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Clinical psychology and people with intellectual disabilities
- Authors:
- EMERSON Eric, et al
- Publisher:
- Wiley-Blackwell
- Publication year:
- 2012
- Pagination:
- 408p.
- Place of publication:
- Chichester
- Edition:
- 2nd ed
The editors’ aim when compiling this book was to provide a resource that will support the training of clinical psychologists and other professionals in their work with people with intellectual disabilities. It is pitched to cover the “middle ground” between a "how to" manual and an academic review of the literature. In depth coverage is provided on all aspects of clinical practice, from key basic concepts and assessment to evidence–based intervention techniques. The book is in three main sections: the first sets the scene looking at issues that underpin services for people with intellectual disabilities. The second part addresses a wide range of clinical issues, while the third focuses more specifically on issues related to clinical practice with specific client groups such as people with challenging behaviour, older people and parents with learning disabilities themselves. All chapters in this new edition have been fully updated with the latest evidence. New chapters cover working professionally, working with people with autism and addressing aspects of the wider social context within which people with learning disabilities live.
Challenging behaviour: analysis and intervention in people with learning difficulties
- Author:
- EMERSON Eric
- Publisher:
- Cambridge University Press
- Publication year:
- 1995
- Pagination:
- 243p.,tables,bibliog.
- Place of publication:
- Cambridge
Presents an overview of current practice in behavioural approaches to the understanding, assessment and treatment of challenging behaviour by people with learning difficulties. Discusses criticisms of these approaches, and draws attention to recent developments which have implications for future practice. Also covers social contexts and epidemiology, neurobiological models and psychopharmacological approaches to intervention.
The relationship between life events and psychopathology amongst children with intellectual disabilities
- Authors:
- HATTON Chris, EMERSON Eric
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 17(1), June 2004, pp.109-117.
- Publisher:
- Wiley
Research has established a clear relationship between life events and psychopathology amongst children generally, but this relationship has not been investigated in children with intellectual disabilities. A secondary analysis of data collected by the 1999 ONS survey of the Mental Health of Children and Adolescents in Great Britain, investigating associations between adverse life events and psychopathology amongst 264 children with intellectual disabilities and 10 040 children without intellectual disabilities. Children with intellectual disabilities were more likely to experience a greater number and range of adverse life events than children without intellectual disabilities, a difference partly accounted for by family poverty. For children with and without intellectual disabilities, there were robust associations between several life events and child psychiatric disorders, most strongly emotional disorder. There also appeared to be a cumulative effect of life events on the psychopathology of children with intellectual disabilities. Adverse life events play an important role in the psychopathology of children with intellectual disabilities and require further research attention. Policy interventions to reduce family poverty may have an indirect effect upon child psychopathology.
Challenging behaviour: analysis and interventions in people with severe intellectual disabilities
- Author:
- EMERSON Eric
- Publisher:
- Cambridge University Press
- Publication year:
- 2001
- Pagination:
- 224p.,bibliog.
- Place of publication:
- Cambridge
- Edition:
- 2nd
Presents an overview of current practice in behavioural approaches to the understanding, assessment and treatment of challenging behaviour by people with learning difficulties. Discusses criticisms of these approaches, and draws attention to recent developments which have implications for future practice. Also covers social contexts and epidemiology, neurobiological models and psychopharmacological approaches to intervention.