nd mnement of ornistions nd systems
uphold these ims” Aer consulttion, we dded n dditionl im,
reflectin the knowlede nd skills required of those overseein the
systems nd services to crete the foundtions necessry to support nd
mintin the ims bove.
These re summrised in Tble 1.
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Aim 1:
Reconises Impct
• The likelihood tht witnesses nd members of the workforce hve been exposed to trum is understood.
• The dierent wys in which trum cn ect witnesses re reconised nd understood.
Aim 2:
Minimises Hrm
• Potentil for risk of re-trumtistion is understood nd identified.
• Re-trumtistion is voided where t ll possible.
Aim 3:
Supports Recovery
where Possible
• Witnesses experience reltionships tht support their recovery, bility to ive best evidence nd enement.
• Witnesses nd their fmilies re protected from further hrm.
• Processes, procedures or interctions (includin questionin) tht cn inhibit recovery re dpted where possible.
• Witnesses nd fmilies ccess pproprite services nd interventions to meet their recovery needs.
Aim 4:
Enbles
Eective
Prticiption
• Prctices re dpted to the impct of trum so tht witnesses cn prticipte fully.
• Witnesses re enbled to ive the best qulity evidence they cn.
• Prctices void misinterpretin or misrepresentin the impct of trum on  witness or their evidence. 
Aim 5:
Supports Workforce
Resilience
• The impct of workin with trumtic mteril nd witnesses ected by trum is reconised.
• The resilience of the workforce is proctively supported, reducin the impct of vicrious trum.
• Sins of vicrious trumtistion in the workforce re reconised nd responded to. 
Aim 6:
Trum informed
Ledership & Systems
• Ledership nd mnement of ornistions nd systems support ims 1-5.
Tble 1: Aims nd outcomes of  trum informed justice system for witnesses
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I think every prt of the system needs to work toether
in the sme wy becuse wht you were ettin [ws]
dierent experiences with dierent prts of the Justice
System. So, you couldn’t feel it ws consistent nd you
couldn’t feel tht you would et the sme response from
everybody. So, I think tht consistency is relly, relly
importnt for people to feel sfe throuhout.
Witness
Job role / Practice level
Like the oriinl Trnsformin Psycholoicl Trum (2017)
Frmework, this frmework ssumes tht people in dierent roles will
be primrily workin to only some of these ims nd outcomes, nd will
necessrily require dierent knowlede nd skills. It is lso cumultive,
in tht those with limited contct or influence with witnesses or their
evidence will require more limited knowlede nd skills, nd those with
reter contct or influence will require more comprehensive trinin.
So the frmework summrises, for ech of the job role roupins,
the knowlede nd skills they need in their role to meet the ims nd
outcomes. The frmework does not im to specify exctly which st
roles correspond to which prctice level, lthouh some exmples my
be iven. The expecttion insted is tht workers nd their employers will
tke responsibility for ensurin tht they interpret nd pply the content
nd spirtions of the frmework.
The informed level is desined to ddress the foundtionl lernin
needs of ll workers in the justice system. For some, who hve  very
limited role in direct contct with witnesses, it will be ll tht they require.
The skilled level is desined to meet the needs of nyone who hs some
contct with witnesses. It lso includes ll of the shred knowlede tht
ll workers workin t ny of the enhnced levels will need.
The four dierent enhnced levels re outlined in tble 2, nd re
desined for workers with sinificnt responsibilities in meetin ny of
the ims of  trum informed justice system for witnesses. Ech of the
four roupins detil the unique knowlede nd skills (side from the
knowlede nd skills they shre with the other enhnced roles, which is
contined in the skilled level) tht they will need in their prticulr role.
The dierent prctice levels nd ssocited knowlede nd skills
required re summrised in tbles 2 nd 3.
I think it’s tht no mtter their role, it could be the security
urd t the court door swipin you down with  metl
detector, it could be the person t VIA, tht they ply s
bi  prt becuse it ll becomes the sme picture. You
know, if I ws  piece of  puzzle, they’re usully the sme
size. VIA, the Fiscl doesn’t tke  bier size of position
for me or nyone else. It’s the whole cumultive eect of
them ll toether.
Witness
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Tble 2: Nture nd type of workforce roles s defined in the frmework.
Trum Informed: Foundtion knowlede nd skills for ll justice workers.
Trum Skilled: Anyone in direct contct with witnesses. Includes the shred knowlede nd skills
tht nyone workin t ny of the enhnced levels will need.
Trum Enhnced: Additionl knowlede nd skills required by:
Evidence
Gtherin
Those who ther
informtion or
evidence directly
from witnesses.
Includes those who
direct or oversee
evidence therin.
Advoccy
nd Support
Those who provide
dvoccy, support
or interventions
to witnesses.
Evidence
Presenttion nd
Interprettion
Those who present,
exmine, or interpret
evidence from
witnesses who my be
ected by trum, or
tht otherwise reltes
to trumtic events.
Includes those who
direct or oversee
evidence presenttion.
Ledership nd
Mnement of
Systems
Those who led or
mne ornistions
& systems tht
ect witnesses nd
the workforce.
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Implementation
It is reconised tht trinin lone is  necessry but not suicient
element in the implementtion of new skills in prctice. Just s criticl
is wht hppens er trinin in terms of opportunities to develop nd
pply new skills in prctice, with dequte supervision or cochin
support to sustin nd refine these chnes. Also importnt re feedbck
loops nd systems tht meninfully evlute the impct of trinin on
the skills nd prctice of those trined, nd the impct of those chnes
for the consequent experience of witnesses themselves. Without these,
trinin in nd of itself is likely to fil to eect ny chne in prctice.
The Scottish Psycholoicl Trum Trinin Pln (2019) outlines
the steps nd stes involved in successful implementtion, nd cn
provide helpful uidnce on the development nd delivery of hih qulity
trinin, nd subsequent implementtion.
System design, policies and environments
Mny witnesses report tht the physicl environments they encounter,
nd the processes they re required to o throuh, cn hve s ret n
impct on their experience s their interctions with st.
No mtter how trum informed  prctitioner my be, if they re
constrined by protocols or policies tht do not reconise the impct of
trum, they my be unble to minimise the risk of re-trumtistion
tht their trinin hs tuht them to reconise. For exmple, witnesses
describe tht the unpredictbility of flotin trils with unpredictble
strt dtes nd delys cn be re-trumtisin, mimickin the sense of
unpredictble thret nd loss of control tht comes with mny oences.
9 Goldmn Frser et l ( 2014) Implementtion of  workforce inititive to build trum-informed child welfre prctice nd services: Findins from the Msschusetts Child Trum Project. Children nd Youth
Services Review 44 (2014) 233–242
It cn lso risk morl injury nd  sense of helplessness for st, ledin
to potentil disenement from empthy for the witness.
The evidence suests tht for ny system, whether desined for
eduction, helth, housin, employment or justice, to become trum
informed, tkes considerble ledership, without which the impct of
trinin nd eduction on eventul outcomes for witnesses my be
limited.9 In reconition of this, the fourth enhnced level is desined to
support the cpcity of those who hve oversiht over systems, policies,
environments, schedulin nd protocols to review these throuh 
trum informed lens nd dpt where possible.
I just felt unsfe. As much s there’s police wlkin
round, you feel unsfe… When you’re in tht Hih
Court, there’s ll these people tht you’ve just hd  cse
inst nd you’re  witness, you ren’t tht person tht
is bein the perpetrtor, you’re the witness nd there’s
no sfe plce to o nd sit. I ws outside in the min
entrnce. Mybe there’s  suestion, let me o into 
dierent room nd wit.
Witness
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Trauma informed leadership
Beyond this, we re lso wre tht leders ply  criticl role in settin
the culture, priorities nd vlues of n ornistion nd system lined
with those of  trum informed pproch. In reconition of this, the
Ntionl Trum Trinin Prormme hs identified some of the key
drivers tht re criticl for leders to ttend to in the process of wider
trum informed systems chne.
“Successful TIC implementation requires that
organizational leadership, especially senior leaders,
be visibly committed to the change process.”10
…there re both issues of prctice t n individul level,
the wy tht people re treted s individuls when
they encounter the Justice System, nd the wy tht
those, whether they be police oicers, prosecutors,
defence counsel, judes, court oicils, just the wy they
interct with victims. And then there re structurl nd
institutionl issues which re both bout the rules, the
wy in which the system opertes, but re lso issues
like… cpcity nd resource.
Justice Leder
10 Bryson et l ( 2017) Wht re eective strteies forimplementin trum-informed cre inyouth inptient psychitric ndresidentil tretment settins? A relist systemtic review. Int J Ment Helth Syst.
DOI 10.1186/s13033-017-0137-3
Ledership: Leders hve  key role in plcin the trum informed
end on the tble, mkin it  priority, ensurin time nd resource
is llocted, nd modellin nd embodyin  culture of choice,
empowerment, collbortion, trust nd sfety throuh their own
behviour nd ttitudes.
St resilience: Attention to st welfre nd resilience, reconisin nd
minimisin the impct of vicrious trum;
Knowlede nd skills: Systemtic support, time nd resource for
the eective implementtion of skills in prctice, includin cochin,
mnement, reflective prctice or supervision;
Feedbck loops nd improvement: Routine collection of feedbck
from every witness tht chooses to do so, ctive welcome to every oer
of feedbck whether solicited or not, nd feedbck loops tht use this
informtion for improvement purposes.
Lived experience empowerment : Eective routine collbortion nd
power shrin with witnesses to crete nd develop trum informed
systems nd processes.
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INTRODUCTION
24 NHS EDUCATION FOR SCOTLAND TRAUMA INFORMED JUSTICE
TRAUMA INFORMED TRAUMA SKILLED TRAUMA ENHANCED
USING THIS FRAMEWORK
Framework principles
Informed by lived experience. Prt of the evidence bse for this
frmework is derived from the experiences of people ected by trum
who hve hd contct with the justice process s  witness nd/ or fmily
member of  victim. Twelve members of the Victims Tskforce Reference
roups, constitutin witnesses or fmilies of victims ected by trum,
were interviewed by the led uthor of the frmework bout wht the ims
of  trum informed justice system should be, nd the key ttributes,
knowlede nd skills of st members tht were seen s most helpful or
unhelpful in chievin tht. An independent themtic nlysis ws used
to extrct themes, nd these informed the frmework development nd
construction from the strt.
In ddition, kind permission ws iven by Hill et ll ( 2021) from Children
1st to use relevnt quotes from their Sharing Stories for Change Impact
Report, which involved stories of 28 children nd youn people (ed
6-20 yers old) nd 7 supportive prents bout their experiences of nd
journey throuh child protection nd justice processes, nd by Coutts &
Frmer , Glsow Inititive of Fcilittion & Therpy (2021) on behlf of
Moir Anderson Foundtion to use quotes from their cretive roup nd
individul pproches with 9 youn people therin their views bout the
structure, lyout, look nd lnue of  Brnhus model in Scotlnd.
11 Coutts & Frmer (2021) Enin with CYP: wht does Brnhus men to them. GIFT& Moir Anderson Foundtion. https://sttic1.squrespce.com/sttic/5f09d6639729e33fbe350186/t/613f333bf9f045
6b1e3400b/1631531931700/Brnhus+Interim+Report.pdf
12 Hill, L., O’Reilly, A., Dhillon, R. & O’Donnell, C. (2021). Shrin stories for chne: Impct report. Children 1st Birnshoose Project. https://www.children1st.or.uk/medi/8922/shrin-stories-for-chne-
impct-report-december-2021.pdf
To illustrte how the frmework hs been derived from nd reflects the
experiences of dult nd child witnesses nd of justice leders, we hve
used quotes from these sources throuhout the frmework. Quotes from
interviews completed by the uthors with justice leders re in purple ,
nd with witnesses in blue . Quotes from Coutts & Frmer (2021)11 re
in liht reen , nd quotes from Hill et l (2021)12 re in drk reen .
Informed by justice leders. Another prt of the evidence bse for this
frmework is derived from the professionl experiences of leders of
the justice ornistions who hve ny contct with witnesses. Sixteen
members of the victims tskforce (or their nominees) were interviewed
individully by the led uthor of the frmework, in focusin on wht
the ims of  trum informed justice system should be, nd the key
ttributes, knowlede nd skills of st members tht were seen s most
helpful or unhelpful in chievin tht.
Evidence bsed. The third pillr of evidence on which this frmework is
bsed is  rne of literture reviews reltin to the prevlence nd impct
of trum s it reltes to witnesses nd their evidence. These include the
fctors tht prevent or crete risk for re-trumtistion, nd tht support
or hinder recovery of witnesses. They lso include specific reviews of the
impct of trum on evidence nd on witnesses, nd the fctors tht cn
influence the most ccurte collection, presenttion nd interprettion of
evidence from witnesses ected by trum. Finlly it included reviews of
the prevlence nd impct of trum exposure on justice st nd wys of
preventin vicrious trumtistion. Key ppers tht formed the evidence
for the frmework re listed in the bibliorphy.
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A Knowledge and Skills Framework for Working with Victims and Witnesses
INTRODUCTION TRAUMA INFORMED TRAUMA SKILLED TRAUMA ENHANCED
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Lifespn pproch. The frmework is desined to pply cross the
lifespn. The vst mjority of the competencies pply no mtter whether
workin with dult or children / youn people witnesses. As one justice
leder told us:
If you desin ny system from the perspective of children,
it’s oin to be riht for everybody.
Justice Leder
There re some dditionl competencies tht pply specificlly to
those workin with children nd youn people witnesses, nd these
re hihlihted throuhout in liht blue lon with this icon .
The terminoloy of children nd youn people is used flexibly nd
reconises  child cn be nyone under 18 yers nd  youn person
cn be up to the e of 25 yers. It tkes into ccount the evidence on
dditionl developmentl nd systemic fctors tht need to be considered.
Additionlly, the United Ntions Convention on the Rihts of the Child
(UNCRC) nd Gettin It Riht for Every Child (GIRFEC) underpin the
competencies in the frmework.
Rihts bsed. One of the foundtions of the frmework is reconition tht
rihts of victims nd witnesses to eective ccess to nd prticiption in
proceedins cn be sinificntly impeded by the impct of trum, if it is
not dequtely reconised nd dpted to. This is reflected implicitly
13 https://www.myov.scot/victims-code-for-scotlnd
14 https://www.leisltion.ov.uk/ssi/2015/444/contents/mde
15 https://www.leisltion.ov.uk/ukp/1995/46/contents
16 https://www.leisltion.ov.uk/sp/2014/1/contents
17 https://www.leisltion.ov.uk/sp/2019/8/encted
18 https://www.myov.scot/victim-witness-rihts/stndrds-of-service-for-victims-nd-witnesses
(nd in plces explicitly) throuhout the frmework, for exmple
in documentin the knowlede nd skills required to dpt to the
neuroconitive impcts of trum, llowin witnesses to provide the best
qulity evidence they cn. In ddition, mny of the principles nd ims
of the frmework re rihts lredy enshrined in the welth of existin
leisltion, policy nd uidnce. Throuhout, the frmework should
be red nd interpreted in tndem with these, for exmple the Victims’
Code for Scotlnd13, Victims Rihts (Scotlnd) Reultions 201514; Section
271 of the Criminal Procedure (Scotland) Act 199515; Victims nd Witnesses
(Scotlnd) Act 201416; Vulnerble Witnesses (Criminl Evidence) (Scotlnd)
Act 201917; nd the Stndrds of Service for Victims nd Witnesses18.
Future proof. It is nticipted tht the frmework should not become
obsolete with chnes to leisltion, policy or emerin evidence.
As such there is limited reference throuhout to specific exmples,
procedures, uidnce, policies or leisltion.
Lnue. Throuhout the frmework we hve used the term “witness”
to refer to nyone who my hve been  witness to events tht would
constitute n oence in some wy nd hence hve  role in the prosecution
process. In this context it is intended to include nyone who could be
considered  witness,  victim, or  compliner nd , where they choose to
ive evidence, the ccused. We consulted widely nd settled upon witness
s the word supported by the mjority of those tht we consulted, nd
most eective in coverin the rne of people to be included.
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26 NHS EDUCATION FOR SCOTLAND TRAUMA INFORMED JUSTICE
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We cknowlede tht s  reltively neutrl word it does not eectively
convey the impct tht trumtic oences cn hve in the wy tht the
term “victim” does. However mny witnesses we interviewed told us tht
they did not see themselves reflected in the term “victim”, nd to use it
felt disempowerin. And both “victim” nd “compliner” s terms fil to
cpture the mny witnesses to trumtic events who my not hve been
the direct tret or “victim”, but none the less were exposed to extremely
trumtic events in the course of n lleed oence – for exmple
witness to murder nd the fmilies nd close intimtes of victims who
do not hve witness sttus s  result of their deth throuh murder.
Incrementl. The knowlede nd skills outlined t ech level of the
frmework re constructed in n incrementl wy menin tht, for
exmple, st opertin t the Trum Enhnced Prctice level would
lso be expected to possess the knowlede nd skills described t the
Trum Informed nd Skilled levels.
Culturl sensitivity. Trum informed pproches cknowlede the
wide rnin dierences between individul, culturl nd endered
experience of events s trumtic or otherwise, nd in the extent nd
nture of exposure to such events. Truly trum informed pproches
will be informed not only by dptin to someone’s trumtic
experiences, but lso to the wys in which culture, ender nd other
societl contexts hs influenced how they experienced it. Wht my
look nd feel trumtic, or trum informed to one person my feel
very dierent to nother. Chnin the perspective “Wht’s wron with
you?” to “Wht hppened to you?” is just the first step in tkin  trum
informed perspective. The next step is skin “ nd how did it ect
you?” rther thn ssumin one’s own perspective to be  universl nd
therefore dequte one from which to understnd nother’s experience.
Using the framework
The frmework is desined to support ornistions to identify nd
develop or commission the trinin tht workers need in order to work
with witnesses in  trum informed nd responsive wy, nd to support
individuls to identify their own CPD needs. It is not desined to provide
detiled contents of trinin in nd of itself, s to do so would mke it
extrordinrily lon, nd lso mke it out of dte very quickly s the
evidence bse dvnces or leisltion chnes. Insted, it oers  wy
to identify the knowlede nd skills n individul worker or professionl
roups require ccordin to their role, nd then deliver trinin
ccordinly. Mny workers my require competencies cross  rne of
roles. The frmework cn be used by:
• Justice workers (in conjunction with their pproprite eneric nd/
or professionl uidnce, where vilble) to help them understnd
the knowlede nd skills required to successfully deliver trum
informed, evidence bsed responses for witnesses.
• Mners nd supervisors, to identify nd explore workers’ strenths
nd ddress ny ps in their knowlede nd skill.
• Justice ornistions, to ensure workers hve the necessry
knowlede nd skills to meet the needs of witnesses who my be
ected by trum; this should be done throuh plnnin workforce
development ctivities to meet the spirtions of the frmework,
which lso includes ensurin workforce welfre.
• Eduction nd trinin providers, to inform the content of their
curricul nd lernin ctivities.
• Witnesses, their fmilies nd supporters, to ensure they re wre of
wht they my expect t dierent points in their justice journey.
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A Knowledge and Skills Framework for Working with Victims and Witnesses
INTRODUCTION TRAUMA INFORMED TRAUMA SKILLED TRAUMA ENHANCED
USING THIS FRAMEWORK
Tble 3. Applyin the frmework to prctice levels nd roles
The below tble detils, for ech of the four enhnced roles, the pes of this framework which cover the knowlede nd skills required to meet the ims of
 trum informed justice system. It demonstrtes the cumultive nture of the frmework. Workers who fll into one of the Trauma Enhanced cteories
would need to consult the Informed, Skilled nd Enhanced pes within the column dedicted to their role.
Workers who fll into the Trauma Informed cteory would only need to consult the pes lbelled s Informed (pages 30-40). Workers who fll into the
Trauma Skilled cteory would need to consult the pes lbelled s Informed nd Skilled (pages 30-85).
INTRODUCTION TRAUMA INFORMED TRAUMA SKILLED TRAUMA ENHANCED
Advoccy nd
Support
Evidence
Gtherin
Evidence
Presenttion nd
Interprettion
Ledership nd
Mnement of
Systems
Reconises Impct
Pe Pe Pe Pe
Informed 30-31
Skilled 43-48
Informed 30-31
Skilled 43-48
Informed 30-31
Skilled 43-48
Informed 30-31
Skilled 43-48
Minimises Hrm/
Reduces
Re-trumtistion
Informed 32-36
Skilled 49-56
Enhnced 88-92
Informed 32-36
Skilled 49-56
Enhnced 113-117
Informed 32-36
Skilled 49-56
Enhnced 141-144
Informed 32-36
Skilled 49-56
Supports Recovery
where Possible
Informed 37-39
Skilled 57-71
Enhnced 93-104
Informed 37-39
Skilled 57-71
Enhnced 118-126
Informed 37-39
Skilled 57-71
Enhnced 145-149
Informed 37-39
Skilled 57-71
Enbles Eective
Prticiption
Skilled 72-76
Enhnced 105-109
Skilled 72-76
Enhnced 127-137
Skilled 72-76
Enhnced 150-160
Skilled 72-76
Supports
Workforce
Resilience
Informed 40
Skilled 77-85
Enhnced 110-111
Informed 40
Skilled 77-85
Enhnced 138-139
Informed 40
Skilled 77-85
Enhnced 161-162
Informed 40
Skilled 77-85
Enhnced 177-180
TI Ledership &
Systems
Enhnced 163-184
Roles
Aims
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28 NHS EDUCATION FOR SCOTLAND TRAUMA INFORMED JUSTICE
TRAUMA INFORMED
“… every interaction that you have has an impact beyond
the function of that interaction.”- Justice Leader

