Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 4 of 4
Mental health, learning disabilities and adolescence: a developmental perspective
- Authors:
- HASSIOTIS Angela, BARRON Diana Andrea
- Journal article citation:
- Advances in Mental Health and Learning Disabilities, 1(3), September 2007, pp.32-39.
- Publisher:
- Emerald
This article presents the results of a survey of a community-based sample of adolescents with learning disabilities. The aims were to describe a cohort of adults with learning disabilities in one catchment area and explore the prevalence of mental disorders and their association with socio- demographic and clinical variables. The hypothesis was that adolescents with learning disabilities as a group have high rates of mental health problems when compared with published rates of mental disorders in adolescents without mental health disorders.
Mental health and social care needs of older people with intellectual disabilities
- Authors:
- STRYDOM Andre, HASSIOTIS Angela, LIVINGSTON Gill
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 18(3), September 2005, pp.229-235.
- Publisher:
- Wiley
In this study all adults with intellectual disabilities (ID) without Down syndrome (DS) aged 65+ living in the London boroughs of Camden and Islington were identified. The Psychiatric Assessment Schedule for Adults with a Developmental Disability (PASADD) checklist was used to detect psychiatric disorder, the Vineland behaviour scale (maladaptive domain) for problem behaviours and the Dementia Questionnaire for persons with Mental Retardation (DMR) to screen for dementia. Carers reported health problems and disability. Needs were measured with the Camberwell Assessment of Need for adults with Intellectual Disabilities (CANDID-S). A total of 23 older people with ID (13 had mild ID and nine more severe ID) and their carers participated in the survey. In which, 74% had one or more psychiatric symptoms; 30% were previously known with a diagnosis of mental illness. One-third of the older people screened positive for dementia. Three quarters of the group had physical health problems, 74% had poor sight, 22% had hearing loss and 30% had mobility problems. Carers rated unmet needs for accommodation (22%), day activities, and eyesight and hearing. The people with ID rated unmet needs to be social relationships (44%), information and physical health. The authors conclude that older people with ID without DS have considerable prevalence of health problems and psychiatric disorders, including symptoms of functional decline and dementia. Such symptoms are often not recognised and further research into their needs is a priority.
A re-design of undergraduate medical training in intellectual disability: building psychological capital and imparting knowledge to redress health inequalities
- Authors:
- HARWOOD Ian, HASSIOTIS Angela
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 8(6), 2014, pp.344-361.
- Publisher:
- Emerald
Purpose: Over 1,250 people with intellectual disabilities die unnecessarily every year in NHS care. The purpose of this paper is to develop higher-order learning amongst medical students to increase engagement with this disadvantaged group and redress this injustice in care provision. Design/methodology/approach: The Psychiatry of Intellectual Disability input to University College London's (UCL) undergraduate medicine MBBS curriculum was re-designed. Materials were developed to broaden the students’ understanding of the stigma and health implication of intellectual disability and the affect it has on the care received by these patients. These were delivered in lecture and e-learning formats. The concept of psychological capital was used to frame the development of new materials with direct involvement of service users with intellectual disability. It is a management model designed to promote higher levels of learning, resulting in a deeper understanding of patient issues by UCL medical graduates. Findings: Findings from the online survey that accompanies the e-learning materials suggests that students have overwhelmingly adopted a positive outlook towards patients with intellectual disability and consider training necessary for all doctors. The filmed scenarios with people with intellectual disability appealed to students. Practical implications: The broadening of the educational materials required a re-design of the methods of curriculum delivery, a higher level of self-directed learning and student time commitment. Further assessments of the impact of the module are planned to include formative assessments of learning. Social implications: Medical lack of knowledge, personal attitudes and a reluctance to engage with people with intellectual disability have been identified as barriers to their receiving appropriate care. Originality/value: A blend of organisational change theories has been integrated into the production of a new, multi-media, e-learning package. (Publisher abstract)
Good practice in transition services for young people with learning disabilities: a review
- Authors:
- BARRON Diana Andrea, HASSIOTIS Angela
- Journal article citation:
- Advances in Mental Health and Learning Disabilities, 2(3), September 2008, pp.18-22.
- Publisher:
- Emerald
The authors provide an overview of recent publications about services for young people with learning disabilities at the time of transition, with particular focus on those mental disorders including neurodevelopmental disorders and/or learning disabilities in the UK. It is argued that, despite the qualitative differences between the experience of transition to adulthood for young people with learning disabilities and that of other young people, the principles of service provision remain the same. Developments in research and clinical practice in this field ought to reflect good practice, as well as embracing new methodologies, and benefit from advances without learning disabilities.