Across family law, child protection, and trauma-informed practice, there is growing recognition that children’s refusal and avoidance behaviours cannot be understood through a simple compliance lens.
Recent research examining child trauma, attachment disruption, and resist-refuse dynamics consistently demonstrates that behaviours such as withdrawal, avoidance, disengagement, and refusal to participate are often adaptive responses to perceived threat rather than deliberate acts of opposition. Studies of trauma-exposed children show that when stress responses are activated, avoidance frequently functions as a
protective mechanism designed to reduce emotional overwhelm rather than challenge authority.
What does this tell us?
It suggests that systems may be at risk of misinterpreting children’s distress signals. When refusal behaviours are viewed primarily as non-compliance, interventions often focus on increasing participation. When the same behaviours are understood as indicators of fear, uncertainty, loyalty conflicts, or unresolved trauma, the focus shifts toward understanding underlying drivers.
This distinction matters. Court decisions, therapeutic interventions, contact arrangements, and child protection assessments are often influenced by how practitioners interpret a child’s behaviour.
The emerging evidence points to a need for greater sophistication in assessment. Children’s behaviours cannot be understood separately from their developmental stage, relational history, attachment experiences, and broader context.
The challenge is not determining whether a child is resistant. The challenge is understanding what the resistance may represent.
This is where specialist assessment becomes critical. Effective assessment moves beyond observable behaviour to examine the meaning, function, and context of a child’s response, ensuring that distress is not mistaken for defiance.
When a child or young person is demonstrating behaviours that significantly limit their quality of life, our first question should not be “How do we stop the behaviour?” It should be “What has happened to this child, and what is the behaviour communicating?”
Three evidence-informed frameworks can fundamentally improve the way we answer that question.
The first is the Lundy Model of Child Participation (Lundy, 2007), which reminds us that children have a right to be heard and to have their views influence decisions that affect them. A Functional Behaviour Assessment or Positive Behaviour Support (PBS) process that does not genuinely include the child’s voice risks overlooking the very experiences that are driving the behaviour.
The second is the Cumulative Experiences Index (CEI) developed by Bryce, Collier, Harris and Toohey (2024). The CEI moves practitioners beyond viewing incidents in isolation by systematically measuring the frequency, duration and severity of accumulated adversity across a child’s life. Rather than asking whether a single event meets a threshold, the CEI assists practitioners to understand how repeated experiences of abuse, neglect, family dysfunction, trauma and disadvantage interact to shape development, emotional regulation and behaviour over time.
Finally, a well-constructed Positive Behaviour Support Plan should never be viewed as simply a behaviour management document. When informed by a comprehensive Functional Behaviour Assessment, the child’s own voice and an understanding of cumulative harm, a PBS plan becomes a framework for improving quality of life. It should focus on increasing participation, strengthening relationships, building emotional regulation, teaching replacement skills and creating environments in which children can experience success, not simply reducing behaviours of concern.
As practitioners, we have an ethical responsibility to move beyond reactive practice. By combining meaningful child participation, objective measurement of cumulative adversity through the CEI, and person-centred Positive Behaviour Support, we are far more likely to understand the child behind the behaviour and create interventions that produce sustainable, life-changing outcomes.
References
Bryce, I., Collier, S., Harris, L., & Toohey, J. (2024). Measuring accumulation: Constructing a tool for evaluating cumulative harm in children engaged with an intensive family support service. Child Abuse Review.
Lundy, L. (2007). ‘Voice’ is not enough: Conceptualising Article 12 of the United Nations Convention on the Rights of the Child. British Educational Research Journal, 33(6), 927–942.
One of the greatest misconceptions in children’s services is that intervention begins once a diagnosis has been made.
In reality, intervention should begin the moment a child’s functioning starts to decline.
Whether the child is experiencing anxiety, trauma, depression, emotional dysregulation, school refusal or significant social difficulties, we already have enough information to provide meaningful support. A diagnostic label may help explain why, but it should never determine whether support is provided.
Too often, families spend months, or even years, waiting for assessments they simply cannot afford or that remain inaccessible through public services. During that time, children continue to disengage from school, friendships deteriorate, family stress escalates, and emotional wellbeing declines.
This is not early intervention. It is delayed intervention.
Research consistently demonstrates that supporting children when concerns first emerge improves educational engagement, strengthens family functioning, reduces future mental health presentations and lessens the need for intensive statutory or crisis responses.