29
A Knowledge and Skills Framework for Working with Victims and Witnesses
INTRODUCTION TRAUMA INFORMED TRAUMA SKILLED TRAUMA ENHANCED
USING THIS FRAMEWORK
TRAUMA INFORMED
The informed level is desined to ddress the foundtionl lernin needs of ll workers in the justice system. For some, who hve
very limited role in direct contct with witnesses, it will be ll tht they require.
Aims Pe Outcomes
Aim 1:
Understnd the prevlence
nd impct of trum
30
31
• The likelihood tht witnesses nd members of the workforce hve been exposed to trumtic or
dverse experiences is understood
• The dierent wys in which trum cn ect people re reconised nd understood.
Aim 2:
Avoid re-trumtistion where
t ll possible
32
35
• Potentil risk of re-trumtistion cross the system is understood nd identified
• Re-trumtistion is voided where t ll possible
Aim 3:
Aim 3: Support recovery from the
impct of trum where possible
37 • The wys tht processes, procedures or interctions (includin questionin) cn inhibit recovery
from the impct of trum re understood, identified, nd where possible dpted to support
recovery.
Aim 5:
Support resilience of the workforce
nd reduce the potentil impct of
vicrious trum
40 • The potentil impct on the workforce of workin with trumtic mteril nd witnesses ected
by trum is reconised nd responded to

