Residential care staff’s experiences of supporting adults with a learning disability who are impacted by trauma

Background: People with a learning disability are disproportionately affected by trauma. Despite this, there is a relative paucity of research focused on how they can be best supported. Aim: The aim of the present research was to explore how care/support workers in residential care settings respond to and support people with a learning disability who are impacted by trauma. Method: 12 residential care/support workers recruited through purposive sampling participated in semi-structured interviews about their experiences of supporting adults with a learning disability who were impacted by trauma. Results: Using Reflexive Thematic Analysis, five themes and nine subthemes were generated. The five themes were: Grappling with the meaning of trauma; Negotiating relationships as a means to helping; The emotional weight of the work; Space to think is essential and Navigating a dysfunctional and harmful system. Conclusion: Care/support workers play a vital role in supporting people with a learning disability who are impacted by trauma. A number of recommendations can be made based on the findings of this research in order to improve care for people with a learning disability who are impacted by trauma within residential services, as well as support for staff working in them.