Search results for ‘Subject term:"learning disabilities"’ Sort:
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Review of interventions to enhance the health communication of people with intellectual disabilities: a communicative health literacy perspective
- Author:
- CHINN Deborah
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 30(2), 2017, pp.345-359.
- Publisher:
- Wiley
Background: Communicative health literacy is a term relating to the range of competencies and capabilities patients bring to the task of seeking information about their health and sharing it with others. This exchange can be problematic for people with intellectual disabilities. The aim of this review was to synthesize findings from interventions designed to improve health communication for people with intellectual disabilities. Materials and method: Available evidence was systematically reviewed, and findings from 14 articles were synthesized in a narrative review. Results and conclusions: Interventions addressed communicative aspects of health consultations, taking into account emotional factors and social context. Questions remain about how such interventions might impact on real-life health consultations and how issues of power might be resolved. (Publisher abstract)
Improving the quality of Positive Behavioural Support (PBS): the standards for training
- Author:
- PBS ACADEMY
- Publisher:
- PBS Academy
- Publication year:
- 2017
- Pagination:
- 17
These standards have been designed to guide practice and training in Positive Behavioural Support (PBS), an evidence based and ethical way of supporting people with learning disabilities who are at risk of behaviour that challenges. The standards will be relevant for those involved in the delivery, purchase, or commissioning of training. This includes external training providers, in-house training teams, and for the recipients of training. The standards cover seven areas: Training course development and content; Personnel delivering training; Resources and facilities; Delivery of training; Assessment; Evaluation; and Record keeping. (Edited publisher abstract)
Disability hate crime reporting
- Author:
- SMITH Lauren
- Publisher:
- IRISS
- Publication year:
- 2017
- Pagination:
- 19
- Place of publication:
- Glasgow
This literature review covers types of interventions that have been effective in increasing reporting of hate crimes motivated by perceptions of learning disabilities and mental health problems. It also looks at interventions that have been effective in supporting people through the process of reporting disability hate crimes and areas of potential areas of unmet need. It draws on academic literature, online resources and knowledge from key organisations, providing links to examples of good practice. The review identified a shortage of evidence around the efficacy of interventions designed with the explicit aim of increasing disability hate crime reporting. However, reports from several projects indicate several promising areas, which include: awareness raising; befriending links; third party reporting centres; safe places initiatives, support for reporting and disabled people's user-led organisations. The review also identifies gaps in the evidence to suggest potential areas for future interventions and research. (Edited publisher abstract)
Outcomes and experiences of an adapted Dialectic Behaviour Therapy skills training group for people with intellectual disabilities
- Authors:
- CROSSLAND Tom, HEWITT Olivia, WALDEN Sarah
- Journal article citation:
- British Journal of Learning Disabilities, 45(3), 2017, pp.208-216.
- Publisher:
- Wiley
Background: A growing body of evidence supports the use of Dialectic Behaviour Therapy with people with an intellectual disability. Various adaptation have been used in studies exploring the efficacy of this intervention. Method: A Dialectic Behaviour Therapy DBT skills training group was attended by people with an intellectual disability and their support staff. Standardised measures of psychological well-being, overall functioning and psychological distress were taken before and after the group and at 4 months follow-up. Qualitative interviews were conducted and analysed using thematic analysis. Results: Results suggested an improvement in all areas for three of the four participants, which were largely maintained at follow-up. Conclusions: This study adds to the growing literature supporting the use of DBT with people with an intellectual disability. The role of support workers in supporting generalisation of skills is considered. Ideas for improving the quality of future studies are considered. (Publisher abstract)
Working with persons with an intellectual disability: the transferential process between therapist and client and the systems they inhabit
- Authors:
- COTTER Padraig, HOLLWEY Sara, CARR Alan
- Journal article citation:
- Tizard Learning Disability Review, 22(3), 2017, pp.136-143.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to appraise “transference” and “countertransference” when working with people with intellectual disabilities (PWID). Design/methodology/approach: A review of the literature was conducted, followed by a discussion. Findings: No research articles were found. Potential reasons for this are discussed. Historical influence, complexity of the topic and resistance among professionals may be contributing factors. Despite this, these phenomena are important for several reasons. These include the high levels of trauma these clients experience; the manner in which they have been marginalised by mainstream society; the strong likelihood of PWID evoking difficult countertransference from therapists; and the myriad of coping mechanisms and defences that these clients may employ. Research limitations/implications: Research is needed to further current understanding of these issues. Practical implications: An awareness of these issues amongst practitioners and other key members of a PWID’s system is important. Originality/value: This is the first review and commentary on these issues. (Publisher abstract)
A systematic review of behavioral health interventions for sex offenders with intellectual disabilities
- Author:
- MAROTTA Phillip L.