30 NHS EDUCATION FOR SCOTLAND TRAUMA INFORMED JUSTICE
INTRODUCTION TRAUMA INFORMED TRAUMA SKILLED TRAUMA ENHANCED
USING THIS FRAMEWORK
TRAUMA INFORMED:
UNDERSTAND THE PREVALENCE AND IMPACT OF TRAUMA
TRAUMA INFORMED: UNDERSTAND THE PREVALENCE AND IMPACT OF TRAUMA
Outcome What workers know (knowledge) What workers can do (capacity/skill/ability)
The likelihood tht
witnesses nd members
of the workforce
hve been exposed
to trumtic or
dverse experiences
is understood.
All workers understnd:
• Trumtic events re those in which  person is hrmed, where there is
 serious thret of hrm, or where the person sees someone else bein
hrmed.
All workers cn:
• Trum cn result from exposure to n event, series of events, or set
of circumstnces tht is experienced by n individul s physiclly or
emotionlly hrmful or life thretenin nd tht hs lstin dverse
eects on the individul’s functionin nd mentl, physicl, socil,
emotionl, or spiritul well-bein.
• Reconise tht trum cn rise from )
criminlity lleed nd b) from other prior
experiences in childhood nd dulthood
I think perhps rther thn nybody
bein dismissive of it [trum], I would
find tht probbly most ren’t wre
of it. So, I don’t think it’s  deliberte
course of ction or ... tht people re
inst it or diminishin it. I just don’t
think tht they’re wre ... Witness
• The widespred prevlence of exposure to trum cross the Scottish
popultion.
• Trumtic events cn hppen once (n ssult, rpe or murder of loved
one, for instnce) or repetedly (such s in the context of childhood
sexul buse, domestic buse, or stlkin).
• The hih likelihood tht nyone workin in the criminl justice sector
will hve reulr contct with people ected by trum. • Reconise the rne of criminl oences
tht re likely to be experienced by
witnesses or their fmilies s trumtic,
nd the incresed likelihood of exposure
to trum monst those in contct with
the criminl justice system.
• For dierent kinds of crimes, the proportion tht re reported nd the
sinificnt impct tht psycholoicl trum cn hve on decisions
not to report some crimes.

31
A Knowledge and Skills Framework for Working with Victims and Witnesses
INTRODUCTION TRAUMA INFORMED TRAUMA SKILLED TRAUMA ENHANCED
USING THIS FRAMEWORK
TRAUMA INFORMED: UNDERSTAND THE PREVALENCE AND IMPACT OF TRAUMA
Outcome What workers know (knowledge) What workers can do (capacity/skill/ability)
The dierent wys in
which trum cn ect
people re reconised
nd understood.
All workers understnd:
• Trum cn ect witnesses in  rne of dierent wys.
All workers cn:
• Be mindful tht  witness my be ected
by trum, nd this my be ectin their
experience of the justice process nd their
bility to eectively ive evidence.
• Mke sense of ny diiculties  witness
my hve enin with the justice
process by considerin “Wht hppened to
you?”, insted of “Wht’s wron with you?”
• Some people mne well despite their experience of trum, nd my
not be sinificntly ected, but it cn ect people’s mentl helth,
physicl helth nd life chnces.
• The consequences of trum, includin feelins of shme, fer nd
responsibility, s well s voidnce of reminders nd impct on
memory cn ect people’s bility or desire to disclose tht they
hve been  victim of crime nd to ive evidence.
• Witnesses use dierent wys to survive, dpt to, nd cope with
trum nd its impct, nd these cn be mistken for indictors
of poor credibility or relibility unless viewed s dptive copin
responses to overwhelmin thret nd its consequence.
• Everyone hs  prt to ply in reconisin nd dptin to the impct
of trum on witnesses, in order to enble them to ive best evidence
without excerbtin the impct of trum or impedin their recovery
(tht is, ‘trum is everybody’s business’).
• Reconise where the impct of trum is
interferin with  witness’ enement
with the justice process.
• Respond to ll witnesses with empthy
nd without criticism or blme.
• Experiencin trum erly in life cn mke us more vulnerble to bein
 victim of crime lter in life.
Eductin yourself on how trum ects somebody. Like how
tht person will present, how tht person mybe will rect in the
first instnce but mybe rect dierently  couple of weeks down
the line. It’s not  cut nd dry, this is how trum is becuse it
ects everybody dierent. Witness

32 NHS EDUCATION FOR SCOTLAND TRAUMA INFORMED JUSTICE
INTRODUCTION TRAUMA INFORMED TRAUMA SKILLED TRAUMA ENHANCED
USING THIS FRAMEWORK
TRAUMA INFORMED:
AVOID RE-TRAUMATISATION WHERE AT ALL POSSIBLE
TRAUMA INFORMED: AVOID RE-TRAUMATISATION WHERE AT ALL POSSIBLE
Outcome What workers know (knowledge) What workers can do (capacity/skill/ability)
Potentil risk of
re-trumtistion
cross the system
is understood nd
identified.
All workers understnd:
• Tht becuse trum is so widespred, nd cn hve n impct on
 witness’s experience of the justice process (includin their bility to
ive evidence) it is importnt for ll workers to be ‘trum informed’
when respondin to the needs of witnesses (tht is, ‘trum is
everybody’s business’).
All workers cn:
• Identify where res of own prctice
nd processes my be experienced by
witnesses s hvin  lck of control,
choice, collbortion, empowerment,
trust nd sfety nd therefore my
present  risk of re-trumtistion.
• Witnesses cn be esily reminded of ny hrm they hve previously
experienced, nd ny current similrities or reminders cn leve 
witness feelin s bd s when the trum ws ctully hppenin
(this is clled re-trumtistion).
They should know bout triers nd how tht cuses fliht,
fiht nd freeze mode. Tht triers trier certin thins nd
tht cn mke thins hrder for us.
Witness
• Identify the types of situtions
experienced by witnesses in the justice
context tht cn brin bck memories of
trum nd ssocited feelins.

