Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 3 of 3
Group and individual cognitive behavioural interventions for anger
- Authors:
- ROSE John, ROSE David
- Journal article citation:
- Advances in Mental Health and Learning Disabilities, 3(4), December 2009, pp.45-50.
- Publisher:
- Emerald
There is growing evidence for the positive effect of anger treatment programmes, which aim to reduce aggression in people with learning disabilities. Provided in both group and individual formats, the differential efficacy of these approaches has yet to be assessed. This paper studies 62 individuals with learning disabilities and inappropriately expressed anger, and these individual were assigned to either group or individual treatment or a waiting list control, depending on the availability of treatment options – 23 participants completed group treatment, 18 received individual treatment, and 21 were included in a waiting list control group. Assessed both before and after treatment using anger provocation inventory, the participant’s results are examined by the authors. Improvements were found in the scores obtained from the anger inventory for both group and individual treatments, compared to the control group, using statistical analysis. There was no particular difference between the group treatments or individual treatments. These results, replicating previous findings, suggest that both group and individual cognitive behavioural interventions are effective treatment options for people with learning disabilities, but do not support either method of delivery in preference to the other. Limitations of the data are also discussed by the authors.
Single case experimental evaluations of psychodynamic and cognitive-behavioural psychotherapy: examples of methods and outcomes
- Authors:
- KELLET Stephen, et al
- Journal article citation:
- Advances in Mental Health and Learning Disabilities, 3(4), December 2009, pp.36-44.
- Publisher:
- Emerald
Single case experimental design (SCED) is a well established tradition in evaluating the effectiveness of behavioural interventions for people with learning difficulties and behavioural problems. However, the use of SCED is severely hampered once the focus is shifted to other psychological modalities such as psychodynamic psychotherapy, or differing presenting problems such as interpersonal problems. This paper examines the application of single case experimental design methodologies in the evaluation of treatment for three particular clients. Case one describes the psychodynamic psychotherapy of hypochondriasis in an A/B design. Case two describes the psychodynamic psychotherapy of ambulophobia in an A/B design. Case three describes a cognitive-behavioural therapy of anger and aggression in a shifting criterion design. Statistical analysis of the data shows the hypochondriasis and anger cases responded to treatment, whereas the ambulophobia case shows a degree of deterioration during the intervention. Discussing each case in turn, the strengths and weaknesses of the methodologies are explained, and the relative merits of SCED in accruing evidence in the evaluation of the plethora of psychological modalities are now being made available to clients with learning disabilities.
Learning disabilities and behavior problems: a self psychological and intersubjective approach to working with parents
- Authors:
- AMERONGEN Magaret, MISHNA Faye
- Journal article citation:
- Psychoanalytic Social Work, 11(2), 2004, pp.33-51.
- Publisher:
- Taylor and Francis
In this paper the authors present an approach, which is informed by self psychology and intersubjectivity theory, to working with parents of children who have learning disabilities (LD) and behaviour problems. Children with LD are at risk of developing behaviour problems. Effective intervention with the children's parents must be based on knowledge of the interplay of contributing cognitive and experiential factors. This knowledge allows therapists and parents to develop informed empathy in relation to the children's experiences and to implement effective management strategies. The approach emphasizes the empathy that the therapist conveys to the parents which fosters greater understanding by the parents of their children. (Copies of this article are available from: Haworth Document Delivery Centre, Haworth Press Inc., 10 Alice Street, Binghamton, NY 13904-1580).