Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 10 of 10
We can still feel good: evaluation of the I can feel good programme second edition in a low secure unit
- Authors:
- ASHWORTH Sarah, et al
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 15(2-3), 2021, pp.33-45.
- Publisher:
- Emerald
Purpose: This paper aims to present the process of reviewing, adapting and evaluating, the second edition of the I Can Feel Good programme (Ashworth et al., 2018) and adapted DBT programme facilitated at a low-security psychiatric hospital for men with intellectual disability. Through the presentation of programme development, evaluation and revision, a more thorough and transparent understanding of the process involved can be disseminated. Design/methodology/approach: The programme lasted approximately 14 months and covered all four modules. N = 5, all-male, ages ranged between 23 and 57 years old. All detained under the MHA (1983) with a primary diagnosis of Mild ID with comorbid psychiatric diagnoses including mental illness, autism spectrum disorders and personality disorder. To evaluate routine effectiveness a pre-post comparison within groups design was used. A standardised GAS approach provided a template to score the degree to which identified goals were achieved over the intervention for participants. Findings: Wilcoxon signed-rank tests were used due to data not meeting parametric assumptions regarding normal distribution. Except for the mindfulness module, all modules saw pre to post programme psychometric results in the desired direction, evidencing skills acquisition. Coping in crisis and managing feelings modules outcomes neared statistical significance, with the module of people skills demonstrating statistical significance (p < 0.05). Originality/value: Upon examination of the results, it appears as though the second edition pilot programme, displayed initially promising results. The clinical and statistical aspects of the programme are explored, in the hope that clinicians may consider the programme’s application and utility within various clinical contexts, in addition to gaining insight into the process of programme development and refinement. (Edited publisher abstract)
An evaluation of the effectiveness of a ‘Five Ways to Well-being’ group run with people with learning disabilities
- Authors:
- MAHONEY-DAVIES Gerwyn, et al
- Journal article citation:
- British Journal of Learning Disabilities, 45(1), 2017, pp.56-63.
- Publisher:
- Wiley
Background: The ‘Five Ways to Well-being’ document presents five ways in which people in the general population may be able to improve their well-being. This study evaluates the use of a ‘Five Ways to Well-being’ group in a population of people with learning disabilities. Materials and Methods: Twelve participants who attend a day support service engaged in a ten-week group programme based on the Five Ways to Well-being. Scores on the Rosenberg Self-Esteem Scale and Short Warwick-Edinburgh Mental Well-being Scale provided a baseline, and scores at the first, middle and final session were entered into repeated measures analysis of variance or nonparametric equivalents. Results: Scores suggest there was no difference between baseline and final session on either of these scales (P > 0.05). There was a significant difference between baseline and final session on a clinician-devised measure of well-being of the aims of the group (F(2,18) = 3.6, P = 0.049), and this effect is likely to be carried by an increase in the group's use of mindfulness skills. Qualitative feedback suggests that the group was useful and prompted changes in participants' well-being. Conclusions: Participants found the group useful, and scores suggest an increase in mindfulness practice, but there is no evidence that running a Five Ways to Well-being group with people with learning disabilities will improve their well-being. However, this was not a clinical group of people with mental health concerns, and conclusions cannot be made about the usefulness of the model in this population. (Publisher abstract)
Effect of the connecting people intervention on social capital: a pilot study
- Authors:
- WEBBER Martin, et al
- Journal article citation:
- Research on Social Work Practice, 29(5), 2019, pp.483-494.
- Publisher:
- Sage
Objective: This pilot study evaluated the effect of the Connecting People Intervention (CPI) on access to social capital, social inclusion, and mental well-being. Method: A prospective one-group pretest–posttest preexperimental study of 155 people with a mental health problem or a learning disability receiving care and support from health and social care practitioners trained in the CPI was used. Results: Participants exposed to practice with high fidelity to the CPI model had significantly higher access to social capital (p = .03, partial η2 = .05) and perceived social inclusion (p = .01, partial η2 = .07), and lower service costs (−£1,331, 95% confidence interval = [−£69, −£2593]), posttest than those exposed to low fidelity to the model. All participants had significantly higher mental well-being posttest (p < .001). Conclusions: These preliminary results suggest that when fully implemented, the CPI can improve social outcomes for people with a mental health problem or learning disability. (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.
Supporting people with intellectual disabilities in psychological therapies for depression: a qualitative analysis of supporters’ experiences
- Authors:
- SCOTT Katie, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 32(2), 2019, pp.323-335.