33
A Knowledge and Skills Framework for Working with Victims and Witnesses
INTRODUCTION TRAUMA INFORMED TRAUMA SKILLED TRAUMA ENHANCED
USING THIS FRAMEWORK
TRAUMA INFORMED: AVOID RE-TRAUMATISATION WHERE AT ALL POSSIBLE
Outcome What workers know (knowledge) What workers can do (capacity/skill/ability)
Potentil risk of
re-trumtistion
cross the system
is understood nd
identified.
All workers understnd:
• Tht recountin trumtic events in  settin/context tht is for
purposes other thn cre, support nd tretment (for exmple s
evidence in  lel settin) cn be experienced by people ected
by trum s re-trumtisin nd distressin, nd tht this cn be
minimized throuh the use of trum informed principles.
• Tht mny crimes tht occur between people (for exmple childhood
sexul buse, n violence or domestic buse) cn be chrcterised
by n overwhelmin sense of thret nd dner or shme, lonside
sometimes escltin nd insidious repeted breches of trust,
coercion, lck of control, powerlessness nd domintion.
• Experiences within the justice process in which trust is breched, tht
feel unsfe, or tht enender feelins of coercion, lck of control,
powerlessness, or domintion, no mtter how subtle, cn brin bck
distressin memories of the trum nd ssocited feelins, ledin
to re-trumtistion, poorer evidence nd voidnce of the justice
process.
They need to know the impct tht  pnic ttck nd fer nd
lrm cuses physiclly nd tht you feel like you’re dyin. You
feel like you literlly cn’t brethe.
Witness
All workers cn:
• Reconise elements of the justice
process tht my crry  hiher risk of
re-trumtistion by remindin  witness
in some wy of pst trumtic events,
for exmple:
»Direct recll: bein directly sked
bout or recountin trumtic events,
»Physicl Reminders: Physicl
exmintions, Smells, sounds,
reviewin physicl reminders of
trumtic events (photorphs,
physicl evidence, correspondence)
»Anticiptory: ny contct or event
tht nticiptes ny of the bove – for
exmple letters, phone clls or other
correspondence
»Interpersonl: ny situtions in which
trust is breched, or tht trier
feelins of coercion, lck of control,
powerlessness, domintion or loss of
sfety, includin the presence of the
ccused.

34 NHS EDUCATION FOR SCOTLAND TRAUMA INFORMED JUSTICE
INTRODUCTION TRAUMA INFORMED TRAUMA SKILLED TRAUMA ENHANCED
USING THIS FRAMEWORK
TRAUMA INFORMED: AVOID RE-TRAUMATISATION WHERE AT ALL POSSIBLE
Outcome What workers know (knowledge) What workers can do (capacity/skill/ability)
Potentil risk of
re-trumtistion
cross the system
is understood nd
identified.
All workers understnd:
• Tht re-trumtistion cn sometimes ccount for the experience of
the criminl justice process bein described s eqully trumtic to, if
not more trumtic thn, the crime itself.
All workers cn:
Tht thin’s hppened, tht ws 
physicl thin tht hppened nd
tht’s never oin to chne. But
wht cn chne is the wy tht
we tret people who  trum hs
hppened to becuse tht hs hd the
biest impct on my life outside the
ctul physicl trum. Witness
• A witness who is experiencin re-trumtistion is more likely to wish
to disene from the justice system to void further reminders nd
my lso be unlikely to be ble to recll events or communicte them
s eectively nd ccurtely s they would otherwise.
• Evidence collection tht involves physicl exmintion or invsive
physicl procedures crry  hiher risk of bein experienced s re-
trumtisin, ledin to voidnce
All child nd fmily workers understnd:
• Children nd youn people fce prticulr levels of
disempowerment enerlly. When this is  feture of oences
committed inst them, the power imblnce of Justice contexts
such s court nd interview rooms cn be prticulr cuse for
children or youn people becomin overwhelmed.
I’d just turned 17. I ws still  wee irl. This ws like  rown mn,
nd  bi rown mn in  police uniform nd I ws like, I cn’t sy
these words to him.
All child nd fmily workers cn:
• Reconise the prticulr importnce of
empowerin children nd youn people
within the Justice process to know nd
ccess their rihts
• Ensure the UN Convention on the Rihts
of the Child (UNCRC) re incorported
cross ll spects of the justice context
nd processes. To reconise, respect nd
promote children’s rihts. This includes
bein treted firly, to be herd nd to be
s helthy s possible.
• Utilise Gettin it Riht For Every Child
(GIRFEC) to ensure the best interests of the
child re centrl.

35
A Knowledge and Skills Framework for Working with Victims and Witnesses
INTRODUCTION TRAUMA INFORMED TRAUMA SKILLED TRAUMA ENHANCED
USING THIS FRAMEWORK
TRAUMA INFORMED: AVOID RE-TRAUMATISATION WHERE AT ALL POSSIBLE
Outcome What workers know (knowledge) What workers can do (capacity/skill/ability)
Re-trumtistion is
voided where t ll
possible.
All workers understnd:
• Tht whilst not ll witnesses will be ected by trum, oerin the
sme trum informed principles to everyone s  universl precution
will do no hrm to those tht re not ected by trum, nd enble
those who re ected by trum to more eectively prticipte in the
justice process.
• The key importnce of providin  sense of sfety nd predictbility for
ll witnesses, cross ll contcts, communictions nd reltionships
tht they encounter.
Follow throuh, if you sy you’re oin to do somethin do it.
Witness
All workers cn:
• Reconise tht whilst some necessry
elements of  witness’s journey (for
exmple recountin trumtic events nd
detils, reviewin erlier sttements, or
reviewin physicl evidence, photorphs
or video from the lleed oence) my be
likely to led to re-trumtistion, there
re wys in which this cn be minimised:
»Minimise the number of times 
witness will hve to tlk bout
trumtic events nd mximise the
sfety they feel when doin so by
collbortin with the witness to mke
the process s predictble s possible,
for exmple by oerin choice over
who tkes  sttement nd tryin to
ensure it is the sme consistent person
tkin the sttement if this needs to be
done cross multiple occsions.
• Tht it is importnt to ensure witnesses cn eectively prticipte in
the justice process by respondin in  wy tht prioritises:
) buildin trust nd helpin the person feel sfe
b) workin collbortively in  wy tht empowers the person to
mke choices bout their enement within the limittions of the
rules of evidence nd rules of procedure nd considers the person’s
culturl bckround
c) pplyin routinely these principles to their work
»If possible, void skin the witness for
informtion they hve lredy iven
elsewhere in the system to reduce
their need to repet potentilly re-
trumtisin informtion. For exmple,
if pproprite ensure previous relevnt
notes nd documenttion hve been
red prior to ny interction.

36 NHS EDUCATION FOR SCOTLAND TRAUMA INFORMED JUSTICE
INTRODUCTION TRAUMA INFORMED TRAUMA SKILLED TRAUMA ENHANCED
USING THIS FRAMEWORK
TRAUMA INFORMED: AVOID RE-TRAUMATISATION WHERE AT ALL POSSIBLE
Outcome What workers know (knowledge) What workers can do (capacity/skill/ability)
Re-trumtistion is
voided where t ll
possible.
All workers understnd:
I think it’s tht no mtter their role, it could be the security urd t
the court door swipin you down with  metl detector, it could be
the person t VIA, tht they ply s bi  prt becuse it ll becomes
the sme picture. You know, if I ws  piece of  puzzle, they’re
usully the sme size. VIA, the Fiscl doesn’t tke  bier size of
position for me or nyone else. It’s the whole cumultive eect of
them ll toether.
Witness
All workers cn:
»Oer  consistently empthic,
thouhtful nd professionl
collbortive pproch with witnesses
tht fosters  sense of predictbility
nd sfety throuhout the process
nd in every possible encounter nd
communiction nd empowers
witnesses to mke informed choices
bout their enement with the justice
process bsed on their rihts, tkin
into ccount the impct of their ender,
rce, e, ny disbility, nd culturl
bckround.
Yeh, becuse I ws old enouh to mke decisions on where I
wnted to sty nd who I wnted to o with. I use my rihts.
So I think rihts re  ood thin. Becuse whtever your rihts
you should use them.
• Identify ny prticulr procedures
or processes (for exmple tkin 
sttement bout trumtic events,
sendin out letters with informtion
bout the ccused) tht my contin
sinificnt reminders of the trumtic
events, nd work with the witness
collbortively to try to minimise the
re-trumtistion nd distress this my
cuse.

37
A Knowledge and Skills Framework for Working with Victims and Witnesses
INTRODUCTION TRAUMA INFORMED TRAUMA SKILLED TRAUMA ENHANCED
USING THIS FRAMEWORK
TRAUMA INFORMED: SUPPORT RECOVERY FROM THE IMPACT OF TRAUMA WHERE POSSIBLE
Outcome What workers know (knowledge) What workers can do (capacity/skill/ability)
The wys tht
processes, procedures or
interctions (includin
questionin) cn inhibit
recovery from the
impct of trum re
understood, identified,
nd where possible
dpted to support
recovery.
All workers understnd:
• Good socil support nd sfe nd supportive reltionships re centrl
to recovery followin trumtic experiences.
• The wys tht positive, trum informed experiences with workers
throuhout the justice process cn improve  witness’s mentl helth
nd recovery nd is linked with incresed stisfction with the justice
process rerdless of the outcome.
He sid, I understnd it’s relly diicult to be witin nd to not
know the outcome. So tht ws ret ctully ‘cos it mde me
think, you ctully know I’m  humn bein here on the other
end of the line.
Witness
All workers cn:
• Ensure justice processes llow witnesses
to ccess their own nturl support
networks nd support strteies
when this is possible within the rules
of evidence nd rules of procedure,
especilly durin prticulrly diicult or
stressful events such s ivin evidence.
See Appendix 3 for exmples.
• Identify own res of prctice, even if
in indirect wys, to positively support
witnesses’ enement with the justice
system usin the trum informed
principles (choice, collbortion, trust,
empowerment nd sfety)
• The importnce of cknowledin nd tkin seriously witness
perceptions of risk nd fer to fcilitte their sense of sfety • Respond promptly nd eectively when
sources of risk or fer ssocited with
the justice process re identified for the
witness nd work in collbortion to
void or reduce them.
TRAUMA INFORMED:
SUPPORT RECOVERY FROM THE IMPACT OF TRAUMA WHERE POSSIBLE

