Search results for ‘Subject term:"learning disabilities"’ Sort:
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An open trial of psychodynamic psychotherapy for people with mild-moderate intellectual disabilities with waiting list and follow up control
- Authors:
- SKELLY Allan, McGEEHAN Caoimhe, USHER Robert
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 12(5-6), 2018, pp.153-162.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to examine the outcome of psychodynamic psychotherapy for people with intellectual disabilities (ID), which has a limited but supportive evidence base. Design/methodology/approach: The study is a systematic open trial of flexible-length psychodynamic therapy offered in an urban community to 30 people with mild and moderate ID, presenting with significant emotional distress on the Psychological Therapies Outcome Scale for people with intellectual disabilities (PTOS-ID). Allocation to therapy was made according to an established stepped care approach according to need, and the mean number of sessions was 22.03 (range 7–47). Treatment fidelity was checked via notes review and cases excluded from analysis where there were other significant psychological interventions. Findings: On both self-report (PTOS-ID) and independent ratings (Health of the Nation Outcome Scales-Learning Disability (HoNOS-LD)) recipients of therapy: did not improve while waiting for therapy; improved significantly during therapy, with large pre–post effect sizes; and retained improvements at six-month follow-up. Research limitations/implications: While it is important to conduct further controlled trials, the findings provide support for previous studies. High rates of abuse and neglect were found in the sample, suggesting that more trauma-informed and relational approaches should be explored for this client group. Originality/value: No other study of this size has been completed which used dedicated standardised outcome measures, with this therapy type, with both waiting list and follow-up control and with account of model fidelity. (Publisher abstract)
Improving access to psychological therapies for people with intellectual disabilities – role of a reference group in achieving change
- Authors:
- DODD Karen, et al
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 11(5/6), 2017, pp.173-186.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to explore the importance of equal access to Improving Access to Psychological Therapies (IAPT) for people with intellectual disabilities. Design/methodology/approach: The paper identifies barriers to access and shows how a reference group can work to solve the barriers and increase access. Findings: The paper evaluates the authors’ progress to date and how the authors plan to continue to take the work forward. Practical implications: The paper highlights some of the factors responsible for the authors’ success and gives information that will be helpful to other areas who are interested in facilitating equal access. Originality/value: The paper demonstrates how the focus of a reference group can drive improvements across services to improve access for people with intellectual disabilities to IAPT services. (Publisher abstract)
Learning from the experts: a thematic analysis of parent's experiences of attending a therapeutic group for parents of children with learning disabilities and challenging behaviour
- Authors:
- THOMPSON-JANES Emily, et al
- Journal article citation:
- British Journal of Learning Disabilities, 44(2), 2016, pp.95-102.
- Publisher:
- Wiley
The Confident Parenting group is a therapeutic group for parents of children with learning disabilities and challenging behaviour, which is informed by the principles of behavioural theory and acceptance and commitment therapy. Parent's experiences of the group were elicited through participation in a large focus group which followed a semistructured interview format with questions and discussion guided by the lead researcher. This aimed to elicit information about parent's overall experiences of attending the group and its perceived effectiveness. Thematic analysis was used to draw themes from parent's rich narratives. Four main themes were identified: (i) parent's pre-group narratives, (ii) barriers and solutions, (iii) positive aspects of Confident Parenting and (iv) positive outcomes of Confident Parenting. The themes highlighted how beneficial parents found Confident Parenting as well as raised helpful ideas about how to engage families where there are practical and personal barriers to attending. (Publisher abstract)
Systemic empathy with adults affected by intellectual disabilities and their families
- Authors:
- WEBB-PEPLOE Hilly, FREDMAN Glenda
- Journal article citation:
- Journal of Family Therapy, 37(2), 2015, pp.228-245.
- Publisher:
- Wiley
This article explores how therapists might bring forth and value the voice of the person with intellectual disabilities alongside the voice of their family and carers so that all those present can feel understood and appreciated. The authors offer a description of systemic empathy as the ability to connect with one person while maintaining the possibility of connecting with other individuals in the system and at the same time tuning in to those people's connections with each other. Examples from practice are shared that challenge the ability to work empathically when there are several people in the same room holding different or opposing perspectives and who evoke different emotional reactions in practitioners. Principles and practices are offered through which they have been able to make empathy systemic with examples from their work with adults with intellectual disabilities and their families. These include empathising through curiosity and irreverence, co-creating meanings with more than one person, double listening with ears, eyes and bodies, preparing our own emotional postures, taking the perspectives of others and creating reflecting processes. (Edited publisher abstract)
LIFT psychology primary care group for people with intellectual disabilities: can IAPT adapt?
- Authors:
- KIRK Jo, et al
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 8(1), 2014, pp.51-62.
- Publisher:
- Emerald
Purpose: There is a move to make primary care models of mental health care more accessible to people with intellectual disabilities (IAPT, 2009) but little evidence of their ability of services to make the necessary reasonable adjustments or their effectiveness (Dodd et al., 2011). The purpose of this paper is to describe a pilot project to evaluate an anxiety management group co-facilitated by Least Intervention First Time (LIFT) Psychology and Community Team for People with Learning Disabilities (CTPLD) services. Design/methodology/approach: Five people attended a nine-week anxiety management group, adapted from a course offered by LIFT services. The Glasgow Anxiety Scale (GAS-ID) and a skills and knowledge assessment were completed pre-group, post-group and follow-up to evaluate outcome and consider the ability of LIFT to make reasonable adjustments to deliver effective services for people with intellectual disabilities. Findings:Participants showed no significant reduction in anxiety levels but improvements in their skills and knowledge. An evaluation of the adjustments to make the group accessible for people with intellectual disabilities identified that some were feasible if offering the group on a long-term basis, and others were not. The viability of future groups is considered. Originality/value: The paper looks at the viability of making reasonable adjustments to psychoeducational groups within Improving Access to Psychological Therapies services to better meet the needs of people with intellectual disabilities, an area of limited research. It raises dilemmas and considerations for the future development of such services. (Publisher abstract)
CREATE: summary of outcomes and benefits of an innovative therapeutic conservation programme
- Authors:
- SOUTHERN Hazel, et al
- Journal article citation:
- Journal of Care Services Management, 3(2), January 2009, pp.176-188.
