Search results for ‘Subject term:"learning disabilities"’ Sort:
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Assessment of the component skill for cognitive therapy in adults with intellectual disability
- Authors:
- JOYCE Theresa, GLOBE Amanda, MOODY Clare
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 19(1), March 2006, pp.17-23.
- Publisher:
- Wiley
This study examines the extent to which a random sample of adults with intellectual disabilities possess the component skills necessary to undergo cognitive behaviour therapy (CBT). Seventy-two individuals underwent a range of assessments, including measures of language ability, ability to identify and to label emotions, ability to link events and emotions and a cognitive mediation task. Results showed significant relationships between language ability and ability to recognize and label emotions, ability to link events and emotions and pass the cognitive mediation tasks. The majority of the participants were unable to pass the tasks linking emotions and events and the cognitive mediation tasks. They also demonstrated a limited emotional vocabulary. The authors conclude that it is possible to assess some of the component skills necessary for undergoing CBT. People with intellectual disabilities will need support from therapists to teach the skills necessary to undertake cognitive interventions, and a 'step-wise' approach to assessment will enable such support to be appropriately targeted to individual need.
Working with an interpreter: toolkit: improving communication for people who use mental health and learning disability services in Scotland
- Author:
- MENTAL WELFARE COMMISSION FOR SCOTLAND
- Publisher:
- Mental Welfare Commission for Scotland
- Publication year:
- 2006
- Pagination:
- 42p.
- Place of publication:
- Edinburgh
Practical advice and guidance is provided for people who need to use, or who provide, interpreting or translation services in a mental health setting, such as a meeting with a psychiatric nurse in hospital or in someone’s home. The first section is aimed at mental health practitioner or interviewers, and comprises: detailed guidance and information for every stage of working with an interpreter; and a checklist designed to help achieve the most out of working with an interpreter and to guide if things go wrong. The second section is aimed at users of mental health and learning disability services and advises: how to use a professional interpreter; rights before, during and after an interview with an interpreter; and how to complain. The final part is aimed at interpreters and highlights: ethical issues that need to be considered; and practical advice and guidance for interpreting during an interview.
Menstrual problems experienced by women with learning disabilities
- Authors:
- RODGERS Jackie, LIPSCOMBE Jo, SANTER Miriam
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 19(4), December 2006, pp.364-373.
- Publisher:
- Wiley
Menstruation appears to be problematic for women with learning disabilities, yet there has been little quantitative research on their experiences, or comparisons with other groups of women. This paper considers the nature and extent of menstrual problems experienced by women with learning disabilities. The data reported here come from a cross-sectional postal questionnaire survey conducted with carers of 452 women in the United Kingdom, aged 14–55 years, who had learning disabilities. Women with learning disabilities appear to be as likely to experience menstrual problems as other women. However, such problems may be experienced differently and more negatively and may not always be recognized appropriately. More attention needs to be given to menstrual problems experienced by women with learning disabilities, both in research and in practice. It is particularly important that women with learning disabilities be supported to play a central role in recognizing and defining the problems they experience.
Disabled children, parent-child interaction and attachment
- Author:
- HOWE David
- Journal article citation:
- Child and Family Social Work, 11(2), May 2006, pp.95-106.
- Publisher:
- Wiley
This article examines the effect of various types of children's disability on parent–child interactions, including how disabilities affect parental sensitivity and communications. A brief outline of attachment theory and patterns of organization is followed by a review of the research evidence that has looked at children with disabilities and insecure attachments. A complex picture emerges in which it is not a child's disability per se that is associated with insecure attachments but rather an interaction between children with disabilities and the caregiver's state of mind with respect to attachment. Transactions between both child and caregiver vulnerability factors affect sensitivity, communications and security of attachment. Practice implications for prevention, advice and support are considered.
Every child is special: placing disabled children for permanence
- Author:
- COUSINS Jennifer
- Publisher:
- British Association for Adoption and Fostering
- Publication year:
- 2006
- Pagination:
- 71p., bibliog.
- Place of publication:
- London
This Good Practice Guide tracks the converging processes of planning for a permanent home for disabled children, and recruiting suitable families. It covers: assessing and communicating with children; recruiting and assessing families and making links; planning permanence; profiling and featuring children; and supporting placements. It examines some of the organisational structures that form the context of this work and highlights the changes that are necessary if more disabled children are to have the security of a permanent family. The guide provides an overview of disabled children 'in need' and 'looked after' and describes current models of disability. It acknowledges the problem of definitions and terminology and discusses impairment in terms of language and popular culture. Relevant legal issues are also briefly explained.