38 NHS EDUCATION FOR SCOTLAND TRAUMA INFORMED JUSTICE
INTRODUCTION TRAUMA INFORMED TRAUMA SKILLED TRAUMA ENHANCED
USING THIS FRAMEWORK
TRAUMA INFORMED: SUPPORT RECOVERY FROM THE IMPACT OF TRAUMA WHERE POSSIBLE
Outcome What workers know (knowledge) What workers can do (capacity/skill/ability)
The wys tht
processes, procedures or
interctions (includin
questionin) cn inhibit
recovery from the
impct of trum re
understood, identified,
nd where possible
dpted to support
recovery.
All workers understnd:
• Tht eective cre, support nd interventions re vilble to support
people to recover from the impct of trum
• The potentil impct of trum nd erly dversity on  witness's
ccess to nd enement with services nd recovery, includin how
this my impct on levels of comprehension nd communiction
• Tht bein cler nd informtive bout the lel process nd
explinin why certin decisions or ctions re tken results in
witnesses feelin more empowered nd cn support their recovery
• Timely, cler, respectful short communictions usin plin lnue
throuhout the justice process cn id recovery.
• The importnt influence tht  witness’s first contct with justice
ornistions, oen vi dministrtive workers, cn hve includin
»their lter likelihood of enement with the justice system nd
with other encies nd services for support
»its role in supportin recovery
All workers cn:
• Support nd enble witnesses ected by
trum to ccess services, supports nd
interventions to improve recovery, where
needed nd t ll stes in their justice
journey.
• Communicte clerly, honestly nd
respectfully with witnesses in  timely
mnner, usin plin lnue nd
shorter communictions when possible.
I hd one uy who ws bsolutely
brillint... he ws like, ‘Look,
just don’t you worry, I’ll phone
you tomorrow, I don’t hve the
informtion riht now"... He told
me why he couldn’t tell me there
nd then. He told me when he
would be ble to tell me nd (…) he
stuck to his word, he phoned me t
exctly the time he told he would
tell me.
Witness

39
A Knowledge and Skills Framework for Working with Victims and Witnesses
INTRODUCTION TRAUMA INFORMED TRAUMA SKILLED TRAUMA ENHANCED
USING THIS FRAMEWORK
TRAUMA INFORMED: SUPPORT RECOVERY FROM THE IMPACT OF TRAUMA WHERE POSSIBLE
Outcome What workers know (knowledge) What workers can do (capacity/skill/ability)
The wys tht
processes, procedures or
interctions (includin
questionin) cn inhibit
recovery from the
impct of trum re
understood, identified,
nd where possible
dpted to support
recovery.
All child nd fmily workers understnd:
• Children nd youn people live in their contexts nd will
nturlly require support from prents nd creivers in the
Justice context. Prents nd creivers cn lso be ected by
the power imblnces.
• Children nd youn people will be wtchful to how their prents nd
creivers re treted by others in the Justice context nd this could
influence how the child/youn person then intercts with Justice
workers.
• The criticl importnce of reltionships with supportive dults in
successfully buerin the impct of trum on cpcity to flourish.
All child nd fmily workers cn:
• Reconise the importnce of respondin
respectfully with prents nd creivers
to model trum informed principles nd
ssist with the child/youn person feelin
sfe to ene with the Justice system
nd lso be ble to continue to row nd
develop.
'Child-friendly' ws  recurrin term used… A number of
prticipnts felt tht it ws "bout the spce, environment,
lnue" tht would "not hrm  child physiclly or mentlly"
nd "somewhere you feel sfe, somewhere tht you feel yourself
nd tht you cn be yourself."
Mners/supervisors cn:
• provide sfe physicl nd emotionl
spces for workers to support one nother
in the understndin nd ppliction
of trum informed principles in their
work, nd to model this wy of workin
themselves.

40 NHS EDUCATION FOR SCOTLAND TRAUMA INFORMED JUSTICE
INTRODUCTION TRAUMA INFORMED TRAUMA SKILLED TRAUMA ENHANCED
USING THIS FRAMEWORK
TRAUMA INFORMED: SUPPORT RESILIENCE OF THE WORKFORCE AND REDUCE THE POTENTIAL IMPACT OF
VICARIOUS TRAUMA
Outcome What workers know (knowledge) What workers can do (capacity/skill/ability)
The potentil impct on
the workforce of workin
with trumtic mteril
nd witnesses ected
by trum is reconised
nd responded to.
All workers understnd:
• The wys tht directly witnessin or herin bout trumtic events
experienced by witnesses cn netively impct on helth nd well-
bein nd bility to function in work or personl life.
All workers cn:
• Identify the sins tht they miht be
strulin with the trumtic impct of
their work.
• the importnce of bein supported to prctice ood self-cre nd hve
ccess to forml nd informl support/supervision to help mne the
impct of trum exposure in the workplce.
• The ornistionl nd individul strteies tht re likely to protect
wellbein nd mitite the impct of exposure to the trum of others.
• Prioritise evidence-bsed self-cre.
• Mke use of support / mnement
/ supervision in the workplce, nd
hihliht relevnt work-relted risk
fctors to mner (for exmple nture,
frequency nd intensity of exposure
to trumtic mteril or trumtised
witnesses).
Mners cn:
• include wreness of the potentil
impct of workin with trumtic
mteril, witnesses ected by trum,
nd exposure to trumtic incidents in
the ornistion’s Helth nd Sfety
protocols.
TRAUMA INFORMED:
SUPPORT RESILIENCE OF THE WORKFORCE AND REDUCE THE POTENTIAL IMPACT OF
VICARIOUS TRAUMA

41
A Knowledge and Skills Framework for Working with Victims and Witnesses
INTRODUCTION TRAUMA INFORMED TRAUMA SKILLED TRAUMA ENHANCED
USING THIS FRAMEWORK
TRAUMA SKILLED
“everyone involved in the process needs to be trauma informed and to
understand the way that evidence is presented, the way the evidence is told,
the way that people behave, the language that you use, the environment that
you create in order to allow them to give evidence.”- Justice Leader

42 NHS EDUCATION FOR SCOTLAND TRAUMA INFORMED JUSTICE
INTRODUCTION TRAUMA INFORMED TRAUMA SKILLED TRAUMA ENHANCED
USING THIS FRAMEWORK
TRAUMA SKILLED
The skilled level is desined to meet the needs of nyone who hs some contct with witnesses. It includes ll of the shred
knowlede tht ll workers t ny of the enhnced levels will need.
Aims Pe Outcomes
Aim 1:
Understnd the impct nd prevlence
of trum
43
45
• The likelihood tht witnesses nd members of the workforce hve been exposed to trumtic or
dverse experiences is understood
• The dierent wys in which trum cn ect people re reconised nd understood
Aim 2: Avoid re-trumtistion where
t ll possible
49
51
• Potentil risk of re-trumtistion cross the system is understood nd identified
• Re-trumtistion is voided where t ll possible
Aim 3:
Support recovery from the
impct of trum where possible
57
63
66
69
• Witnesses experience reltionships tht support their recovery, bility to ive best evidence nd
enement with the justice process.
• Witnesses nd their fmilies re protected from further hrm
• The wys tht processes, procedures or interctions (includin questionin) cn inhibit recovery from
the impct of trum re understood, identified, nd where possible dpted to support recovery.
• Witnesses nd their fmilies ected by trum ccess pproprite services to meet their recovery needs.
Aim 4:
Enble equl nd eective
prticiption in the lel process
72
74
• Adpt prctices to the impct of trum so tht witnesses cn ive the most ccurte ccount
of events in evidence nd ene fully s  prticipnt
• Prctices void misinterpretin or misrepresentin the impct of trum on  witness or their evidence
Aim 5:
Support resilience of the workforce
nd reduce the potentil impct of
vicrious trum
77
79
84
• The potentil impct on the workforce of workin with trumtic mteril nd witnesses ected
by trum is reconised
• The resilience of the workforce is routinely nd proctively supported, includin steps to prevent
the potentil impct of vicrious trum
• Sins of vicrious trumtistion, compssion ftiue, burnout nd trumtic stress in the
workforce re reconised nd responded to

43
A Knowledge and Skills Framework for Working with Victims and Witnesses
INTRODUCTION TRAUMA INFORMED TRAUMA SKILLED TRAUMA ENHANCED
USING THIS FRAMEWORK
TRAUMA SKILLED:
UNDERSTAND THE IMPACT AND PREVALENCE OF TRAUMA
TRAUMA SKILLED: UNDERSTAND THE IMPACT AND PREVALENCE OF TRAUMA
Outcome What workers know (knowledge) What workers can do (capacity/skill/ability)
The likelihood tht
witnesses nd members
of the workforce
hve been exposed
to trumtic or
dverse experiences
is understood.
Where relevnt to their role, workers understnd:
• Definition nd fetures of “sinle incident”, “repeted or complex”
trumtic events, nd “dverse experiences” nd the dierent forms of
trum, buse nd nelect cross the lifespn.
Where relevnt to their role, workers cn:
• Identify where n oence my hve been
experienced s trumtic, nd proctively
reconise where  witness is likely to be
ected by sinle incident or repeted
trum bsed on oences tht re
lleed to hve occurred.
• The type of events nd crimes tht re most likely to be experienced s
trumtic by witnesses, nd the fctors tht cn excerbte or buer
their impct.
• The frequency nd prevlence of exposure to trumtic events nd
dverse experiences cross the lifespn in the popultion.
• The proportion of the popultion, nd of witnesses, tht re likely to
hve been victims of nd/or witnesses to trumtic oences, nd the
rne of resons tht people oen do not disclose these experiences
nd/or concel the impct.
• The prevlence nd trumtic impct of online criminlity nd the
sinificnt role this cn ply in victimistion of children, youn people
nd dults.
• Reconise tht whilst mny witnesses
my not hve experienced trum in
the course of events tht hve brouht
them to the justice process s  witness,
mny my hve experienced nd still be
ected by prior trum in their lives.

