The PACE approach, developed by clinical psychologist Dr Dan Huges over 20 years ago, focuses on building safe and trusting relationships with children and young people, particularly those who have experienced trauma. The acronym PACE stands for:
- Playfulness: Encouraging a playful and engaging interaction with the child.
- Acceptance: Demonstrating unconditional acceptance and empathy.
- Curiosity: Showing genuine interest in the child’s experiences and emotions.
- Empathy: Providing emotional support and understanding.
In this blog post, we will delve deeper into each component, explore practical applications, and discuss the impact of PACE for students and staff within education settings.
The PACE way of being, if implemented as a whole school approach, can play a pivotal role in educational settings. Its significance lies in providing a framework to support children dealing with trauma and attachment difficulties. By fostering safe relationships and understanding, educators can create an environment conducive to healing and growth – both academically and emotionally.
Grounded in attachment theory and neuroscience, it emphasises the power of connection and empathy. Educators can leverage this approach to transform the lives of traumatised children.
What is the PACE Approach – PACE in more depth…
Playfulness
Definition:
Playfulness is used as a way of connecting by creating a fun, light and playful atmosphere when communicating with the child. It’s about infusing interactions with fun, creativity, and spontaneity and fostering a sense of joy in young people and situations.
Playfulness can be helpful in diffusing tense situations and as a means to avoid triggering defensiveness and shame.
A key aspect of being ‘playful’ in nature is using a light tone with your voice, like you might use when storytelling, rather than an irritated or lecturing tone.
Being playful isn’t about being funny all the time! It’s about helping children be more open to and experience the positives in their lives.
It’s important to recognise that playfulness may not be appropriate at the time of risky behaviours, but when applied to low-level behaviours, playfulness can help keep it all in perspective.
Application:
- Incorporate games, art, and playful activities into daily routines.
- Use humour to build rapport and reduce anxiety.
- Make a game of getting organised; practice socialising using a fun role-play or give a young person a fun job during transition times.
Example of a Playful Response:
If a young person says: “I hate you; you don’t care about me, you never have… and your breath stinks!”
A playful response could be: “Gosh! …you had better help me find a TicTac then!”
Acceptance
Definition:
Acceptance means validating a child’s feelings without judgment – accepting that whatever the young person (or you) are feeling right now is your truth and that is ok.
You are accepting their thoughts, feelings and perceptions without judgement. We may not agree with their interpretation, but we are not trying to change this when being accepting, even if this is tempting.
The main aim of using acceptance is to show young people that it’s ok to feel the way they do and communicate to the child that you accept what is underneath the behaviour. Acceptance does not mean you have to accept the behaviour.
A key point to take away is that acceptance is most clearly conveyed through non-verbal communication.
Application:
- Embrace each student’s unique experiences and emotions.
- Avoid criticism or punitive reactions.
- Cultivate a non-judgmental attitude.
Example of an Accepting Response:
If a young person says: “I know you hate me”.
It is tempting to respond with “that’s not true” or “don’t say that” but this may leave the child feeling that you don’t understand what it’s like for them.
An accepting response could be: “I’m sorry you think I hate you, that must feel awful, no wonder you’re angry with me” or “I didn’t realise that you feel like that, I’m sorry it feels that way to you”.
Curiosity
Definition:
Curiosity involves demonstrating genuine interest in understanding a child’s experiences – it is an attitude of not knowing but a desire to understand.
A key element of curiosity within the PACE approach is wondering out loud, rather than interpreting or assuming why. We can make guesses, but we are happy to reject them too!
Children and young people often know that their behaviour is inappropriate. However, they often do not know why they did it or are reluctant to tell adults why
Therefore, being curious is not about fact-finding, it is about helping the child to be curious about themselves and make sense of their experiences. A key part of this is that curiosity is non-threatening.
Application:
- Ask open-ended questions to explore their perspectives.
- Try to understand behaviour through curiosity rather than assumptions.
- Show genuine interest in their strengths and challenges.
Example of a Curious Response:
If a young person acts in a certain way instead of responding with: “why did you do that?”
A curious response could be: “It seems like you were having a really tough time when you did that, I wonder what’s going on… shall we figure it out together”
Empathy
Definition:
Empathy is about showing compassion and understanding towards a child’s emotions – essentially it’s about putting yourself in someone else’s shoes and allowing yourself to feel what they must be feeling.
The ability to feel with someone is essential in helping them to feel understood. A key point here is that being empathetic, is not offering reassurance, or fixing the feelings, but being with them in the moment.
Show the young person that whatever emotion they experience, we are sharing it, and we will stay with them providing comfort. We won’t abandon them when they need us the most.
Application:
- Practice active listening.
- Acknowledge their feelings without trying to fix everything.
- Model empathy in everyday interactions.
Example of an Empathetic Response:
If a young person says: “I hate you; you don’t care about me, you never have… just leave me alone!”
An empathetic response could be: “I can see that you are really angry at me. I am so sorry you feel that way. Feeling like I don’t care about you is a big and horrible feeling to have. I’d like to be here for you.”
Benefits of Implementing PACE in Schools
Improved Emotional and Behavioural Outcomes:
- Students are supported with their emotional regulation and behaviour.
- Trust-based relationships positively impact learning.
Enhanced Relationships:
- Educators build stronger connections with students.
- Trust fosters a sense of safety and belonging.
Safe and Supportive Environment:
- PACE creates a safe space for vulnerability.
- Students feel more understood and valued.
Training and Support for Educators
PACE training and associated professional development play a crucial role in successfully implementing the PACE approach. Meadows Psychology Service offer training and support on PACE, which foster key skills that enable educators to respond to their students’ needs in the best, and most therapeutic way possible.
Here are just a few of the benefits of PACE training and support with MPS:
- Depth of Understanding: PACE Training, such as that provided by Meadows Psychology Service, provides educators with a deeper understanding of the theoretical foundations of PACE. It goes beyond surface-level knowledge, allowing teachers to grasp the nuances of attachment theory, trauma-informed care, and neurobiology.
- Skill Development: Meadows Psychology Service knows that regular training offers opportunities to practice active listening, empathy, and non-judgmental communication. These skills are vital for creating safe and supportive classroom environments.
- Consistency: Consistent training ensures that all staff members follow a unified approach. When everyone speaks the same language of PACE, it becomes easier to build trust with students and maintain a cohesive school culture.
- Adaptability: Professional development equips educators with strategies that enable them to adapt PACE to a diverse array of needs. Trauma manifests differently for each child and young person, and ongoing training helps teachers tailor their responses effectively as well as maintaining their knowledge.
- Self-Reflection: Meadows Psychology Services PACE training encourages self-reflection. Educators can assess their own biases, emotional responses, and communication styles. This introspection enhances their ability to apply PACE principles authentically.
MPS can also support you to align PACE with your existing school policies on behaviour management and student support, helping to create a school-wide culture that embraces the principles of PACE.
Investing in a PACE approach not only benefits educators but also directly impacts the well-being and success of traumatised children in the classroom!
Implementing the PACE Approach with Meadows Psychology Services
As the below image demonstrates, children and young people need a lot of things in order to thrive in school.
Fostering a PACE approach within schools helps us climb the pyramid of needs to help our children and young people reach their full potential! PACE fosters safe relationships, supports healing and belonging, and provides a platform to enhance emotional growth and self-esteem. Which in turn, helps young people thrive in their academic learning and personal growth.