As practitioners, we should be asking a different question. Instead of asking, “What diagnosis does this child have?” perhaps we should first ask, “What support does this child need today?”
When we shift from diagnosis-driven services to needs-based intervention, we don’t simply improve individual outcomes, we change life trajectories.
Early intervention is not an expense.
It is one of the most effective investments we can make in the future of children, families and our communities.
If you’ve not heard Dr Sophie Scamps recommend Play Therapy be added to Australian Medicare in the budget (2024), I recommend a watch!
The evidence is strong, early intervention, and trauma-based and developmental-based supports ideally include child-centred and neuro-affirming interventions like Play Therapy!
Play Therapy is evidence based and when provided by tertiary trained play therapists with registration recognition with NASRHP and AHPA quality is assured
Australian children deserve access to supports that are developmentally sensitive through mental health and developmental services provided by the government, schools, charities, health clinics, organisations, and private providers
It didn’t happen in the last budget, so let’s keep advocating for children to have a choice in their service provision!
Animal have been known to have a therapeutic effect on people for centuries. In recent years, the field of Animal-Assisted Interventions (AAI) has grown significantly, with many different types of therapy animals being used to help individuals cope with various mental health conditions. One specific type of AAI that is gaining popularity is Animal-Assisted Child Play Therapy.
Child Play Therapy is a form of therapy that supports children’s psychosocial, emotional and mental health and well-being through the therapeutic powers of play. This type of therapy is particularly beneficial for children who have experienced trauma, have disabilities, or are dealing with other mental health disorders.
Animal, especially dogs, have a unique ability to connect with children in a way that humans sometimes cannot. They are non-judgmental, loving, and always willing to play. This is why therapy dogs are such a valuable addition to Child Play Therapy.
Our Child Play Therapy program is supported by our trained therapy dogs, Lizzy and Archie. These dogs have been approved by Therapy Dogs Australia, which means they have undergone extensive training and testing to ensure they are suitable for therapy work.
When a child is referred to our Child Play Therapy program, an assessment of the child’s response to the dog is made. This assessment helps us determine whether Lizzy or Archie would be the best therapy dog to work with that specific child.
Animal Assisted Interventions (AAI) have significant benefits for many clients with disabilities, trauma backgrounds, and other mental health disorders. Studies have shown that children who participate in AAI have lower levels of anxiety, depression, and stress, and they are also more likely to engage in therapeutic activities.
In addition to the benefits that animals can provide to children, Child Play Therapy also helps children develop important social and emotional skills. Children learn how to communicate effectively, build trust, and form healthy relationships. They also learn how to express their emotions in a healthy way and develop coping strategies to manage stress and anxiety.
In conclusion, Animal-Assisted Child Play Therapy is an effective and innovative way to support children’s mental health and well-being. With the help of our trained therapy dogs, Lizzy and Archie, we are able to provide children with the support they need to overcome their challenges and reach their full potential.
Consultancy and supervision services are designed to support organizations, educational services, and other human services in developing and implementing attachment-aware, trauma-responsive approaches. These services are tailored to the specific needs of each organisation and the individual staff within it and can include coaching, mentoring, and complex case analysis.
One of the key areas of focus for consultancy and supervision services is complex case review and management of risk. This involves conducting risk analysis to identify potential risks to children and families and developing strategies to manage those risks in a dynamic manner. This can include providing guidance on best practices for working with families who have experienced trauma, as well as developing policies and procedures to ensure the safety and well-being of children and families.
Coaching and mentoring staff is another important aspect of consultancy and supervision services. This can include providing staff with the skills and knowledge they need to work effectively with families who have experienced trauma, as well as providing ongoing support and guidance as they implement new practices and policies.
Professional supervision is also an important part of consultancy and supervision services. This can include providing support and guidance to staff as they work with families and children, as well as providing opportunities for staff to reflect on their practice and identify areas for improvement.
Consultancy and supervision services are particularly beneficial for schools, daycare centres, early learning centres, kindergartens, and early intervention services. These services can help organizations to create a more trauma-responsive and attachment-aware environment for children and families, and ensure that staff have the skills and knowledge they need to provide effective support.
In conclusion, consultancy and supervision services offer tailored coaching, mentoring, and complex case analysis that are suited to each educational context and the individual staff needs within an organization. They provide guidance and support in developing and implementing attachment-aware, trauma-responsive approaches that can help organizations to manage risk in a dynamic manner and achieve the best outcomes for children and families. They also provide coaching, mentoring and professional supervision to the staff working with these children.