44 NHS EDUCATION FOR SCOTLAND TRAUMA INFORMED JUSTICE
INTRODUCTION TRAUMA INFORMED TRAUMA SKILLED TRAUMA ENHANCED
USING THIS FRAMEWORK
TRAUMA SKILLED: UNDERSTAND THE IMPACT AND PREVALENCE OF TRAUMA
Outcome What workers know (knowledge) What workers can do (capacity/skill/ability)
The likelihood tht
witnesses nd members
of the workforce
hve been exposed
to trumtic or
dverse experiences
is understood.
Where relevnt to their role, workers understnd:
• The links between erlier exposure to trumtic events nd dversity,
nd lter incresed risk of becomin  victim of crime throuh
revictimiztion nd/or exploittion, includin for specific mrinlised
roups, for exmple cre experienced children nd unccompnied
sylum-seekin children.
Where relevnt to their role, workers cn:
• Reconise tht perpetrtors of sexul
or domestic oences cn select victims
bsed on vulnerbilities tht leve
 witness less ble to reconise or
communicte bout these oences,
includin lernin disbility, prior trum
exposure, lck of protective creivers.
• Reconise where there my be  risk of
revictimiztion, nd where pproprite
tke ctive preventtive steps to protect
nd prevent.
• The multiple, nd complex wys in which the discrimintion nd
mrinlistion experienced by those with protected chrcteristics s
outlined in the Equlity Act (2010) such s e, rce, reliion, disbility,
sex, sexul orienttion nd ender ressinment, s well s those
ected by socil deprivtion, re linked to incresed risk of becomin
 victim of crime.
• Reconise interconnected wys tht
systems of discrimintion or disdvnte
operte cross socil cteoristions
such s ender, e, socil deprivtion,
rce, sexulity, reliion nd disbility,
nd tht with this intersectionlity comes
exponentilly incresin risk of exposure
to (nd impct of) criminl oences such
s ender- bsed violence, hte crime nd
roomin, nd on reduced opportunities
to sfely report.

45
A Knowledge and Skills Framework for Working with Victims and Witnesses
INTRODUCTION TRAUMA INFORMED TRAUMA SKILLED TRAUMA ENHANCED
USING THIS FRAMEWORK
TRAUMA SKILLED: UNDERSTAND THE IMPACT AND PREVALENCE OF TRAUMA
Outcome What workers know (knowledge) What workers can do (capacity/skill/ability)
The dierent wys in
which trum cn ect
people re reconised
nd understood.
Where relevnt to their role, workers understnd:
• The multiple nd complex rne of wys tht dierent kinds of
trumtic events nd dversity cn ect us, from no impct/post
trumtic rowth throuh to  sinificnt life-chnin impct on
mentl nd physicl wellbein, s well s on socil outcomes such s
eduction, employment, or housin.
Where relevnt to their role, workers cn:
• Reconise the dierent wys tht the
impct of trum cn ect  witness nd
their evidence durin trumtic events, in
the immedite ermth nd throuhout
the justice process, cross  rne of
domins includin:
»Neurobioloy (for exmple the impct
of toxic nd trumtic stress on the
developin brin nd bility to lern,
nd on the body’s physioloicl
reultory systems)
»Emotion (for exmple shme, ner,
the window of tolernce model, &
distress tolernce nd expression).
»Conition (for exmple conitive
processin of events nd lter
nrrtive nd memory for them)
»Reltionships (for exmple with the
perpetrtor(s), with justice workers,
on trust nd disclosure, on socil
emotions like shme)
• The impct of trum on the brin, includin roles of the limbic system
& neocortex nd fiht/fliht/freeze/flop/friend responses.
• The potentil lon-term developmentl impct of experiences of
trum in childhood, especilly in terms of reltionships with others,
impct on lernin bility nd litercy, nd includin secondry eects
such s interruption to eduction.
• The rne of copin strteies, for exmple substnce use, self-hrm,
or emotionl disconnection (“dissocition”) which cn emere s
ttempts to dpt to nd cope with the impcts of trum, but cn
increse risk of lter re-victimistion.
Understndin of how trum impcts is relly importnt, for
exmple reconisin tht  pnic ttck is terrifyin when it
hppens, understndin wht hppens when I fiht or fliht.
It’s vitl…
Witness

46 NHS EDUCATION FOR SCOTLAND TRAUMA INFORMED JUSTICE
INTRODUCTION TRAUMA INFORMED TRAUMA SKILLED TRAUMA ENHANCED
USING THIS FRAMEWORK
TRAUMA SKILLED: UNDERSTAND THE IMPACT AND PREVALENCE OF TRAUMA
Outcome What workers know (knowledge) What workers can do (capacity/skill/ability)
The dierent wys in
which trum cn ect
people re reconised
nd understood.
Where relevnt to their role, workers understnd:
• The fctors tht cn influence how people respond to trumtic
experiences, both t the time nd erwrds, includin: A person’s
youn e when first experiencin trum, prior exposure to trum,
reltionship to the person(s) responsible, durtion, frequency / multiple
events, nd inescpbility.
They need to understnd when they re interviewin: Tht
person cn o into  very uncomfortble nd unberble stte,
nd tke breks nd stop.
Witness
Where relevnt to their role, workers cn:
»Behviour (for exmple voidnce
to protect from risk of further thret
or buse, strteies to mne the
impct of trum such s self-hrm or
substnce use)
»Beliefs (for exmple sense of
responsibility, oen ccurte sense of
thret from others)
• Reconise the indictors of the impct
of trum nd respond to sins of
trum-relted distress with pproprite
dpttions to the current tsk, includin
skin wht the witness my need, nd
stoppin or pusin the ctivity t hnd if
required nd possible.

47
A Knowledge and Skills Framework for Working with Victims and Witnesses
INTRODUCTION TRAUMA INFORMED TRAUMA SKILLED TRAUMA ENHANCED
USING THIS FRAMEWORK
TRAUMA SKILLED: UNDERSTAND THE IMPACT AND PREVALENCE OF TRAUMA
Outcome What workers know (knowledge) What workers can do (capacity/skill/ability)
The dierent wys in
which trum cn ect
people re reconised
nd understood.
Where relevnt to their role, workers understnd:
• The sinificnt impct which oences involvin repeted interpersonl
buse, thret or intimidtion (for exmple domestic buse, coercive
control, stlkin or childhood buse) cn hve on  person’s
reltionships (includin how they mne their reltionship with the
perpetrtor), bility to trust nd relte to others, mne emotions, the
wy they see themselves, nd their bility to mke decisions in dy-to-
dy life.
Where relevnt to their role, workers cn:
• Acknowlede nd, where possible,
help witnesses mke sense of trum
responses nd the impct of trum on
them or their evidence.
She reconised every sinle sin
in my body tht showed tht I ws
nxious nd she noticed it nd she
referred to it nd I utomticlly
just relxed when she told me tht
she reconised how I ws feelin.
Witness
• The concept of trumtic bondin, nd how it cn ect the victims
of some kinds of oences (for exmple trickin, childhood sexul
buse, domestic buse) nd their onoin reltionship to the
perpetrtor.
• The cumultive trumtic impct of bein the victim of reulr
incidents, which risk bein rerded s trivil if not understood within
the wider context or pttern of behviour (e.., bein the victim of
stlkin; hrssment by  neihbour; bullyin, reulr ssults, etc).
An incident tht, on the fce of it, miht seem quite trivil is
ctully not if you plced it within the wider context of other
thins tht hve been oin on. So not to dismiss thins s
trivil (…) then tht will deter you from reportin  similr thin
in the future.
Witness

48 NHS EDUCATION FOR SCOTLAND TRAUMA INFORMED JUSTICE
INTRODUCTION TRAUMA INFORMED TRAUMA SKILLED TRAUMA ENHANCED
USING THIS FRAMEWORK
TRAUMA SKILLED: UNDERSTAND THE IMPACT AND PREVALENCE OF TRAUMA
Outcome What workers know (knowledge) What workers can do (capacity/skill/ability)
The dierent wys in
which trum cn ect
people re reconised
nd understood.
Where relevnt to their role child, youn people nd fmily
workers understnd:
• Children nd youn people cn respond to trum dierently. This
cn be bsed on severl fctors, includin the developmentl e nd
ste tht the trum(s) occurred nd their current e nd ste.
Where relevnt to their role child, youn
people nd fmily workers cn:
• Identify the vrious wys tht children
nd youn people my disply
distress dependin on their e nd
developmentl ste.
• Children nd youn people cn disply the impct of trum
throuh behviourl responses. There my be reressions, incresed
impulsivity, showin distress throuh e.. defince, hyper-ctivity,
ression.
I lost my temper nd strted scremin nd cryin… everythin
to the wind, nd the jude sked me to leve the room nd clm
down. Youn womn, ed 19 (sexully ssulted ed 17)
• Reconise the sensory, non-verbl nd
behviourl wys tht children cn
experience nd exhibit the eects of
trum.