- Journal article citation:
- Sexual Abuse a Journal of Research and Treatment, 29(2), 2017, pp.148-185.
- Publisher:
- Sage
This article reviews evaluation studies of programs designed to treat sex offenders with intellectual and developmental disabilities (IDD) published in peer-reviewed journals between 1994 and 2014. Eighteen treatment evaluation studies were identified from the United States, the United Kingdom, Australia, and New Zealand. Cognitive-behavioural treatments were the most commonly delivered treatment modality to sex offenders with IDD. Other less common treatments were dialectical behavioural therapy, problem solving therapy, mindfulness, and relapse prevention. No randomised controlled trials were identified. The most common designs were multiple case studies and pre- and post-treatment assessments with no control and repeated measures follow-up. Small sample sizes, no control groups, and wide variation in treatment length and follow-up time complicate the qualitative synthesis of study findings. Short follow-up times introduce the potential for bias in conclusions surrounding treatment efficacy for many of the studies reviewed in this analysis. The review concludes that overall quality of studies examining treatments for sex offenders with IDD is poor and requires further development before rendering firm conclusions about the effectiveness of interventions for this population. (Edited publisher abstract)
Towards employment: what research says about support-to-work in relation to psychiatric and intellectual disabilities
- Authors:
- LOVGREN Veronica, MARKSTROM Urban, SAUER Lennart
- Journal article citation:
- Journal of Social Work in Disability and Rehabilitation, 16(1), 2017, pp.14-37.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
This article presents an overview of research about support-to-work in relation to psychiatric and intellectual disabilities. The overview shows that support-to-work services are multifaceted, and that work can be seen as a tool for individual rehabilitation or as a set of goals to achieve. Providers are presented with specific components, which are characterised by systematic, targeted, and individualised interventions. The overview illustrates a need for long-term engagement and cooperation of and between welfare services and agents within the labour market to dissolve the Gordian knot that the transition from welfare interventions to employment seems to be. (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)
Improving the quality of Positive Behavioural Support (PBS): the standards for service providers and teams
- Author:
- PBS ACADEMY
- Publisher:
- PBS Academy
- Publication year:
- 2017
- Pagination:
- 39
- Edition:
- Beta version 1.1
These standards have been developed for service providers and teams using Positive Behavioural Support (PBS), an evidence based and ethical way of supporting people with learning disabilities who are at risk of behaviour that challenges. It provides standards and criteria covering five areas: the experience of the person, including children and young people, and those involved in their lives; Assessment; Intervention; Facilities, resources, and workforce; and Keeping all people safe using the least restrictive practice and maximising quality of life. The standards are relevant for all services irrespective of size or ownership and are designed for individual service settings, rather than whole service provider organisations. However, some standards do refer to the policies or practices of the larger service provider organisations within the context of supporting the individual service setting in its implementation of PBS. (Edited publisher abstract)
Service providers’ perceptions of and responses to bullying of individuals with disabilities
- Author:
- COOK Erin E.
- Journal article citation:
- Journal of Intellectual Disabilities, 21(4), 2017, pp.277-296.
- Publisher:
- Sage
- Place of publication:
- London
A sample of 124 service providers (e.g. mental health professionals, educators, administrators) completed a survey about bullying of individuals with disabilities and the use and perceived effectiveness of resources and strategies to address bullying. Providing support and performing an action in response to bullying were reported to be used more often and were perceived as more effective than education and minimising/ignoring. Service providers who reported that the individuals they worked with experienced cyberbullying more frequently were more likely to take action and use education. Those who attributed victimisation to social differences were more likely to provide support. (Publisher abstract)