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IAPT and learning disabilities
- Authors:
- CHINN Deborah, et al
- Publisher:
- King's College London
- Publication year:
- 2014
- Pagination:
- 66
- Place of publication:
- London
This study explores the relationships between the Improving Access to Psychological Therapies (IAPT) programme in England and people with learning disabilities and the people and services that support these service users. It looks at the barriers and facilitators facing people with learning disabilities in accessing IAPT and at the strategies and practices that staff employ to support people with learning disabilities to make good use of IAPT services. It also considers what advances are needed at the level of individual staff capabilities, service delivery models, management, commissioning and policy development to ensure equitable access to IAPT for people with learning disabilities. Study findings were drawn from interviews with staff, service users and carers and a wider national online staff survey. They show that the IAPT programme as a whole has not adequately addressed access issues for people with learning disabilities. Some IAPT services exclude people with learning disabilities from the outset, by specifying eligibility criteria that rule them out. The report argues that IAPT services work best for people for learning disabilities when IAPT staff and learning disability staff have developed good working relationships and can co-ordinate their input. It suggests that claims to eligibility may be promoted in the following ways: clearer statements of inclusion in IAPT services for people with learning disabilities; recording systems that allow for monitoring of people with learning disabilities’ access to IAPT; training for qualification of therapists to include material on working with people with learning disabilities, where possible delivered with the involvement of people with learning disabilities; pathways for joint working between IAPT services and local specialist learning disability services; clear goals and targets regarding use of IAPT by people with learning disabilities specified by commissioners and funded appropriately. (Edited publisher abstract)
Improving access to psychological therapies for people with intellectual disabilities – role of a reference group in achieving change
- Authors:
- DODD Karen, et al
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 11(5/6), 2017, pp.173-186.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to explore the importance of equal access to Improving Access to Psychological Therapies (IAPT) for people with intellectual disabilities. Design/methodology/approach: The paper identifies barriers to access and shows how a reference group can work to solve the barriers and increase access. Findings: The paper evaluates the authors’ progress to date and how the authors plan to continue to take the work forward. Practical implications: The paper highlights some of the factors responsible for the authors’ success and gives information that will be helpful to other areas who are interested in facilitating equal access. Originality/value: The paper demonstrates how the focus of a reference group can drive improvements across services to improve access for people with intellectual disabilities to IAPT services. (Publisher abstract)
Improving access to psychological therapies (IAPT): are they applicable to people with intellectual disabilities?
- Authors:
- DODD Karen, et al
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 5(2), March 2011, pp.29-34.
- Publisher:
- Emerald
The Improving Access to Psychological Therapies (IAPT) programme was established to support primary care trusts (PCT) in treating people with mild to moderate depression and anxiety. Plans are now under way for a full roll-out of IAPT services, yet little attention has been paid to the needs of people with intellectual disabilities. IAPT published a Positive Practice Guide for people with intellectual disabilities in 2009, but no PCT has declared a special interest in adapting IAPT to meet the needs of this group of people. This paper considers whether current IAPT services can meet the needs of people with intellectual disabilities, and suggests adaptations that would be needed to ensure the service is accessible and meets the needs of people with intellectual disabilities. It concludes that it is unclear how effective the clearly structured pathways or stepped care approaches recommended in IAPT are for people with intellectual disabilities. People with intellectual disabilities should be included in local IAPT services but with adaptations required to meet their needs. Audit and research are needed to look at the effectiveness of IAPT services for people with intellectual disabilities.
Accessibility, efficiency and effectiveness in psychological services for adults with learning disabilities
- Author:
- JACKSON Tom
- Journal article citation:
- Advances in Mental Health and Learning Disabilities, 3(4), December 2009, pp.13-18.
- Publisher:
- Emerald
The gap between supply and demand for psychological therapy services is significant, and widely acknowledged. Also well-known is the fact that the health needs for people with learning disabilities are typically far greater than those of the rest of the population, and that they are more likely to experience psychological distress, and other mental health problems. Current moves by the NHS to modernise have led to increased accountability and competition between health providers, who in turn have tried to increase their accessibility, effectiveness and efficiency, thereby increasing access to psychological therapy services and reducing the long waiting times common in recent years. Adaptations to referral pathways and service delivery models in psychological care services have already made changes to how users access these services, and the input they receive. In this paper, the author discuses the Barnsley Learning Disability Service, and the attempts to develop service delivery strategies and modernise referral routes so that delivery of services which better meet the needs of the client group are accomplished. Looking at the service itself, the referral process, and the introduction of triage, the author examines how these have led to improvements in both quality and performance of the services offered, and summarises by examining the positive aspects of the modernisation process.
