Technical Competency
Trauma Awareness and Understanding
Anchoring the Competency into Recruitment Processes
Step 1: Integrating it into existing frameworks and procedures
For those with no existing Competency Framework, this is relatively simple and is does not require integration or finding an equivalent within your own system. For those with Competency Frameworks, such as the UN, European Personnel Selection Office (EPSO) and other agencies and organisations, you can find a table below of associated values, behaviours or competencies within other frameworks to allow you to incorporate and test this competency within an equivalent in your existing system.
| Murad Code Technical Competency | UN System (Old Values and Competencies, New Values and Behaviours) | Other systems |
|---|---|---|
| Trauma Awareness and Understanding |
Old: Integrity (Do No Harm), Professionalism, Client Orientation, Team Work, Professionalism
New: Humanity, Inclusion, Connect and Collaborate |
EPSO: Resilience, Working with Others
CHCF: Operating Safely, Collaborative relationships, Managing Yourself CPHA: applies trauma-informed and child centred approach. IOM: Empathy, Building Trust, Empowering Others UK FCDO: Demonstrating Resilience GBV Core Competencies: exhibits empathy |
Step 2: Adding language into your vacancy announcement, job description and Terms of Reference
In order to anchor this technical competency within the recruitment process, and onwards into expectations in terms of job performance, it is important to include wording in your vacancy announcement, job description and terms of reference. Some model wording for this competency is included below.
In the job/position tasks and responsibilities section:
“Design, resource, implement and monitor the integration of a trauma-informed approach into work and activities.”
“Design, resource, implement and monitor measures for self care, safe work protocols and support systems as a core part of programming.”
“Ensures that communications, case handling, and programmatic interventions are sensitive to the psychological impact of trauma.”
“Supports a safe, respectful, and psychologically supportive environment for team members and clients.”
“Integrates trauma risk assessment into planning and implementation of activities.”
“Provides guidance or mentoring to colleagues on trauma-sensitive practices.”
In the qualifications/experience section - what we are looking for?
“Knowledge of relevant approaches and frameworks for trauma-informed principles and experience applying these to this work.”
“Demonstrated experience applying trauma-informed approaches in [research, journalism, investigation, field work, working with SCRSV survivors, etc.].
“Proven ability to recognise and respond appropriately to signs of distress and secondary trauma in self and others.”
“Training or certification in Psychological First Aid (PFA) or related trauma-informed methodologies is highly desirable.”
“Experience mentoring or supporting colleagues in trauma-sensitive practice is an asset.”
Step 3: Designing written tests or interview questions which assess this competency
One of the most useful ways of understanding a candidate’s competencies is to set either case scenarios or hypothetical examples to understand what they would do and how they would do it. You can also test technical knowledge through written assessments. These can all be tailored to the relevant field of work or specific job. A few broad examples are provided below, both as written tests and for interview questions.
Sample written test examples
Hypothetical (can be based on relevant context and job requirements):
You’ve received information and feedback from survivors that interviews being conducted in Internally Displaced Persons (IDPs) camps under your project are causing distress, bringing to the surface nightmares and flashbacks, and significantly escalating Post-Traumatic Stress Disorder (PTSD) symptoms. How would you respond and what changes would you make?
A partner organisation resists adopting trauma-informed practices, saying they already “treat everyone equally and with empathy.” How would you influence them to align with trauma-informed principles?
Technical:
What biases or assumptions about trauma do you think frontline professionals need to be especially aware of when working with survivors?
How does vicarious trauma among personnel impact delivery, and what systemic actions would you take to address it? (as a manager or as a practitioner)
Application Exercise: Share a copy of Principle 10.2 OR 7.10 of the Murad Code and ask the candidate to reflect on how they would operationalise it in a practical situation (e.g., team training, field protocols, handling a breach).
Sample interview questions
Give me an example of when you changed or adapted a process or interaction to prevent someone from feeling re-traumatized or overwhelmed.
Describe a time when you noticed that trauma was affecting someone’s behaviour or communication. How did you respond and what did you do to adapt your approach?
Describe a situation where you noticed a colleague or survivor showing signs of distress/ early signs of burnout, vicarious trauma, or compassion fatigue in yourself or others. How did you respond? What action did you take?
You could also consider some of the questions in Composure and Balance Value which are relevant for trauma.