Trauma Informed Practice and Adults with Learning Disabilities in the Criminal Justice System: A Thematic Analysis of Psychologists’ Perspectives

Objective: People with learning disabilities (PWLD) experience higher levels of trauma and are overrepresented in the criminal justice system (CJS). This study explored English practitioner psychologist’s perspectives who work with PWLD in the CJS to identify how trauma informed practice (TIP) could be understood and applied within the context of the CJS for PWLD who offend in the UK.

Method: A qualitative research design and phenomenological approach was used. An
interpretivist epistemological position was taken within a contextualist epistemology. Nine
psychologists were recruited; semi-structured one-to-one interviews were conducted.
Reflexive thematic analysis was used to interpret the data.

Results: Four themes were identified: [1] TIP in the CJS has challenges, [2] TIP has diverse
interpretations, [3] PWLD are systematically disadvantaged in the CJS, and [4] Change is needed.

Discussion: Participants identified challenges in the CJS including environmental and systemic
barriers. Apprehension arose regarding TIP being superficial and avoiding addressing the CJS’
systematic challenges. Compassion, safety, resisting of re-traumitsiation and individualised approaches were deemed crucial for TIP. Participants felt PWLD experience unique challenges within the CJS, including going unrecognised and receiving a lack of adaptations. Participants requested systemic change and further training for CJ staff.