Recent studies have shown that there is a high incidence of trauma among people with intellectual disabilities, often from experiences of being restrained and separated from people they know, and from early traumatic events. For many years, psychotherapy has been denied to these individuals on the false understanding that they could not benefit from it. We now know that to be untrue, and this book attempts to redress the balance. However, individual psychotherapy will always be in short supply, so finding ways for support staff to work therapeutically is the focus of this guide. This guide to trauma-informed care has been written for those supporting people with intellectual disabilities in any setting, and is designed for self-study by individuals and teams. It is equivalent to NVQ Level 2 learning and is based on a training course that can be accessed from Frankish Training (www.frankishtraining.co.uk). This guide covers the main topics of trauma-informed care via the theoretical positions of key researchers who have worked in either the field of psychotherapy, or disability, or both, bringing together these bodies of knowledge so that support staff can plan interventions for the benefit of the person with intellectual disabilities. Book jacket.