- Publisher:
- Wiley
Background: Clinicians recommend including carers or others in a supporting role in the therapy as an important adaptation of psychological therapies for people with intellectual disabilities. This nested qualitative study from a larger trial explored supporters’ experiences of supporting people with intellectual disabilities receiving behavioural activation or guided self‐help therapies for depression. Method: Twenty‐one purposively sampled supporters were interviewed. The semi‐structured interviews were subject to framework analysis, covering expectations of therapy, views of therapy sessions, relationships with therapist and participant, and perceived changes. Results: Supporters were positive about both therapies and reported both therapy‐specific and nonspecific therapeutic factors that had significant positive impacts on people's lives. Most supporters reported their involvement contributed to the interventions’ effectiveness, and helped establish closer relationships to the people they were supporting. Conclusions: The presence of supporters within psychological therapies for people with intellectual disabilities can be an effective adaptation to therapies for this population. (Edited publisher abstract)
Diagnostic information and adversity in childhood for offenders with learning disabilities referred to and accepted into forensic services
- Authors:
- LINDSAY William R, et al
- Journal article citation:
- Advances in Mental Health and Learning Disabilities, 3(4), December 2009, pp.19-24.
- Publisher:
- Emerald
This paper examines the relationship between diagnostic information and adversity in childhood to criminal careers and risk of recidivism. Notably ADHD and conduct disorder in childhood, schizophrenia, sexual abuse and physical abuse have been associated with criminal offence in adulthood. Studying large cohorts of offenders with learning disabilities, the authors undertook a case note review of 126 individuals referred to, but not accepted into forensic learning disability services and 197 individuals accepted for such services. Resulting reports on diagnostic information and experience of adversity in childhood are presented, which are broadly consistent with the mainstream literature of offending – ADHD and conduct disorder feature prominently in both groups, and autistic spectrum disorders were not particularly over-represented. For adversity in childhood, general socioeconomic deprivation also featured prominently in both groups, increasing significantly for those accepted into services. Sexual abuse and non-accidental injury were also present, representing between 13-20% for both groups. The paper outlines the methods and results of the study, concluding that it is important to deal with these aspects of offenders during assessment in order to provide appropriate psychotherapeutic services for those offenders.
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.
Effects of intellectual functioning on cognitive behavioural anger treatment for adults with learning disabilities in secure settings
- Authors:
- TAYLOR John, NOVACO Raymond W., JOHNSON Lucy
- Journal article citation:
- Advances in Mental Health and Learning Disabilities, 3(4), December 2009, pp.51-56.
- Publisher:
- Emerald
In both community and secure settings, anger has been shown to be associated with aggression and violence in adults with learning disabilities. Although evidence has shown that cognitive behavioural anger treatment can be effective in reducing the assessed levels of anger in these patients, it has been suggested that the effectiveness of these interventions is significantly affected by an individual’s verbal ability. This service evaluation study of 83 offenders with learning disabilities who received cognitive behavioural anger treatment, examines the pre-treatment, post-treatment and 12 month follow-up assessment in order to investigate whether participants responsiveness to a treatment was a function of measured verbal IQ. Overall, the results indicated that the effectiveness of anger treatment was not the result of higher verbal ability, as reflected in verbal IQ scores. The authors conclude that cognitive behavioural therapy for anger control problems can be effective for both men and women with moderate, mild and borderline levels of intellectual functioning and forensic histories, and that the positive outcomes are maintained, and even increase, at the 12 month follow-up.
Adults with learning disabilities and mental health needs: conceptual and service issues
- Author:
- GRAVESTOCK Shaun
- Journal article citation:
- Tizard Learning Disability Review, 4(2), April 1999, pp.6-13.
- Publisher:
- Emerald
This article introduces service changes impacting on adults with learning disabilities, defines the concepts of learning disability, needs and need assessments, dual diagnosis and mental health needs and considers their service implications. The findings from a national multi-professional survey of services for adults with learning disabilities and mental health needs are summarised and the difficulties of meeting the complex needs of these adults are demonstrated. Recent developments in clinical diagnostic assessment, needs assessment, care planning, outcome monitoring, staff training and service evaluation are discussed, including the possible advantages of the care programme approach (CPA). Recommendations are given for services for adults with learning disabilities and mental health needs and points for discussion with service users and carers are suggested.