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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)
Adapted DBT programme for individuals with intellectual disabilities and problems managing emotions: staff awareness training
- Authors:
- ASHWORTH Sarah, MOONEY Paul, TULLY Ruth J.
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 10(3), 2016, pp.185-198.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to present the development and evaluation of an original training package for staff members on an awareness of an adapted Dialectical Behaviour Therapy programme, the “I Can Feel Good” programme (Ingamells and Morrissey, 2014) designed for individuals with intellectual disabilities (ID) and problems managing emotions. The quality and effectiveness of the training was assessed and is reported in this paper. Design/methodology/approach: The training was delivered for staff working with individuals with ID in a UK medium-secure psychiatric hospital and was attended by nursing staff. The workshop consisted of six modules: “Introduction to the programme”, “Mindfulness”, “Managing feelings”, “Coping in Crisis”, “People skills” and “Application and summary”. Level of self-reported knowledge, confidence and motivation regarding seven aspects of the training was measured by an evaluation questionnaire completed pre and post training. Findings: The results of this study showed that following the training there was a significant increase in self-reported knowledge, confidence and motivation regarding the seven aspects of the training. When perceptions of staff behaviours are observed, although in the right direction, this change was found not to be significant. Originality/value: This study highlights the potential for staff training to increase awareness of newly adapted therapeutic programmes for individuals with ID. The staff training may increase their ability and willingness to facilitate the running of such programmes and ability to support learning transfer in group members. (Publisher abstract)
Therapeutic environment of secure units: a feasibility study of the interactions between people working and accessing a secure unit for people with learning disabilities
- Author:
- TURNER J.M.
- Journal article citation:
- Journal of Learning Disabilities for Nursing Health and Social Care, 2(3), September 1998, pp.150-162.
Discusses the results a feasibility study which aimed to develop a reliable and valid measure to assess the types of therapeutic interactions between people working and accessing a secure unit for people with a learning disability.
Exploring maintaining gains following therapy during the coronavirus pandemic with adults with an intellectual disability
- Authors:
- PURRINGTON Jack, NYE Arthur, BEAIL Nigel
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 15(6), 2021, pp.253-268.
- Publisher:
- Emerald
Purpose: The novel coronavirus and associated mitigation efforts have caused significant increases in stress for adults with intellectual disabilities. Such increases in life stress predict an increased risk of relapse following psychological therapy. This contributes to the high global disease burden of common mental health difficulties. Therefore, this paper aims to explore service user experiences of maintaining gains following therapy within the context of the Covid-19 pandemic. Design/methodology/approach: A mixed-methods evaluation was completed in a psychology service based in the North of England which specialises in supporting adults with intellectual disabilities. Descriptive statistics and effect size calculations were used to examine therapeutic outcomes pre-therapy, post-therapy, and at follow-up. These findings informed a framework analysis of eight semi-structured interviews. Findings: Overall, outcome results improved post-therapy and regressed at follow-up. The framework analysis revealed facilitators to maintenance include a recollection of specific aspects of therapy and the regular utilisation of strategies and resources. Conversely, barriers to maintenance include a recollection focussed on personal outcome, a reliance on social support and an inability to remember therapy. Originality/value: This is the only study to the authors’ knowledge examining service user experiences of maintaining gains following therapy within the context of Covid-19. It is hoped that these findings will inform further research and be useful for services in preparing service users for discharge as the Covid-19 pandemic continues and moves towards the post-pandemic phase. (Edited publisher abstract)
Therapeutic intervention for children with learning disabilities affected by sexual abuse
- Authors:
- JESSIMAN Tricia, CARPENTER John, UNIVERSITY OF BRISTOL. School for Policy Studies
- Publisher:
- NSPCC
- Publication year:
- 2018
- Pagination:
- 62
- Place of publication:
- London
