Search results for ‘Subject term:"learning disabilities"’ Sort:
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Life Skills Group: increasing foundation knowledge and motivation in offenders with a learning disability
- Authors:
- PATTERSON Christy, THOMAS Cathy
- Journal article citation:
- Journal of Intellectual Disabilities and Offending Behaviour, 5(1), 2014, pp.4-13.
- Publisher:
- Emerald
Purpose: Offenders with a learning disability present with greater clinical need than those without a learning disability. However, for this client group, access to and engagement with psychological and criminogenic interventions are often limited. The purpose of this paper is to discuss a potentially useful approach to this issue. Design/methodology/approach: A single case study design was used to evaluate an introductory group programme, delivered over 12 weekly sessions, in a forensic learning disability service. Semi-structured interviews were used alongside psychometric measures, which were completed prior to, and following completion of, the group, in order to assess the individual's experience of the group, their emotional understanding and difficulties, and readiness to change. Findings: Readiness to change and emotional understanding improved following completion of the programme. Self-reported emotional difficulties showed improvement, although not all staff reports corroborated this. Notably, the service user reported a positive experience, with increased confidence and motivation to attend further groups. Research limitations/implications: Generalisation from the results of single case studies is limited. Although results suggest that motivation to engage further has increased, more research is required to assess whether this impacts on actual ability to engage. Practical implications: Offering an introductory programme prior to further, more criminogenically focused intervention may be more effective than offering these interventions as the first stage of treatment. Originality/value: An introductory group programme may be potentially helpful in providing the foundation knowledge, confidence and motivation necessary to attend further intervention focusing on criminogenic need for offenders with a learning disability. (Publisher abstract)
Assessment of intellectually disabled sexual offenders: the current position
- Authors:
- KEELING Jenny A., BEECH Anthony R., ROSE John L.
- Journal article citation:
- Aggression and Violent Behavior, 12(2), March 2007, pp.229-242.
- Publisher:
- Elsevier
Treatment relies on appropriate assessment, guided by the ‘What Works’ approach. As such, the assessment of sexual offenders with intellectual disabilities has three primary purposes: addressing the risk, needs, and responsivity principles. The aim of this paper is to examine different assessment methods for this population. Existing risk assessment protocols are discussed, as well as specific dynamic risk assessment tools for sexual offenders with an intellectual disability. The paper also investigates use of existing, adapted and new psychological tests to assess treatment needs. Assessment of responsivity specific to this population is discussed in terms of intellectual and adaptive functioning, as well as comprehension. Suggestions are made for moving towards a comprehensive assessment strategy for this population.
Meaningful choices: consent to treatment in general health care settings for people with learning disabilities
- Author:
- HART S.L.
- Journal article citation:
- Journal of Learning Disabilities for Nursing Health and Social Care, 3(1), March 1999, pp.20-26.
Reports on a small scale qualitative research project that explores the experiences of learning disabled people receiving care and treatment in general hospital settings. Using grounded theory to analyse the data, the question of consent to treatment emerged as an area of significantly varying practice. Evidence suggests that consent is primarily being sought as a legal requirement, and rarely as a strategy for ensuring people with learning difficulties understand the nature of their forthcoming treatment. Argues for the introduction of practices that respect the wishes of people with learning disabilities, and are enabling, at the same time ensuring that action is taken, where necessary, in the best interest of others. Recommendations include the need for additional training for general hospital staff and, where possible, the involvement of learning disability nurses in preparing people for planned admissions.
The characteristics and treatment needs of fire setters with intellectual disability: descriptive data and comparisons between offence type
- Authors:
- CURTIS Ashlee, et al
- Journal article citation:
- Journal of Intellectual Disabilities and Offending Behaviour, 10(4), 2019, pp.82-88.
- Publisher:
- Emerald
Purpose: Fire setters who have an intellectual disability (ID) are often identified as posing a particular danger to the community although relatively little is known about their characteristics, treatment and support needs. The paper aims to discuss this issue. Design/methodology/approach: This study describes the characteristics of 134 residents of low, medium and high security ID facilities in the UK who have either an index offence of arson, a violent index offence or a sexual index offence. Findings: Index arson offenders who had an ID had multiple prior convictions, a history of violent offending and a high likelihood of having a comorbid mental disorder. There were many shared characteristics across the three groups. Practical implications: The current study suggests that offenders who have ID who set fires have treatment needs that are similar to those of violent and sex offenders. It follows that fire setters who have an ID may also benefit from participating in more established offending behaviour treatment programs, such as cognitive behaviour therapy programs, developed for other types of offender. Originality/value: This study is one of the few which has investigated the characteristics and treatment needs of persons who have an ID who set fires. In particular, it is one of the first to compare the characteristics and treatment needs for persons with ID who set fires, to those who have committed violent and sexual offences. (Edited publisher abstract)
Intellectual disability and mental health: is psychology prepared?
