Haruv institute - Leading Principles in Trauma-Informed Child Representation

testing boundaries. It is important to examine the child’s reactions and emotional regulation and to respond appropriately and with sensitivity to their regulation levels. Some children may be upset, so it will be important to accompany the child’s behavior with words, for example, “I see that you are very upset” or “I see that you really want to leave the room.” Try to be patient and maintain a calm and steady presence. – Idea for practice: If a child begins showing resistance or physical difficulties (e.g., hyperactivity/restlessness, nail biting, or aggression), stop and acknowledge their feelings. Say something like “It seems like you’re having a hard time continuing the conversation right now. What can help you? Would you like a short break and we’ll get back to talking about the topic / we’ll get back to the meeting later.” This will help the child understand that the lawyer sees them expressing their distress through their behavior and physical needs. • Legitimizing the children’s emotional expressions: Children can react to difficult news in different ways. They may freeze and not respond; they may be upset, get agitated, or misbehave. Children may burst into tears; they may laugh and ask to continue playing. From the perspective of trauma, every reaction is legitimate and lays the foundation for continuing the relationship with the child. It is important to allow the child to express every emotion, validate them, and make them feel visible. It is important to let them express their feelings spontaneously and authentically, to let them feel that there is room for everything, and to convey to them that we are here with them to help them and that we are not leaving them alone.

– Idea for practice: You can say, for example, “Different people deal with difficult things in different ways. You are allowed to

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