The word trauma is becoming increasingly important in the socio-pedagogical.The findings from the Psychotraumatology, also those from brain research, influence socio-educational courses of action increasingly. Children and young people, who due to their biographical circumstances and the resulting behavioral problems, in control device are hardly to handle, calling by outright presuppose in child and youth welfare, for new thinking and acting directions that other concepts and understanding of basics.Accordingly, needs a rethink on expert level take place, entrenched socio-educational action, thinking and perspectives have broken, to be replaced by modern and adapted to the latest state of research.In this sense, the findings from the Psychotraumatology seem to increasingly loud reputation in the pedagogical world, after adequate and addressees oriented support services to answer downright groundbreaking and entirely appropriate. However, this requires not only changes at the personal level, but especially on the structural and conceptual.Special, built according to the ideas of a successful ends trauma educational work and action, both conceptually, structurally and personnel reacted trauma educational residential communities create conditions to "problem youth", an adequate maturation and healing Framework to offer. By reappraise their traumas and a reasonable chance of social (re) integration get offered.Guided by these considerations, the aim of my work was to speak with experts from trauma educational institutions and to measure the relevant differences and conditions of such succeed involving. I have used the method of expert interviews and charged with leaders trauma pedagogic living communities essential differentiations to conventional forms of care. In addition to the spatial, personal and structural differences, especially the change of attitude and specific perspectives of trauma pedagogically oriented approach were significantly.