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Consensus‐based good practice guidelines for clinical psychologists to support care staff in enabling sexual expression in people with intellectual disabilities - a Delphi study
- Authors:
- ENGLISH Brad, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 33(2), 2020, pp.268-282.
- Publisher:
- Wiley
Background: Care staff supporting people with intellectual disabilities (PWID) report accepting views on PWID's sexual expression, but people with intellectual disabilities report their sexual expression is restricted by care staff. Methods: This study recruited a panel of 17 UK clinical psychologists experienced in helping care staff support PWID's sexual expression. This study used the Delphi Method to develop consensus‐based practice guidelines for UK clinical psychologists supporting care staff in this way. Results: Having proposed three guidelines each in Round One, panel members reached consensus (≥90% agreement) that 12 were important, falling under four themes: “Addressing staff attitudes,” “Addressing uncertainty about rights and responsibilities of people with intellectual disabilities,” “Locating the problem, being part of the solution,” and “Supporting care staff to understand and reflect upon their role.” Conclusions: Clinical psychologists help care staff support PWID's sexual expression by normalizing care staff concerns, encouraging reflection, clarifying PWID's rights, and prompting those at managerial and service level to support care staff. (Edited publisher abstract)
Older adults with intellectual disability: the National Institute for Health and Care Excellence (NICE) guidelines
- Author:
- STARR John M.
- Journal article citation:
- Age and Ageing, 48(1), 2019, pp.14-15.
- Publisher:
- Oxford University Press
In April 2018, the National Institute for Health and Care Excellence (NICE) published guideline NG96, Care and support of people growing older with Learning Disabilities. NICE uses the word learning disability as the label for people who have an IQ < 70 and impaired adaptive functioning before the age of 16 years. People with mild intellectual disability without an obvious syndrome, have a life expectancy similar to the general population, though they are at increased risk of dementia. The most commonly known syndrome is Down Syndrome, and although survival is expected to be poorer in later life, they can still live into their 60s. It is therefore important that clinicians who look after older adults are skilled in caring for people with more obvious forms of intellectual disability. This article provides a commentary on the NICE guideline. (Edited publisher abstract)
Psychiatry and intellectual disabilities: navigating complexity and context
- Authors:
- JONES Jo, JEENKERI Kiran, CUTAJAR Peter
- Journal article citation:
- Journal of Mental Health Training Education and Practice, 12(4), 2017, pp.224-236.
- Publisher:
- Emerald
Purpose: The paper is a review, for the general adult mental health practitioner, of the issues to consider when managing a mental health presentation of a person with intellectual disability (PWID). The paper aims to discuss these issues. Design/methodology/approach: A neurodevelopmental model is outlined to assist practitioners in unravelling the wide range of potential factors relevant to intellectual disabilities (IDs). This includes an emphasis on complexity and interdisciplinary formulation within an individual’s context, and implications of the current policy changes. Findings: In practice, managing the mental health of PWID can be challenging within usual mainstream services; there is more to consider than is usual for the general population. Originality/value: The paper provides general mental health practitioners with a framework for a greater depth of understanding of the issues involved in the management of people with intellectual disability (ID). This includes discussion of the current policy context in ID, and some of its limitations. (Publisher abstract)
Development and dissemination of a core competency framework
- Authors:
- TROLLOR Julian N., et al
- Journal article citation:
- Journal of Mental Health Training Education and Practice, 12(4), 2017, pp.237-248.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to describe and critique the methodology used to develop a core competency framework for mental health professionals working with people with an intellectual disability and co-occurring mental ill health. Design/methodology/approach: A multi-phase, multi-method design was used to collect qualitative and quantitative data, including a scoping survey, modified online Delphi, and consultation with multiple stakeholders. The implementation phase involved a launch forum and workshop, toolkit development, and evaluation strategy. Findings: Results from the scoping survey and consultation process informed the development of a core competency framework with 11 domains. An accompanying toolkit was also developed with practical guidance to assist with the implementation of the core competencies. In total, 93 professionals attended the launch forum, and the framework has been downloaded 998 times during the first year it has been available. Research limitations/implications: Detailed information specific to each profession cannot be included when a whole of workforce approach is used. The ways in which to use the framework in conjunction with other core competency frameworks is discussed. Practical implications: This framework can be utilised by mental health workers including clinicians, managers, service developers, and educators, from multiple professional backgrounds. The approach taken can also be used by others to develop similar frameworks. Originality/value: This is the first core competency framework, to the authors’ knowledge, specifically designed for public mental health professionals from varied backgrounds working with people with an intellectual disability. Consulting with multiple stakeholders, not just experts, elicited new information that may otherwise have been overlooked. (Publisher abstract)
Quality of diagnosis and treatment plans after using the ‘diagnostic guideline for anxiety and challenging behaviours’ in people with intellectual disabilities: a comparative multiple case study design
- Authors:
- PRUIJSSERS Addy, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 29(4), 2016, pp.305-316.
- Publisher:
- Wiley
Background: People with intellectual disabilities often have a multitude of concurrent problems due to the combination of cognitive impairments, psychiatric disorders (particularly anxiety) and related challenging behaviours. Diagnoses in people with intellectual disabilities are complicated. This study evaluates the quality of the diagnoses and treatment plans after using a guideline that was developed to support professionals in their diagnostic tasks. Materials and Methods: A comparative multiple case study with an experimental and control condition, applying deductive analyses of diagnoses and treatment plans. Results: The analyses revealed that the number of diagnostic statements and planned treatment actions in the experimental group was significantly larger and more differentiated than in the control condition. In the control group, consequential harm and protective factors were hardly mentioned in diagnoses and treatment plans. Conclusions: Working with the ‘Diagnostic Guideline for Anxiety and CB’ leads to improved diagnoses and treatment plans compared with care as usual. (Publisher abstract)