Search results for ‘Subject term:"learning disabilities"’ Sort:
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Vulnerability to depression in adolescents with intellectual disabilities
- Authors:
- KIDDLE Hannah, DAGNAN Dave
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 5(1), January 2011, pp.3-8.
- Publisher:
- Emerald
This paper provides a selective review of developmental risk factors relating to depression in typically developing adolescents and considers how the life experiences and the social context of adolescents with intellectual disability may increase their sensitivity to identified risk factors for depression. A number of factors are highlighted as important in the development of mental health problems including attachment, child temperament and parenting behaviour, and a number of risk factors specific to depression, including genetic vulnerability, parental depression, negative life events and peer relations. Many of these experiences are particularly prevalent in the lives of young people with intellectual disabilities. These include experience of the social stigma attached to intellectual disability, increased exposure to negative life-events, social and emotion recognition deficits, and increased rates of parental stress and associated depression. These life experiences and consequent increased susceptibility to risk factors may help explain the higher rate of depression in adolescents with intellectual disability. The authors suggest that a consideration of developmental factors and their interaction with the person’s social environment may offer a possible framework for prevention and early intervention with adolescents with intellectual disabilities.
Family placement schemes offering long-term care for adults with learning disabilities: a review of the evaluation literature
- Author:
- DAGNAN Dave
- Journal article citation:
- Disability and Society, 12(4), September 1997, pp.593-604.
- Publisher:
- Taylor and Francis
Reviews evaluation studies of family placement schemes offering long-term care for adults with learning disabilities in Britain. The model is widely used, but there is very little research describing such schemes. It is suggested that evaluation is made difficult because the goals of placement schemes for people with learning disabilities are not made clear in the literature. A theoretical structure for education based upon an ecological view of quality of life is suggested and research is reviewed within this model. Where possible, comparisons are made to American literature on similar models of care.
A review of the frequency and nature of adaptations to cognitive behavioural therapy for adults with intellectual disabilities
- Authors:
- SURLEY Laura, DAGNAN Dave
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 32(2), 2019, pp.219-237.
- Publisher:
- Wiley
Background: There is increasing evidence that cognitive behavioural therapy (CBT) can be effective for people with intellectual disabilities. The aim of this review was to report the nature and frequency of adaptations reported in studies of CBT for people with intellectual disabilities. Method: This review updated and extended a previous review by (Whitehouse et al. 2006, J Appl Res Intellect Disabil, 19, 55), which used a framework of adaptations developed by (Hurley et al., 1998, J Dev Phys Disabil, 10, 365). Adaptations included simplification, language, activities, developmental level, use of directive style, flexible methods, involve caregivers, transference/countertransference and disability/rehabilitation approaches. A search identified peer‐reviewed papers that reported individual CBT informed psychological interventions for people with an Intellectual Disability. Results: The search identified 23 studies which met the inclusion criteria for review. Studies reported the majority of the categories of adaptation described by (Hurley et al., 1998, J Dev Phys Disabil, 10, 365). Conclusions: The results suggest that the framework of adaptations needs further development to increase sensitivity in identifying and categorizing adaptations of CBT. Increased, systematic reporting of adaptations to studies of CBT with people with intellectual disabilities is recommended. (Edited publisher abstract)