49
A Knowledge and Skills Framework for Working with Victims and Witnesses
INTRODUCTION TRAUMA INFORMED TRAUMA SKILLED TRAUMA ENHANCED
USING THIS FRAMEWORK
TRAUMA SKILLED:
AVOID RE-TRAUMATISATION WHERE AT ALL POSSIBLE
TRAUMA SKILLED: AVOID RE-TRAUMATISATION WHERE AT ALL POSSIBLE
Outcome What workers know (knowledge) What workers can do (capacity/skill/ability)
Potentil risk of
re-trumtistion cross
the system is understood
nd identified.
Where relevnt to their role, workers understnd:
• The definin fetures of re-trumtistion, includin:
»The incresed sensitivity of the brin’s lrm system to situtions or
cues tht re identified s similr to (consciously or subconsciously)
the people, experiences or dynmics involved in the trumtic event (s)
»The key role of interpersonl interctions which my mirror the
dynmics of buse in re-trumtistion (e.. throuh feelin  lck
of choice, control, collbortion, sfety nd trust)
»intrusive trum memories nd feelin s thouh the trum “is
hppenin in” in the form of sihts, sounds, smells, bodily
senstions nd emotions.
I hd  terrible fer of yellow roses, becuse er n outburst
of buse, my perpetrtor would buy me flowers s prt of the
cycle of buse, nd sometimes he would even buy me flowers
before n episode of buse… people need to be wre tht
triers cn come from mny oriins, smells, ershve ws
 bi one for me, visul, sounds, music, certin sons nd rin
tones sent me reelin...nd mny trum victims don’t even
reconise these triers themselves nd wht they men.
Witness
Where relevnt to their role, workers cn:
• Reconise the wide rne of reminders
to trum tht cn exist in the justice
process for witnesses, includin
»idiosyncrtic reminders tht re
unique to n individul nd their
experience of trum (for exmple
the siht or smell of yellow roses, s 
result of domesticlly busive prtner
poloisin with these er ech
incident of DA)
»enerl / universl reminders, such s
tlkin bout or recllin trumtic
events, s well s the common
elements of trumtic oences tht
my be repeted in the process of
bein  witness.

50 NHS EDUCATION FOR SCOTLAND TRAUMA INFORMED JUSTICE
INTRODUCTION TRAUMA INFORMED TRAUMA SKILLED TRAUMA ENHANCED
USING THIS FRAMEWORK
TRAUMA SKILLED: AVOID RE-TRAUMATISATION WHERE AT ALL POSSIBLE
Outcome What workers know (knowledge) What workers can do (capacity/skill/ability)
Potentil risk of
re-trumtistion cross
the system is understood
nd identified.
Where relevnt to their role, workers understnd:
• The wys tht exposure to trumtic events cn ect our brin’s
lrm system nd increse sensitivity to reminders (lso known s
“triers”).
• The wys tht triered trum memories cn dier from other
memories in terms of brinin bck bodily senstions, emotions,
sihts, smells nd sounds from the pst trum into the present,
feelin s thouh it is “hppenin in” which cn be deeply
disturbin.
Where relevnt to their role, workers cn:
• Identify potentil processes, procedures,
communictions nd elements of own
prctice tht re likely to brin bck
memories of trumtic events, either
explicitly (bein sked to ive n ccount
of them) or implicitly (processes tht
mimic or mirror common elements of
trum). See ppendix 2 for exmples.
• Givin n ccount of trumtic events cn be one of the key triers
for re-trumtistion, nd tht witnesses cn py  sinificnt
psycholoicl price ech nd every time they re sked to recount
events.
• Proctively identify nd mne risk
of re-trumtistion prior to  witness
bein required to think bout or recount
potentilly trumtic events.
• The dierent domins of internl nd externl triers nd exmples of
them, includin interpersonl/reltionl, physicl/sensory, emotionl,
nd contextul/environmentl. See ppendix 2 for exmples.
They need to know tht every time you tlk bout it, there’s  price
to py. So, every time they sk you  question, they wnt me to
relive tht, I’m pyin tht price.
Witness
• Reconise where lel, procedurl or
other requirements of the justice process
risk re-trumtistion nd be cretive
nd flexible in ssessin wht cn be
dpted nd wht cnnot be (due to
the rules of procedure nd evidence)
to minimise re-trumtistion. Where
possible hihliht these to senior
mnement for review.

51
A Knowledge and Skills Framework for Working with Victims and Witnesses
INTRODUCTION TRAUMA INFORMED TRAUMA SKILLED TRAUMA ENHANCED
USING THIS FRAMEWORK
TRAUMA SKILLED: AVOID RE-TRAUMATISATION WHERE AT ALL POSSIBLE
Outcome What workers know (knowledge) What workers can do (capacity/skill/ability)
Potentil risk of
re-trumtistion cross
the system is understood
nd identified.
Where relevnt to their role, workers understnd:
• The rne of sins tht my indicte  witness (child nd/or dult)
is experiencin incresin levels of distress nd/or is re-experiencin
previous trum.
• Why victims of violent, domestic or sexul oences my fce  hiher
risk of re-trumtistion nd experience hiher levels of distress when
enin with the criminl justice system compred to victims of other
crime.
Where relevnt to their role, workers cn:
• Reconise the sins tht  witness miht
be re-experiencin trumtic memories
s  consequence of re-trumtistion.
• Identify the types of crime likely to
increse  witness’ vulnerbility to
experiencin re-trumtistion in the
justice process, nd the resons for this.
• The links between experiences of re-trumtistion nd impct on
decisions to report ny other crimes experienced in future. • Identify where  witness’ reluctnce to
ene with people, plces or situtions
(includin nythin ssocited with
the prosecution of the ccused) my be
s  result of tryin to void trumtic
reminders nd ssocited feelins.
Re-trumtistion is
voided where t ll
possible.
Where relevnt to their role, workers understnd:
• The wys tht re-trumtistion - trierin the sihts, sounds,
senstions nd emotions felt t the time of the trumtic event is likely
to reduce the qulity nd nture of the evidence  witness cn ive,
nd their bility to ene with justice processes.
Where relevnt to their role, workers cn:
• Tke vilble mesures to void
re-trumtistion where possible if
there re sins tht  witness my be
vulnerble to re-trumtistion, or tht
the environment my present certin
triers for them.

52 NHS EDUCATION FOR SCOTLAND TRAUMA INFORMED JUSTICE
INTRODUCTION TRAUMA INFORMED TRAUMA SKILLED TRAUMA ENHANCED
USING THIS FRAMEWORK
TRAUMA SKILLED: AVOID RE-TRAUMATISATION WHERE AT ALL POSSIBLE
Outcome What workers know (knowledge) What workers can do (capacity/skill/ability)
Re-trumtistion is
voided where t ll
possible.
Where relevnt to their role, workers understnd:
• A witness is the first nd best source of informtion bout wht my be
the cuse of their distress or re-trumtistion, nd wht my help to
reduce it.
• Ech time  witness is sked to ive n ccount of trumtic events, there
is  sinificnt risk of re-trumtistion, nd to minimise this requires
. minimisin the number of times  witness is sked to recount
trumtic events
b. mximisin their sense of trust nd sfety by ensurin predictbility
where possible, nd tht it is to the sme consistent person with
whom they hve built  trustin reltionship
c. predictbility nd plnnin
d. voidnce of feelin under pressure or rushed
e. voidin overwhelmin distress while discussin trum
f. empthic, vlidtin nd professionl responses
. Introducin elements of choice nd control where pproprite nd
explinin where this my not be possible e.. the loction of the
court or due to the rules of evidence nd procedure
Where relevnt to their role, workers cn:
• Identify strteies tht cn minimise
the likelihood of re-trumtistion for
witnesses within their remit, includin .
minimisin the number of times  witness
is sked to recount trumtic events nd
b. mximisin their sense of trust nd
sfety when they do so by ensurin where
possible it is to the sme consistent person
with whom they hve built  trustin
reltionship.
Wht hs been helpful hs been
hvin  sinle point of contct,
mybe knowin who you were
oin to spek to, nd where(…)
just hvin someone tht sort
of understnds the bckround
to ll of this, becuse it’s quite
complicted, it’s quite complex
nd there’s lots of bits nd pieces
involved. So not hvin to retell
our story every sinle time we
contct people.
Witness

53
A Knowledge and Skills Framework for Working with Victims and Witnesses
INTRODUCTION TRAUMA INFORMED TRAUMA SKILLED TRAUMA ENHANCED
USING THIS FRAMEWORK
TRAUMA SKILLED: AVOID RE-TRAUMATISATION WHERE AT ALL POSSIBLE
Outcome What workers know (knowledge) What workers can do (capacity/skill/ability)
Re-trumtistion is
voided where t ll
possible.
Where relevnt to their role, workers understnd:
• Aspects of justice processes tht mirror the unequl power nd control
experienced by witnesses durin oences such s domestic buse,
sexul violence nd other ender- bsed violence (GBV) nd cn
re-trumtise witnesses by recretin fmilir nd trierin ptterns.
Sendin out letters cn be trierin- wrn someone the letter
is comin out nd wht it miht sy, rther thn just send 
cold letter. The letter needs to be explicit bout wht hppens
next nd wht is bein sked.
Witness
Where relevnt to their role, workers cn:
• Use the principles of trum informed
prctice (choice, collbortion, trust,
sfety nd control) to dpt how they
work nd the procedures they use to
reduce risk of trum- relted distress
where possible within the rules of
procedure nd evidence by for exmple:
»oerin choice (for exmple over
wht hppens to the person, nd t
wht ste, nd the ender of the
professionl involved in their cse)
»collbortin with the person t
every possible ste in order to
understnd how to dpt processes
nd procedures in wys tht will
help them to feel safe, nd mke
the process more predictble (for
exmple skin t the outset wht the
person needs to hppen throuh the
procedure or meetin to help them
feel sfe, nd workin in prtnership
to chieve tht)