Learning disabilities: positive practice guide
- Authors:
- DAGNAN Dave, et al
- Publisher:
- Foundation for People with Learning Disabilities
- Publication year:
- 2015
- Pagination:
- 34
- Place of publication:
- London
This practice guide provides information on how to best support people with learning disabilities to access their local Access to Psychological Therapies (IAPT) service. It is aimed at those who work in, commission, or refer to the Improving Access to Psychological Therapies (IAPT) services. The guide outlines the reasonable adjustments that are recommended to ensure that people with learning disabilities get the maximum benefit from treatment within an IAPT service. Areas discussed include: service models, changes to referral and access pathways; screening; adjustments to mainstream IAPT pathways; assessment; adaptations to treatment and interventions; and making information accessible. Practical examples are included to show how some teams have made reasonable adjustments to support access to IAPT service. The guide also covers the importance of training and developing the workforce and provides key points for commissioners of IAPT services consider to ensure that mainstream services effectively meet the needs of people with learning disabilities. (Edited publisher abstract)
Psychotherapy for people with learning disabilities: creating possibilities and opportunities. A review of the literature
- Author:
- TAYLOR Jon
- Journal article citation:
- Journal of Learning Disabilities and Offending Behaviour, 1(3), October 2010, pp.15-25.
- Publisher:
- Emerald
People with learning disabilities have traditionally been denied access to a range of psychological therapies. Similarly, offenders with learning disabilities, particularly in prison settings, have largely been unable to access treatment strategies that are provided for offenders who do not have such disabilities. As a consequence these individuals are denied the opportunity to address their criminogenic needs or attend to their psychological welfare. This paper provides a brief exploration of the reasons and evidence for such practice, alongside the evidence that people with learning disabilities can successfully engage in psychotherapy. It is concluded that there is no evidence that would support the exclusion of people with disabilities from treatment options. Psychotherapeutic approaches with a strong evidence base for the general population can be routinely modified to increase their accessibility for people with learning disabilities.
Psychotherapy, learning disabilities and trauma: new perspectives
- Authors:
- HOLLINS Sheila, SINASON Valerie
- Journal article citation:
- British Journal of Psychiatry, 176, January 2000, pp.32-36.
- Publisher:
- Cambridge University Press
Psychological therapies are rarely used in people with learning disabilities. Learning disability is often given as an exclusion criterion. This paper describes recent advances in understanding and practice within the learning disability field which have not received wider recognition within mainstream psychotherapy and psychiatry. The availability of different psychotherapeutic approaches is discussed.
Diagnostic information and adversity in childhood for offenders with learning disabilities referred to and accepted into forensic services
- Authors:
- LINDSAY William R, et al
- Journal article citation:
- Advances in Mental Health and Learning Disabilities, 3(4), December 2009, pp.19-24.
- Publisher:
- Emerald
This paper examines the relationship between diagnostic information and adversity in childhood to criminal careers and risk of recidivism. Notably ADHD and conduct disorder in childhood, schizophrenia, sexual abuse and physical abuse have been associated with criminal offence in adulthood. Studying large cohorts of offenders with learning disabilities, the authors undertook a case note review of 126 individuals referred to, but not accepted into forensic learning disability services and 197 individuals accepted for such services. Resulting reports on diagnostic information and experience of adversity in childhood are presented, which are broadly consistent with the mainstream literature of offending – ADHD and conduct disorder feature prominently in both groups, and autistic spectrum disorders were not particularly over-represented. For adversity in childhood, general socioeconomic deprivation also featured prominently in both groups, increasing significantly for those accepted into services. Sexual abuse and non-accidental injury were also present, representing between 13-20% for both groups. The paper outlines the methods and results of the study, concluding that it is important to deal with these aspects of offenders during assessment in order to provide appropriate psychotherapeutic services for those offenders.