Search results for ‘Subject term:"learning disabilities"’ Sort:
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Self-assessment for people with learning difficulties
- Author:
- PENTNEY Jim
- Journal article citation:
- Nursing Times, 2002, pp.40-41.
- Publisher:
- Nursing Times
Explains how a self-monitoring tool has helped people with learning difficulties to assess and communicate their mental health state.
Health of the Nation Outcome Scales for People with Learning Disabilities (HoNOS—LD)
- Authors:
- ASHOK Roy, et al
- Journal article citation:
- British Journal of Psychiatry, 180, January 2002, pp.61-66.
- Publisher:
- Cambridge University Press
Frequent impaired social functioning, problems with communication and associated physical conditions meant that a bespoke instrument was needed for people with learning disabilities. This article describes the development of the Health of the Nation Outcomes Scales for People with Learning Disabilities (HoNOS—LD).
Snapshots of the mind
- Authors:
- HUNT George, TARLETON-LORD Dawn
- Journal article citation:
- Nursing Times, 22.4.98, 1998, pp.55-56.
- Publisher:
- Nursing Times
For people with learning disabilities who develop a mental illness continual appraisal is necessary before an appropriate treatment can be given. Describes how a Northamptonshire unit achieved this.
Comorbid mental health disorders in children and young people with intellectual disabilities and autism spectrum disorders
- Author:
- GOBRIAL Ereny
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 13(5), 2019, pp.173-181.
- Publisher:
- Emerald
Purpose: Children and young people with comorbid intellectual disabilities (ID) and autism spectrum disorders (ASD) are more likely to exhibit comorbid mental health disorders (MHD) and other significant behaviours (SB) in addition to the core symptoms of ASD. The purpose of this paper is to identify the prevalence of comorbid MHD and behaviours in children and young people with ID and ASD in Egypt. Design/methodology/approach: The Reiss scale for children’s dual diagnosis was administered by parents and teachers of 222 Egyptian children and young people with mild/moderate ID and ASD to screen for MHD and SB. The mean age of children and young people was 12.3 years (SD = 3.64), with 75.6 per cent male. Findings: The results revealed that 62.2 per cent of children and young people with ID and ASD had high rates of comorbid MHD and behaviour disorders were shown in 64.4 per cent of the participated children and young people. The results identified anger, anxiety and psychosis being the most frequently diagnosed disorders while crying spells and pica were the most SB. No differences were found between the male and female with ID and ASD in the current study. Research limitations/implications: Mental health assessment of children and young people with ID and ASD will help to highlight the needs of these vulnerable children and develop the appropriate services. Originality/value: The findings highlight the prevalence of MHD in children and young people with ID and ASD in Egypt. This has implications on the assessment of comorbid disorders and services needed for children with ID and ASD in Egypt. (Edited publisher abstract)
Family and caregivers’ experience of mental illness in migrants with intellectual disability – reflections on practice
- Authors:
- HELLERUD Jane Margrete Askeland, BAKKEN Trine Lise
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 13(2), 2019, pp.76-88.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to investigate the families’ and professional caregivers’ experience of mental health services for patients in the migrant population with intellectual disability (ID). Design/methodology/approach: To highlight this rarely studied topic, the authors chose a qualitative approach, using a semi-structured interview guide. The authors performed a search for relevant articles. Three families of former patients of a specialized psychiatric inpatient unit and 12 professional caregivers were interviewed. The interviews were taped, transcribed and analyzed using a thematic analysis. Findings: In total, 17 themes from the families’ answers and 14 themes from the caregivers’ answers were grouped into four main themes each. Two main themes were identical for both groups: perspectives on mental illness and “the Norwegian system.” Additionally, the families were concerned about the impact on the patient and family and coping strategies. The caregivers highlighted patient–caregiver interaction and family–caregiver interaction. Research limitations/implications: Further research should include the patients’ opinions based on the findings of this study. Also, studies including larger samples from both specialist services and community services are needed to develop evidence-based services for these patients. Practical implications: Proposed adaptations to enable assessment and treatment of mental illness in migrants with ID should be adapted to cultural preferences. The following adaptations are proposed: inclusion of the entire family, awareness of cultural dimensions, information about the health care system, education in mental illness, the use of interpreters and adequate time spent with the families. Originality/value: Mental health services for this group are an understudied topic. Clinical experience indicates that professionals struggle when providing services for such patients. (Edited publisher abstract)
Assessment of cognitive therapy skills for people with learning disabilities
- Authors:
- DAGNAN Dave, MELLOR Karen, JEFFERSON Claire
- Journal article citation:
- Advances in Mental Health and Learning Disabilities, 3(4), December 2009, pp.25-30.
