Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 10 of 10
Promoting self-esteem in adults on the autism spectrum with learning disabilities
- Author:
- TICKLE Anna
- Journal article citation:
- Good Autism Practice, 9(2), October 2008, pp.20-25.
- Publisher:
- British Institute of Learning Disabilities
Weekly group sessions designed to enhance the self-esteem of 11 adults on the autism spectrum are described. An attempt was also made to measure the change in self-esteem but the measure was not used adequate and this raises an issue about how one might assess this in adults with communication and/or learning difficulties. The paper gives ideas on both the content and the process of setting up and implementing an intervention to raise self-esteem.
Experiences of running an anxiety management group for people with a learning disability using a cognitive behavioural intervention
- Authors:
- DOUGLASS Sarah, PALMER Katherine, O'CONNOR Chris
- Journal article citation:
- British Journal of Learning Disabilities, 35(4), December 2007, pp.245-252.
- Publisher:
- Wiley
An anxiety management group utilizing a cognitive behavioural intervention, of 12 weeks duration, for six people with mild to moderate learning disabilities is described. A number of techniques to assist in developing clients’ understanding of their anxiety, cognitive and behavioural coping strategies and maximizing generalizability of skills learnt were implemented. Outcome measures demonstrated that two participants showed a clinically significant reduction in anxiety levels. Qualitative feedback from both participants and carers suggested that all group members developed coping strategies. Measures also indicated that carers demonstrated a better understanding of the individual's difficulties and were able to support them more effectively. Adopting a cognitive behavioural approach proved valuable and recommendations for future interventions are made.
Low self-esteem: group cognitive behaviour therapy
- Authors:
- WHELAN Anne, et al
- Journal article citation:
- British Journal of Learning Disabilities, 35(2), June 2007, pp.125-130.
- Publisher:
- Wiley
This article describes a self-esteem cognitive behavioural therapy group run with adults with learning disabilities. The aim is to show how a group of this nature can be organized and run, using theory to inform practice. An introduction to the concept of self esteem will be given and then explored in relation to adults with learning disabilities. Details of the group, including how people were selected, will then be discussed. Some basic background information on group members and a cognitive behavioural formulation will follow. Then contents of sessions and the use of an adapted outcome measure will be mentioned, followed by some final reflections on the group.
The realistic evaluation of an adapted thinking skills programme
- Authors:
- OAKES Peter, et al
- Journal article citation:
- Journal of Intellectual Disabilities and Offending Behaviour, 7(1), 2016, pp.14-24.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to describe a project reporting the evaluation of an adapted form of the thinking skills programme (TSP) with prisoners with intellectual disabilities. In particular, the utility of realistic evaluation is explored as a response to the difficulties in applying research-based interventions in practice and rolling out pilot projects that have been evaluated under specific conditions. Design/methodology/approach: Realistic evaluation involves the identification of context, mechanism and outcome as a structure for programme evaluation and this was applied to the development and implementation of adapted TSP (ATSP) in three English prisons. Findings: Findings are reported in respect of the three aspects of context, mechanism and outcome to demonstrate the utility of realistic evaluation. Contextual findings suggested that ATSP is effective with male prisoners representing a range of intellectual disabilities, who would otherwise be excluded from mainstream programmes. The programme did not establish effectiveness with women or in community settings. The prisons involved were of different levels of security, but all three prisons were actively involved in positive approaches to difference and diversity and support for people with intellectual disabilities. For mechanism it was noted that all involved in the pilot sites were highly motivated to participate in the project and they were also achieving high scores for general quality in programme delivery. The realistic evaluation framework suggests that, where these factors are not present, some caution about possible effectiveness should be exercised. The evaluation approach proved to be helpful in identifying relevant factors to be considered in the wider implementation of ATSP. Originality/value: This is a novel approach to programme evaluation in psychological therapies that was shown to be of value in identifying conditions under which pilot schemes can be extended to other parts of a service, and research on interventions for offenders with intellectual disabilities applied in practice. (Edited publisher abstract)
A sex offender treatment group for men with intellectual disabilities in a community setting
- Authors:
- ROSE John, et al
- Journal article citation:
- British Journal of Forensic Practice, 14(1), 2012, pp.21-28.
- Publisher:
- Emerald
This paper describes the development and initial evaluation of a sex offender treatment programme adapted for individuals with relatively severe intellectual disability in a community setting all of whom had no compulsion to attend. The aim was to motivate men with intellectual disability who had been involved in sexually inappropriate behaviour but may not have been charged to attend a fairly lengthy adapted community groupwork programme. The group was based on a cognitive behavioural model. So far the group has been run on two occasions and preliminary data on outcomes are discussed. Participants (n=12, average age 39.5 years) showed a reduction in attitudes consistent with offending, an increase in sexual knowledge, and a more external locus of control on completion of the group. One of the 12 men who attended was recorded as offending again within 18 months of group completion but three were able to move to less well supervised placements. The authors conclude that this style of treatment has some advantages over other models and may be more effective, but further research is required.
