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Family placement schemes offering long-term care for adults with learning disabilities: a review of the evaluation literature
- Author:
- DAGNAN Dave
- Journal article citation:
- Disability and Society, 12(4), September 1997, pp.593-604.
- Publisher:
- Taylor and Francis
Reviews evaluation studies of family placement schemes offering long-term care for adults with learning disabilities in Britain. The model is widely used, but there is very little research describing such schemes. It is suggested that evaluation is made difficult because the goals of placement schemes for people with learning disabilities are not made clear in the literature. A theoretical structure for education based upon an ecological view of quality of life is suggested and research is reviewed within this model. Where possible, comparisons are made to American literature on similar models of care.
Training therapists to work with people with intellectual disability in Improving Access to Psychological Therapies (IAPT) services
- Authors:
- DAGNAN Dave, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 31(5), 2018, pp.760-767.
- Publisher:
- Wiley
Background: Current policy in the England suggests that people with intellectual disabilities should, where possible, access mainstream mental health services; this should include access to mainstream therapy services. It is likely that mainstream therapists will need training and support to work with people with intellectual disabilities. Method: Sixty‐eight therapists working in an English Improving Access to Psychological Therapies (IAPT) service received one‐ or 2‐day training on working with people with intellectual disabilities. Measures of confidence, general therapeutic self‐efficacy and attitudes to people with intellectual disabilities’ use of mainstream mental health services were completed pre‐training, post‐training and at 3‐month follow‐up; at which time, 12 participants were interviewed about the impact of the training on their practice. Results: There was a significant positive change in all measures immediately post‐training which was maintained at 3‐month follow‐up. Conclusions: Training considerations for mainstream therapists who may work with people with intellectual disabilities are discussed. (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.
An evaluation of joint training for staff and clients in shared action planning in Solihull
- Authors:
- DAGNAN Dave, et al
- Journal article citation:
- British Journal of Learning Disabilities, 23(3), 1995, pp.98-101.
- Publisher:
- Wiley
Describes an approach to training in Shared Action Planning that involves both plan coordinators and people with learning disabilities as equal participants.