This report provides an evaluation of 'Letting the Future In' for children with learning disabilities (LTFI-LD), a therapeutic intervention developed by the NSPCC to support children and young people with learning disabilities who have been sexually abused. It also summarises the findings of a scoping review of the literature on the effects of sexual abuse on children with learning disabilities and the effectiveness of existing therapeutic approaches. LTFI-LD, is based on a service which supports children who have experienced sexual abuse, but places a greater emphasis on creative therapies, such as artwork, drama, sandplay and therapeutic play to help children express their feelings. The evaluation used interviews and feedback questionnaires to explore the views of NSPCC practitioners; children and young people; and ‘safe’ parents and carers. The results of interviews with carers (and one child), NSPCC practitioners, and quantitative feedback received from 13 cases, found that all stakeholders felt that LTFI-LD benefits both children with learning difficulties and their carers. Positive impacts reported by carers and practitioners included that children had improved mood, increased confidence, and that there was a reduction in the frequency and type of challenging behaviours. There was less agreement over whether the intervention had been successful in supporting children with learning difficulties to avoid further abuse. (Edited publisher abstract)
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)
Sixteen years of the Brooklands Thinking Skills Offender Programme
- Authors:
- HICKMAN Gareth, et al
- Journal article citation:
- Journal of Intellectual Disabilities and Offending Behaviour, 8(3), 2017, pp.132-143.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to report on the Brooklands Thinking Skills Offender Programme (BTSOP), a social problem-solving skills group programme developed and provided to people with intellectual disabilities (IDs) detained in conditions of medium and low security. The programme has been running and evolving since 2001 and has undergone consistent development over this time. Within the past five years, there have been significant developments of the Secure Service Treatment Pathway and the current paper describes the integration of the BTSOP within this new pathway model. Design/methodology/approach: The programme was evaluated over five years using self-report psychometric measures related to treatment targets. Evaluation data in relation to attrition rates, discharges, transfers, treatment engagement and recidivism are also provided from a 16-year period. The updated treatment pathway and a description of the programme are provided. Findings: Results showed statistically significant improvements in Rational Problem Solving, increased internal locus of control and decreased external locus of control. Reflection on the limitations and challenges to outcome assessment in this area is offered. Originality/value: This paper builds on the existing evidence base of interventions focused on developing social problem-solving skills in offenders and presents evidence of the effectiveness of such programmes with offenders with IDs. (Publisher abstract)
Outcome of psychoanalysis, psychoanalytic and psychodynamic psychotherapy with people with intellectual disabilities: a review
- Author:
- BEAIL Nigel
- Journal article citation:
- Changes an International Journal of Psychology and Psychotherapy, 13(3), 1995, pp.186-191.
There is a small but growing literature in the area of psychotherapy with people with intellectual disabilities. This literature does not reflect an equivalent growth in psychotherapy practice and tends to focus on process rather than outcome. Article suggests that further outcome research is necessary to help avoid a continuation of the psychotherapeutic neglect of people with intellectual disabilities.
Group psychotherapy in the treatment of disturbed, mentally handicapped adolescents
- Authors:
- HAMES A., WHIBLEY S.
- Journal article citation:
- Journal of Social Work Practice, 4(1), November 1989, pp.31-38.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
For residents of a short term residential treatment unit for adolescents with mild mental handicap.
The effectiveness of painting therapy program for the treatment of externalizing behaviors in children with intellectual disability
- Authors:
- BEH‐PAJOOH Ahmad, ABDOLLAHI Abbas, HOSSEINIAN Simin
- Journal article citation:
- Vulnerable Children and Youth Studies, 13(3), 2018, pp.221-227.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Externalizing behaviours are prevalent among children with intellectual disability (ID). This study was conducted to identify the effectiveness of painting therapy program in alleviating the externalizing behaviours of male children with ID. In a randomized clinical trial, 60 children with ID were separated into intervention group and control group. The intervention group received the painting therapy program (12 weeks; two sessions per week), while the control group did not receive any program. The questionnaires were completed by their parents in order to evaluate the externalizing behaviours of children at the beginning and at the end of the painting therapy program. A two-way repeated-measure Analysis of Variance showed that the mean levels of externalizing behaviours in the intervention group decreased after the painting therapy program. In addition, the analysis showed that the mean levels of externalizing behaviours between the intervention group and the control group were significantly different. The findings revealed that painting therapy program could alleviate the externalizing behaviours of children with ID. (Edited publisher abstract)