PACE

Understanding PACE

PACE was developed by Dan Hughes more than 20 years ago as a central part of attachment-focused family therapy, with the aim of supporting adults to build safe, trusting and meaningful relationships with children and young people who have experienced trauma
PACE is a way of thinking, feeling, communicating and behaving that aims to make a child or young person feel safe. It is based upon how parents connect with their very young infants. As with young toddlers, with safety, the child or young person can begin to explore.

With PACE, the troubled child and young person can start to look at inwards and let others start to see them, or get closer emotionally. It is the way in, so that a child can start to trust.

At Educate U, all our staff are PACE trained.

What does PACE stand for?

Playfulness,
Acceptance,
Curiosity
Empathy.

Playfulness

This is about creating an atmosphere of lightness and interest when you communicate. It means learning how to use a light tone with your voice, like you might use when story telling, rather than an irritated or lecturing tone. It’s about having fun, and expressing a sense of joy.

It is similar to parent-infant interactions when both parent and infant are delighting in being with each other and getting to know each other. Both are feeling safe and relaxed. Neither feels judged nor criticised. Playful moments reassure both that their conflicts and separations are temporary and will never harm the strength of their relationship.

Having a playful stance isn’t about being funny all the time or making jokes when a child child and young person is sad. It’s about helping them be more open to and experience what is positive in their life, one step at a time.

Sometimes a trouble child or young person has given up on the idea of having good times and doesn’t want to experience and share fun or enjoyment. Some children or young people don’t like affection or reject hugs. A playful stance can allow closeness but without the scary parts.

When children and young people find it hard to regulate their feelings, anger can become rage, fear, terror, and sadness, despair. If this is the case, then they may also find it hard to regulate feelings of excitement, joy and love. Feeling these emotions can sometimes turns to anxiety.

Playfulness allows children and young people to cope with positive feelings. It also gives hope. If you can help the child or young person discover their own emerging sense of humour, this can help them wonder a little more about their life and how come he behaves in the ways that he does. When children and young people laugh and giggle, they become less defensive or withdrawn and more reflective.

A playful stance adds elements of fun and enjoyment in day-to-day life and can also diffuse a difficult or tense situation. The child or young person is less likely to respond with anger and defensiveness when the parent has a touch of playfulness in their or her discipline. While such a response would not be appropriate at the time of major misbehaviour, when applied to minor behaviours, playfulness can help keep it all in perspective.

Acceptance

Unconditional acceptance is at the core of the child’s and young person's sense of safety.

Acceptance is about actively communicating to the child and young person that you accept the wishes, feelings, thoughts, urges, motives and perceptions that are underneath the outward behaviour. It is about accepting, without judgment or evaluation, her inner life. The child’s and young person's  inner life simply is; it is not right or wrong.

Accepting the child’s and young person's intentions does not imply accepting behaviour, which may be hurtful or harmful to another person or to self. The parent may be very firm in limiting behaviour while at the same time accepting the motives for the behaviour.

One hopes that the child and young person learns that while behaviour may be criticised and limited, this is not the same as criticising the child’s or young person's self. They then become more confident that conflict and discipline involves behaviour, not the relationship with parents nor her self-worth.

Curiosity is the foundation of acceptance of whatever underlies the behaviour. Making sense of how the child or young person has learnt to behave in certain ways can help with acceptance.

Curiosity

Curiosity, without judgment, is how we help children and young people become aware of their inner life, reflect upon the reasons for their behaviour, and then communicate it to their parents or therapist. Curiosity is wondering about the meaning behind the behaviour for the child. Curiosity lets the child or young person know that the adults understand.

Children and young people often know that their behaviour was not appropriate. They often do not know why they did it or are reluctant to tell adults why.

With curiosity the adults are conveying their intention to simply understand why and to help the child or young person with understanding. The adult’s intentions are to truly understand and help them, not to lecture or convey that the their inner life is wrong in some way.

Curiosity involves a quiet, accepting tone that conveys a simple desire to understand the child or young person: “What do you think was going on? What do you think that was about?” or “I wonder what…?”

You say this without anticipating an answer or response from a child or young person.

This is different from asking the child or young person, “Why did you do that?” with the expectation of a reply.
It is not interpretation or fact gathering. It’s just about getting to know the child or young person and letting her know that.

Curiosity must be communicated without annoyance about the behaviour. Being curious can, for example, include an attitude of being sad rather than angry when the child or young person makes a mistake. A light curious tone and stance can get through to a child or young person in a way that anger cannot.

You might make guesses about what a child or young person may be thinking and feeling, saying this aloud, and keeping it connected to the present. It can be about having a conversation, almost with yourself, with the child or young person in the room, without anticipating a response.

If an adult can stay curious about why their child or young person is behaving as they are, the child or young person and adult are less likely to feel cross or frustrated. As curiosity is non-judgemental, this can help the child or young person to be open to how they, and other people, are thinking and feeling. Curiosity lets the child or young person stay open and engaged in conversations.

Children and young people then start to reflect upon their own inner life with their parent and therapist and start to understand themselves. As the understanding deepens, the child or young person can discover that her behaviour does not reflect something bad inside her, but rather a thought, feeling, perception, or motive that was stressful, frightening, or confusing and could only be expressed through her behaviour.

As the child or young person communicates this to the adults, the need for the behaviour may reduce, and with that the behaviour itself. The child’s or young person's feelings about the behaviour may change, with less defensiveness and shame but more guilt, leading to less of the behaviour.

Empathy

Empathy lets the child or young person feel the adult’s compassion for the them. Being empathic means the adult actively showing the child or young person that their inner life is important to the adult and he or she wants to be with the child or young person in her hard times.

With empathy, when the child or young person is sad or in distress the adult is feeling the sadness and distress with then and lets them know that.

The adult is demonstrating that he, she or they knows how difficult an experience is for the child young person. The adult is telling them that they will not have to deal with the distress alone.
The adult will stay with the child or young person emotionally, providing comfort and support, and will not abandon them when they need the adult the most.

The adult is also communicating strength, love and commitment, with confidence that sharing the child’s or young person's distress will not be too much. Together they will get through it.

The impact of communication using the principles of PACE

PACE focuses on the whole child, not simply the behaviour. It helps children and young people be more secure with the adults and reflect upon themselves, their thoughts, feelings and behaviour, building the skills that are so necessary for maintaining a successful and satisfying life. The child or young person discovers that they are doing the best that they can, and are not bad or lazy or selfish. Problems diminish as the need for them reduces.

Through PACE and feeling safer, children and young people discover that they can now do better. They learn to rely on adults, particularly their parents, and trust them to truly know them. They learn that their parents can look after them in a way that they could never do on their own.

When children experience the adults doing the best they can to understand them and trying to work out together more effective ways for the child or young person to understand, make sense of and manage their emotions, thoughts and behaviour they start to believe that the adults really will keep on trying until things get better for all of them.

For adults, using PACE most of the time, they can reduce the level of conflict, defensiveness and withdrawal that tends to be ever present in the lives of troubled children and young people. Using PACE enables the adult to see the strengths and positive features that lie underneath more negative and challenging behaviour.