- Publisher:
- Emerald
This paper describes a clinically useful assessment approach that gives therapists information that can be used to identify the appropriate therapy. Cognitive therapy is increasingly used as a tool with people with learning disabilities. There is a growing literature examining the necessary adaptation of therapy content, however most of the literature does not consider the decision-making process of the clinician in relation to the individual client. This paper, therefore, investigates how clinicians make decisions about the adaptation of therapy for the client. Presented as a series of question/response tables, the authors describe an assessment that presents a simple scenario and associated emotion, the client being asked to say what they would think or say to themselves a given situation. The data presented suggests that some people with learning disabilities report thoughts that accurately mediate between the scenario and the stated emotion - at times these thoughts offered insight into individual concerns. The authors suggest this assessment is useful in a clinical practice, and discuss ways in which it might be useful to guide choice of intervention.
Use of the Strengths and Difficulties Questionnaire to assess the mental health needs of children and adolescents with intellectual disabilities
- Author:
- EMERSON Eric
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 30(1), March 2005, pp.14-23.
- Publisher:
- Taylor and Francis
Over the last decade increased attention has been paid to identifying and responding to the mental health needs of children and adolescents with intellectual disabilities. There is, however, little information available on the use of self-report scales by young people with intellectual disabilities. This study sought to determine the reliability and validity of the child, carer and teacher versions of the extended Strength and Difficulties Questionnaire (SDQ) when used with this population. Secondary analysis was undertaken of a nationally representative survey of the mental health of 4,449 children between 11 and 15 years of age in Great Britain. Data were extracted on an operationally defined sub-sample of 98 children with intellectual disabilities, and on 4,074 children without intellectual disabilities.All scales on the SDQ proved to be internally consistent. Acceptable levels of validity were found by examining: (1) correspondence between parallel child, carer and teacher versions of the SDQ; (2) association between SDQ scores and ICD-10 diagnoses. The results conclude that the extended SDQ appears to provide a simple robust measure of the mental health needs of children and adolescents with intellectual disabilities.
Assessing mental capacity: a checklist for social workers
- Authors:
- DAWSON Carol, McDONALD Ann
- Journal article citation:
- Practice: Social Work in Action, 12(2), 2000, pp.5-19.
- Publisher:
- Taylor and Francis
Social workers, whether working with people with learning difficulties or with older people, are often required to make judgements an individual's capacity to make decisions. This article explores the legal basis upon which such judgements should be based and the implications for the individual and for the worker of finding of capacity or otherwise. The material is presented in the form of a checklist, supported by discussion of the issues that should be taken into account when assessing capacity; these cover not only cognitive factors, but address also the importance of social history, the environment and interpersonal skills.
Prevalence and characteristics of patients with severe mental illness and borderline intellectual functioning
- Authors:
- HASSIOTIS A, et al
- Journal article citation:
- British Journal of Psychiatry, 175, August 1999, pp.135-140.
- Publisher:
- Cambridge University Press
Low cognitive ability and developmental delays have been implicated in the causation of mental illness. This multi-centre randomised controlled trial of case management explores the associations between mental illness and borderline intellectual functioning.
Assessment of mental health problems
- Author:
- MOSS Steve
- Journal article citation:
- Tizard Learning Disability Review, 4(2), April 1999, pp.14-19.
- Publisher:
- Emerald
Examines the process of assessing mental health needs for people with learning disabilities, considering questions of targeting, mental illness and challenging behaviour, diagnostic assessment and quality of life. Recommends comprehensive assessment within an integrated care approach.