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Vulnerability to depression in adolescents with intellectual disabilities
- Authors:
- KIDDLE Hannah, DAGNAN Dave
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 5(1), January 2011, pp.3-8.
- Publisher:
- Emerald
This paper provides a selective review of developmental risk factors relating to depression in typically developing adolescents and considers how the life experiences and the social context of adolescents with intellectual disability may increase their sensitivity to identified risk factors for depression. A number of factors are highlighted as important in the development of mental health problems including attachment, child temperament and parenting behaviour, and a number of risk factors specific to depression, including genetic vulnerability, parental depression, negative life events and peer relations. Many of these experiences are particularly prevalent in the lives of young people with intellectual disabilities. These include experience of the social stigma attached to intellectual disability, increased exposure to negative life-events, social and emotion recognition deficits, and increased rates of parental stress and associated depression. These life experiences and consequent increased susceptibility to risk factors may help explain the higher rate of depression in adolescents with intellectual disability. The authors suggest that a consideration of developmental factors and their interaction with the person’s social environment may offer a possible framework for prevention and early intervention with adolescents with intellectual disabilities.
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)
Cognitive-behaviour therapy for people with learning disabilities
- Editors:
- KROESE Biza Stenfert, DAGNAN Dave, LOUMIDIS Konstantinos
- Publisher:
- Routledge
- Publication year:
- 1997
- Pagination:
- 203p.,tables,bibliogs.
- Place of publication:
- London
Includes chapters on: conceptual and contextual issues in cognitive-behaviour therapy for people with learning difficulties; theoretical and practical issues; anger assessment for people with mild learning difficulties in secure settings; a cognitive-behavioural approach to understanding and assessing depression in people with learning difficulties; teaching cognitive self-regulation of independence and emotion control skills; social problem solving groups; cognitive-behaviour therapy for anxiety; working with carers of people with learning difficulties and challenging behaviour; and sustaining a cognitive psychology for people with learning difficulties.