- Publisher:
- Taylor and Francis
This paper describes the process by which Castlebeck - which provides specialist services with learning disabilities - began to look at ways of incorporating corporate social responsibility into the business in a meaningful way. The aim of the project CREATE was to provided the opportunity to create a new form of active community-based therapy for patients/residents, and improve staff satisfaction and engagement. Outcomes measures demonstrate a number of significant positive findings: a) statistically significant improvements in service users' self-esteem, social networks, physical health and skill development; b) staff involved have had reduced levels of sickness, increased levels of job satisfaction, increased skill development and improved attitudes; c) the local community has benefited from increased site visitor numbers, more positive community attitudes towards learning disabilities and increased biodiversity environmentally; d) positive awareness of Castlebeck has been increased locally and with key stakeholders.
Forio: a Swiss treatment program for young sex offenders with intellectual disabilities
- Authors:
- HOLLOMOTZ Andrea, SCHMITZ Seraina Caviezel
- Journal article citation:
- Journal of Intellectual Disabilities and Offending Behaviour, 9(3), 2018, pp.117-127.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to provide a description of a Swiss outpatient group therapy for adolescent and young men with intellectual disabilities who have sexually offended. Design/methodology/approach: The findings from two studies that examined the treatment independently from one another are brought together. These combine the qualitative methods of document analysis of programme tools, overt participant observations of treatment sessions and semi-structured interviews with programme designers. Findings: At the heart of Forio treatment is a seven-step programme that aims to enable participants to increase their risk management capacities and foster pro-social behaviours. Responsivity issues are a key consideration, and the use of a traffic light system to distinguish acceptable, borderline and unacceptable behaviours provides a central reference point throughout treatment and beyond. Treatment relies on individuals practising newly learned pro-social behaviours in their daily life. To facilitate this, risks are managed, and support is provided via close networking between therapists and the supervision and social care network. Practical implications: This paper offers detailed descriptions of the programme setting, structure and tools, which will allow international readers to adapt the techniques discussed to suit their specific treatment context. Particularly, the close networking between treatment providers and those managing risks in the community is commendable. Originality/value: The Forio programme has not previously been described in English language papers. Even though it arises from the same evidence base as the internationally more widely known programmes, this paper offers unique insights into ways in which known concepts have been adapted to suit local circumstances. (Publisher abstract)
The adaptation of a Solution Focused Brief Therapy domestic violence perpetrator programme: a case study with a client with a learning disability
- Authors:
- BANTING Rosemary, BUTLER Catherine, SWIFT Charlotte
- Journal article citation:
- Journal of Family Therapy, 40(4), 2018, pp.489-502.
- Publisher:
- Wiley
Re‐offending rates of perpetrators of domestic violence are high (Hester et al., 2006) and there is a need for perpetrator programmes to reduce victimization. There is no clear evidence for the effectiveness of existing programmes (Bowen, Gilchrist and Beech, 2005; Herman, Rotunda, Williamson and Vodanovich, 2016; Smedslund et al., 2011). A new perpetrator programme based on Solution Focused Brief Therapy has been developed (Bowen, 2013), and whilst in its infancy it has received positive feedback from services and clients (International Innovation, 2016). Solution Focused Brief Therapy has been found to be effective in the reduction of aggression and criminal behaviours (Gingerich and Peterson, 2013), and has been effectively used with people with a learning disability (Smith, 2005). This case study will explore the effectiveness of the new perpetrator programme with someone with a learning disability on their attitudes towards domestic violence and abuse as well as self‐esteem. Practitioner points: (a) Solution Focused Therapy for domestic violence has been found to successfully change the behaviour and improve the self‐esteem of a man with a learning disability; (b) Where children are at risk of harm, longer‐term interventions remain the recommended therapy; (3) The mainstream model for treatment was adapted by using visual aids and role play to work with someone with learning disabilities and these were found to be useful by the client. (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)
Resetting the balance: from despair to self-determination
- Authors:
- HALL Ian, CROSSLEY Brenda, MERCER Mark
- Journal article citation:
- Journal of Intellectual Disabilities and Offending Behaviour, 4(3/4), 2013, pp.70-76.
- Publisher:
- Emerald
Purpose: A case study approach to highlight the use of cognitive neurological rehabilitation in the therapeutic management of two service users who have a diagnosis of learning disability and who have exhibited the extremes of aggressive and challenging behaviour. The purpose of this paper is to explore the remarkable progress made by two service users for whom services seemed to be at a loss as to how to meet all but there basic needs. Their journeys from hopelessness to optimism and recovery are both attributable to the cognitive neurological rehabilitation model and how staff and service users worked together to gradually regain control. Design/methodology/approach: A case study approach highlighting the value of training, team working and a therapeutic model and the impact this has made on service users who, in the past, where labelled as highly disruptive and potentially untreatable. Findings: That the cognitive neurological approach is effective in managing service users who have certain cognitive deficits in a structured and supportive way that allows positive progress towards recovery. Practical implications – A very practical intervention that can be taught and supported. An intervention that appears to achieve excellent clinical results. Originality/value – Very original and effective approach to care and treatment of service users with diagnosis of learning disability living in conditions requiring security. (Publisher abstract)