Factors associated with the efficacy of a group intervention for anger in people with intellectual disabilities
- Authors:
- ROSE John, et al
- Journal article citation:
- British Journal of Clinical Psychology, 44(3), September 2005, pp.305-317.
- Publisher:
- Wiley
There is a growing literature that suggests cognitive behavioural interventions aimed at reducing inappropriately expressed anger by people with intellectual disabilities are effective. However, interventions provide little information about which aspects of the individual or their treatment may be contributing to the overall efficacy of the approach. In this study a group intervention is compared with a waiting list control. A cross-sectional regressional method was used to explore the relationship between change in a provocation inventory score over the course of an intervention and a number of other variables. Data was collected from 50 participants who attended a series of groups with the aim of reducing aggressive behaviour. This was compared with a waiting list control of 36. A 2 × 2 split plot ANOVA identified a statistically significant treatment effect. However, analysis examining clinical significance was more equivocal with only 11 of the individuals in the intervention group showing reliable change. Regression analysis indicated that 17.5% of the variance in change of provocation inventory scores could be accounted for by the independent variables. Immediately on completion of the group, being accompanied by a member of staff and increased receptive language scores contributed significantly to the variance. A reduction in provocation inventory scores immediately after the group was more likely to occur if the participant was accompanied by a member of staff who knew them and if they had a higher score on the test of receptive vocabulary. This pattern changed with time. The implications of the results will be discussed and the relatively large amount of variance that is not accounted for will also be considered.
The anger management project: a group intervention for anger in people with physical and multiple disabilities
- Authors:
- HAGILIASSIS Nick, et al
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 30(2), June 2005, pp.86-96.
- Publisher:
- Taylor and Francis
Twenty-nine individuals were randomly assigned to an intervention group or a waiting-list comparison group. Individuals were based in the North West or South East Melbourne Metropolitan Region of Australia. The intervention comprised a 12-week anger management program, based on Novaco's (1975) cognitive-behavioural conceptualisation of anger, which incorporates adapted content and pictographic materials developed for clients with a range of disabilities. On completion of the program, clients from the intervention group had made significant improvements in their self-reported anger levels, compared with clients from the comparison group, and relative to their own pre-intervention scores. Treatment effects were maintained at 4-month follow-up. In contrast, there was an absence of measured improvements in quality of life. The results provide evidence for the program's effectiveness as an intervention for anger problems for individuals with a range of disabilities.
Modern therapeutic approaches in learning disability services
- Authors:
- FRANKISH Pat, TERRY Sue
- Journal article citation:
- Tizard Learning Disability Review, 8(3), July 2003, pp.3-10.
- Publisher:
- Emerald
Provides a brief summary of recent literature, to outline the main areas of therapeutic developments in recent years in the field of learning disability. Most of the approaches are person centred, even if provided in a group setting. Cognitive, psychodynamic and creative therapies have been added to behaviour therapy, with good results, indicating the potential of learning-disabled people to benefit from the same sorts of therapy as other people.
Social group work for young offenders with learning disabilities
- Authors:
- MISHNA Faye, MUSKAT Barbara
- Journal article citation:
- Social Work with Groups, 24(3/4), 2002, pp.11-31.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Despite the high incidence of learning disabilities among young offenders, research suggests that young offenders with learning disabilities do not receive interventions that address their learning disabilities. Group treatment approaches foryoung offenders typically utilize a cognitive-behavioural orientation. Cognitive behaviouraltechniques have been found to be effective with the young offender population by targeting their faulty thinking. However, cognitive behavioral treatmentis less effective with youth who have academic delays. Individuals with learning disabilities may have difficulties with the cognitive tasks used in cognitive behavioural treatment. This paper describes a treatment group, with illustrations, adapted for young offenders with learning disabilities, combining cognitive-behavioural andmutual-aid principles.
Anger management training and people with moderate to severe learning disabilities
- Authors:
- ROSSITER Rowena, HUNNISETT Emma, PULSFORD Mandy
- Journal article citation:
- British Journal of Learning Disabilities, 26(2), 1998, pp.67-74.
- Publisher:
- Wiley
Outlines an anger management programme specifically tailored for people with moderate to severe learning disabilities using the principle of cognitive behavioural therapy in a group setting. Results from this small study suggest that people with moderate to severe learning disabilities are able to make use of a simplified cognitive behavioural approach to anger management, to monitor and modify their own thoughts and behaviour. Most progress took place where participants had a consistent, caring, high quality living environment, with carers committed to a systematic support and follow-up.