Developing a Trauma Checklist for People with a Learning Disability Accessing Community Health and Support Services
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| Title: | Developing a Trauma Checklist for People with a Learning Disability Accessing Community Health and Support Services |
|---|---|
| Language: | English |
| Authors: | Sarah Wigham (ORCID |
| Source: | British Journal of Learning Disabilities. 2026 54(1):74-84. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Learning Disabilities, Trauma, Trauma Informed Approach, Check Lists, Community Services, Health Services, Content Validity, Test Reliability, Identification, Access to Health Care |
| DOI: | 10.1111/bld.70018 |
| ISSN: | 1354-4187 1468-3156 |
| Abstract: | Background: Research suggests people with a learning disability experience high prevalence of adverse life events which may result in trauma-related mental health conditions. Identifying trauma-related mental health conditions can facilitate access to support, however research suggests they may be under-identified in this group. The aim of this study was to develop trauma checklists appropriate for people with a learning disability accessing community health and support services. Methods: The checklist was developed iteratively during consultation and informed by the Lancaster and Northgate Trauma Scales. Data were collected during interviews and focus groups and analysed using thematic analysis. Findings: Twenty-eight participants included seven people with a learning disability, two relatives and 19 service providers. Two trauma checklists, each with 13 questions were developed including an accessible self-report and an informant or observer version. Content validity, face validity, utility and acceptability were supported. Three themes were identified including: (i) recognising trauma responses and early identification, (ii) continuity of care and care pathways and (iii) characteristics of the checklists. Conclusions: The checklists can be used to raise awareness of trauma and support development of trauma care pathways for people with a learning disability accessing community health and support services. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1496529 |
| Database: | ERIC |
| Abstract: | Background: Research suggests people with a learning disability experience high prevalence of adverse life events which may result in trauma-related mental health conditions. Identifying trauma-related mental health conditions can facilitate access to support, however research suggests they may be under-identified in this group. The aim of this study was to develop trauma checklists appropriate for people with a learning disability accessing community health and support services. Methods: The checklist was developed iteratively during consultation and informed by the Lancaster and Northgate Trauma Scales. Data were collected during interviews and focus groups and analysed using thematic analysis. Findings: Twenty-eight participants included seven people with a learning disability, two relatives and 19 service providers. Two trauma checklists, each with 13 questions were developed including an accessible self-report and an informant or observer version. Content validity, face validity, utility and acceptability were supported. Three themes were identified including: (i) recognising trauma responses and early identification, (ii) continuity of care and care pathways and (iii) characteristics of the checklists. Conclusions: The checklists can be used to raise awareness of trauma and support development of trauma care pathways for people with a learning disability accessing community health and support services. |
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| ISSN: | 1354-4187 1468-3156 |
| DOI: | 10.1111/bld.70018 |
