PorT is the way that leads on

Let's ask ourselves if anything has changed since we entered schools, educational and social care services with PorT, and if so, what has. Changes are taking place, some are noticeable, others appear slowly and quietly. On the side of education and social workers, the changes are gradual but principal to us, as with the aim of changing the way challenging behaviour in children is perceived, we must be aware that such a change in perspective often takes time.

Information about the changes is collected in individual interviews with direct workers in the education and social sectors, in joint reflections with participants at the end of each course, discussions with lecturers, institutional managers, founders and other stakeholders and, of course, from feedback questionnaires.

From these resources, we see a growing demand for information on trauma-informed approaches, mental health support, higher interest in multidisciplinary cooperation or expanding competencies in social-emotional skills. We are pleased that the trauma-informed approach has opened doors and there are many who have entered a path towards trauma-informed care.

We are aware that this path may be well navigable for some, sometimes it might require to have some additional support to discuss potential obstacles on the way and find solutions to diverse challenges that may arise. However, it is important that everyone has someone to lean on along the way and not to be left alone.

If we would like to be specific, we would like to give an example of teaching staff who have started to use somatosensory aids to support children's self-regulation. In hindsight, they report that they increasingly noticed some children using the aids more than others and were thus able to non-violently focus their attention on those for whom they felt a greater need for support. At the same time, they began to realize that it was important to notice how children were feeling both in the present moment and in the long term and offered them their attention. 

There are many who practiced a similar approach long before we entered their workplace with a trauma-informed approach. Therefore, we could say to them, "You are not alone on this journey, there are many more of us, and we will help you maintain the efforts and important work you have been doing."

From SOFA's point of view, the changes are significant, and it is for the very reason that we maintain the path and improve its accessibility for anyone who wants to use it. We are drawing not only on what has been described in the previous text, but also on the data we have collected in the evaluation of the PorT project. Based on these outputs and the demand from staff and institutions from different professional fields, we are now proceeding to modify our support and course settings to focus on more services and age groups. For example, we have modified the training for kindergartens, childcare homes and residential institutions, we have focused our support for summer camp leaders, we have moved some of the training to an online space, and we are starting to be approached by workplaces in the health sector. We are doing a better job of linking interdisciplinary cooperation. At the same time, we are expanding our offer with long-term methodological support, where the lecturer will stay in regular contact with the school staff after the course and will help them transfer the acquired skills and knowledge into everyday practice.

The path we opened with the PorT project continues. We are happy to meet you there and be someone you can lean on anytime you need it. Because as much as it is important for the children we work with, it is also paramount for us as adults not to stay alone in times we need a friendly face to give us guidance and support.