54 NHS EDUCATION FOR SCOTLAND TRAUMA INFORMED JUSTICE
INTRODUCTION TRAUMA INFORMED TRAUMA SKILLED TRAUMA ENHANCED
USING THIS FRAMEWORK
TRAUMA SKILLED: AVOID RE-TRAUMATISATION WHERE AT ALL POSSIBLE
Outcome What workers know (knowledge) What workers can do (capacity/skill/ability)
Re-trumtistion is
voided where t ll
possible.
Where relevnt to their role, workers understnd:
• The spects of communiction which cn potentilly provoke feelins
of self-doubt, self-blme nd shme mon witnesses.
• The prticulr impct of interpersonl trum on sensitivity to non-
verbl cues e.. tone of voice, volume of voice, body posture, nd body
position in reltion to the person, especilly for children nd youn
people.
Even to hve tht wrm tone in your voice... even if you don’t
feel it if you’re hvin  rotten dy, just to put tht wrmth into
your voice to mke somebody feel they’re cred bout nd tht
they mtter(...) And even just the wy tht – you know, tht
kind of relxed posture tht they’ve ot, so they mke you feel
tht you’re not mkin them nxious, so they’ve ot  relxed
posture nd they’re mkin eye contct nd pyin ttention
to you is relly importnt.
Witness
I wsn’t too trumtised riht up until the court system. I think they
need to relise tht I’m more trumtised by this Justice System
thn I m by the rpe itself.
Witness
Where relevnt to their role, workers cn:
»fosterin trust nd predictbility (for
exmple bein cler bout wht will
hppen nd when, explinin lel
procedures clerly in plin lnue
without ny jron, communictin
usin thouhtful, sensitive, respectful
verbl nd non-verbl lnue,
preprin  witness honestly for wht
to expect from justice procedures such
s cross-exmintion)
»fcilittin empowerment (for
exmple usin lnue tht is not
technicl or uses lel terms, mkin
sure t ll stes  person knows their
rihts nd is empowered to ene
with them, enblin the person to
mke informed decisions with rerds
to when nd where they complete
spects of the justice process such s
providin  sttement, nd providin
fmiliristion visits to the court).

55
A Knowledge and Skills Framework for Working with Victims and Witnesses
INTRODUCTION TRAUMA INFORMED TRAUMA SKILLED TRAUMA ENHANCED
USING THIS FRAMEWORK
TRAUMA SKILLED: AVOID RE-TRAUMATISATION WHERE AT ALL POSSIBLE
Outcome What workers know (knowledge) What workers can do (capacity/skill/ability)
Re-trumtistion is
voided where t ll
possible.
Where relevnt to their role, workers understnd:
• The environmentl fctors which my increse nd decrese the risk of
re-trumtistion for  witness ected by trum (e.., the size nd
set up of  room; where they re positioned in reltion to ny doors nd
windows; the level of sound insultion nd noise; the level of people
tric etc.)
• Tht reducin overll levels of nxiety by providin more open
communiction nd improvin the externl environment reduces the
risk of witnesses developin PTSD symptoms.
So, it’s mybe checkin out with the person, is there nythin
bout the wy the room’s set up here tht would mke you feel
more comfortble, tht kind of thin. Becuse even (...) the fct
they were closer to the door thn me, tht felt relly thretenin.
Witness
Where relevnt to their role, workers cn:
»enhncin  sense of sfety (for
exmple ensurin the exmintion
or meetin room is suiciently
privte, without unnecessry
interruptions, ensurin tht they
will hve no contct in ny justice
settins with the ccused, providin/
llowin supportive compnion;
bein prticulrly wre of body
lnue nd non-verbl cues in
communiction).
• Respond professionlly nd with
empthy, compssion, respect nd
kindness when informtion bout pst
trum is shred or discussed.
• The rne of subtle nd more obvious conitive, behviourl,
emotionl nd reltionl indictors tht  witness is experiencin
intolerble levels of distress linked to re-trumtistion nd / or re
outside of their own window of tolernce.
• Respond to sins tht  witness my be
re-livin trumtic memories by tkin
mesures to stop the process t hnd
(where possible within the rules of evidence
nd procedure) nd orientin them bck
to the present usin simple roundin
techniques to brin them bck to the
present ( for exmple usin the persons
nme, nd / or oerin  lss of wter.)

56 NHS EDUCATION FOR SCOTLAND TRAUMA INFORMED JUSTICE
INTRODUCTION TRAUMA INFORMED TRAUMA SKILLED TRAUMA ENHANCED
USING THIS FRAMEWORK
TRAUMA SKILLED: AVOID RE-TRAUMATISATION WHERE AT ALL POSSIBLE
Outcome What workers know (knowledge) What workers can do (capacity/skill/ability)
Re-trumtistion is
voided where t ll
possible.
Where relevnt to their role, workers understnd:
• Eective nd bsic techniques to support people to rein their
window of tolernce.
Where relevnt to their role, workers cn:
• Tke  collbortive nd forwrd-
lookin pproch with the witness to
understnd . the cuse of the distress
or re-trumtistion, nd b. wht cn be
done to minimise distress t the erliest
opportunity to prevent (further)
re-trumtistion.
Where relevnt to their role child, youn people nd fmily
workers understnd:
• Additionl dpttions my be required to meet the developmentl
needs of children nd youn people. Prticulrly with communiction
bility nd methods.
The youn people felt tht there should be "less words, more
pictures, more colour." Imery ws n importnt feture
tht cme up in severl discussions s it ws felt tht "some
pictures" nd "dirms" would help children nd youn
people understnd wht would hppen to them once they're
in  Brnhus.
Where relevnt to their role child, youn
people nd fmily workers cn:
• Adpt communiction styles nd
methods to meet developmentl e of
the child or youn person nd their bility
to communicte eectively.
• Collborte nd ive choice round how
the child or youn person would like to be
communicted with. This could be directly
or indirectly throuh n dult support
person. This could be throuh dierent
verbl/written formts.
• Where possible crete  child-friendly
environment, reconisin the importnce
of dptin the physicl spce e.. size
of chirs, dditionl spce to move, nd
providin welcomin environments.

57
A Knowledge and Skills Framework for Working with Victims and Witnesses
INTRODUCTION TRAUMA INFORMED TRAUMA SKILLED TRAUMA ENHANCED
USING THIS FRAMEWORK
TRAUMA SKILLED:
SUPPORT RECOVERY FROM THE IMPACT OF TRAUMA WHERE POSSIBLE
TRAUMA SKILLED: SUPPORT RECOVERY FROM THE IMPACT OF TRAUMA WHERE POSSIBLE
Outcome What workers know (knowledge) What workers can do (capacity/skill/ability)
Witnesses experience
reltionships tht
support their recovery,
bility to ive
best evidence nd
enement with the
justice process.
Where relevnt to their role, workers understnd:
• The fctors tht support or contribute to nturl recovery from the
impct of trum, includin the importnce of estblished nd sfe
support networks such s fmily nd friends
Where relevnt to their role, workers cn:
• Ensure tht where possible justice
processes do not hinder nturl recovery,
includin voidin unnecessrily
seprtin  witness from, or preventin
their bility to communicte bout
trumtic events with sfe nturl
support networks.
• Ensure the minimum of disruption to
externl supports tht will support the
recovery of  witness durin nd er
their justice journey for exmple in
eduction, childcre, or helthcre.
• The impct tht becomin  witness cn hve on loss of key socil
supports nd consequent mentl helth of witnesses when the ccused
is  member of their community, fmily, or friendship roup.
I think they just need to be humn beins. I men, tht’s the most
importnt thin.
Witness
• Support the nturl recovery
for witnesses by listenin to nd
understndin their experience of
trum, communictin  messe of
hope for their recovery from trum nd
linkin them in with informl or forml
support networks s pproprite.

58 NHS EDUCATION FOR SCOTLAND TRAUMA INFORMED JUSTICE
INTRODUCTION TRAUMA INFORMED TRAUMA SKILLED TRAUMA ENHANCED
USING THIS FRAMEWORK
TRAUMA SKILLED: SUPPORT RECOVERY FROM THE IMPACT OF TRAUMA WHERE POSSIBLE
Outcome What workers know (knowledge) What workers can do (capacity/skill/ability)
Witnesses experience
reltionships tht
support their recovery,
bility to ive
best evidence nd
enement with the
justice process.
Where relevnt to their role, workers understnd:
• The dded responsibility nd complexity for witnesses who re primry
creivers to ene in the justice process.
• The impct on dependents nd creivin responsibilities of  primry
creiver’s involvement in the justice process nd how this my hinder
recovery from trum.
Just hvin tht cknowledement of the fct tht we’re there
 lot [t court] nd we’ve hd to tke  lot of time o work,
we’ve hd to et  lot of childcre plns in plce to be ble to
do ll of this. (…) Not to tlk bout the cse becuse they cn’t,
they just sort of sy, “You’re here in, how re you feelin?”
Witness
Where relevnt to their role, workers cn:
• Fcilitte enement in the justice
process nd support recovery for victims/
witnesses who re primry creivers
usin the trum informed principles
(e.., discuss collbortively with them
who else my be ble to support them
with child-cre nd/or if  referrl for
extr child support my be helpful; oer
them choice where possible s to timin
of ppointments to ccommodte their
child-cre needs; etc).
• The crimes which my involve dditionl prllel justice processes
for witnesses nd cn increse the demnds on them, potentilly
hinderin recovery, e.., civil justice child contct procedures.
• Identify when  witness is involved
in prllel civil justice processes, nd
consider wht cn be done to support,
not hinder, their enement with both
civil nd criminl justice proceedins.
• Tht children nd youn people re not livin in isoltion nd re
ppropritely dependent on dults for cre. They therefore require the
support of fmily/creivers to both ene with the justice process
nd support recovery.

59
A Knowledge and Skills Framework for Working with Victims and Witnesses
INTRODUCTION TRAUMA INFORMED TRAUMA SKILLED TRAUMA ENHANCED
USING THIS FRAMEWORK
TRAUMA