- Authors:
- RAZZA Nancy J., et al
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 8(6), 2014, pp.381-389.
- Publisher:
- Emerald
Purpose: The purpose of this paper is threefold: to document the relationship between intellectual disability (ID) and psychopathology; to raise awareness of the ongoing lag in professional training for psychologists in the area of mental health treatment for people with intellectual disabilities; and, to provide recommendations for advancing professional education and, ultimately, adequate mental health treatment availability for people with intellectual disabilities. Design/methodology/approach: The paper reviews the literature on prevalence of mental health problems in people with intellectual disabilities. At the same time, the paper reviews the training of psychologists relative to the burgeoning growth in awareness of the mental health needs of people with intellectual disabilities. Findings: The paper concludes that ID is a significant risk factor for psychopathology. In addition, the paper concludes that the education of psychologists regarding the mental health needs of people with intellectual disabilities is insufficient. The authors document the need for incorporating research and treatment advances related to intellectual disabilities and mental health into to the professional training of psychologists. The paper also describe the potential this training holds for improving both the lives of people with intellectual disabilities and the overall competence of psychologists. Practical implications: This paper provides a literature-based rationale for the need to include education in the mental health needs of people with intellectual disabilities into the general training of mental health professionals. In addition, it provides specific recommendations for how such training can be incorporated into graduate psychology programmes. (Edited publisher abstract)
Developing a framework for the identification of criminogenic needs in offenders with intellectual disability and personality disorder: the Treatment Need Matrix
- Author:
- TAYLOR Jon
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 8(1), 2014, pp.43-50.
- Publisher:
- Emerald
Purpose: The criminogenic needs and psychological vulnerabilities of offenders with intellectual disability (ID) has only recently received attention within the academic literature. The purpose of this paper is to provide an overview of an approach to identifying such needs in order to inform treatment planning and service delivery. Design/methodology/approach: The paper describes the methods employed to identify relevant psychological variables for this population, provides an overview of the framework and describes the practices employed to establish the relevance of a range of criminogenic needs. Findings: A range of psychological variables derived from a systematic literature review are presented in the context of an assessment framework. Research limitations/implications: The Treatment Need Matrix (TNM) is currently an experimental framework for identifying the needs of offenders with ID (and personality disorder (PD)). Further research is needed to establish the reliability and validity of the tool. Practical implications: The TNM offers clinicians a practical methodology for determining the significance of a range of psychological variables cited in the literature as relevant treatment targets for offenders with IDs. Originality/value: The specific criminogenic needs of offenders with ID (and PD) has received little attention within the academic and research communities. This paper offers a novel approach to the identification. (Publisher abstract)
Dual diagnosis among incarcerated populations: exception or rule?
- Authors:
- SCOTT Charles L., LEWIS Catherine F., MCDERMOTT Barbara E.
- Journal article citation:
- Journal of Dual Diagnosis, 3(1), 2006, pp.33-58.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Over 2 million individuals were incarcerated in jails and prisons in the United States in 2004. Multiple studies indicate that the prevalence of mental illness and substance use disorders is substantially higher in correctional environments when compared with rates in the community. The objective of this paper is to provide information on the prevalence of dual diagnosis among those incarcerated and the importance of assessing comorbidity for determining treatment needs of inmates. For the purposes of this article, the definition of dual diagnosis includes mental disorders and coexisting substance use disorders, mental disorders and coexisting developmental disabilities, and developmental disabilities and coexisting substance abuse disorders. An extensive electronic literature search was conducted through PubMed, Medline, Department of Justice, and the National Commission on Correctional Health Care. Studies examining the prevalence of mental illness and substance use in jails and prisons, female inmates, and inmates with developmental disabilities were reviewed. The literature reviewed indicated a high comorbidity of mental illness and substance use disorders in incarcerated individuals. Providers should be aware of issues regarding dual diagnosis in special populations among those incarcerated to include female offenders and offenders with developmental disabilities. (Copies of this article are available from: Haworth Document Delivery Centre, Haworth Press Inc., 10 Alice Street, Binghamton, NY 13904-1580).
Presentation, assessment and treatment of depression in a young women with learning disability and autism
- Authors:
- LONG Karen, WOOD Harry, HOLMES Nan
- Journal article citation:
- British Journal of Learning Disabilities, 28(3), September 2000, pp.102-108.
- Publisher:
- Wiley
The association between autism and affective disorders in adults with learning disability (LD) is reviewed, alongside a discussion of some of the problems identified with the accurate differential diagnosis of depression in individuals with more severe impairment. This case study describes the presentation, differential diagnosis and treatment of a young women with a severe LD, autism and depression. Behavioural factors which were felt to reflect this individual's depressive disorder, but which are not usually associated with the diagnosis of depression, are highlighted. Further work on the development and refinement of a reliable method of assessing depression in individuals with LD and autism is discussed.
Meeting the needs of people with learning disabilities and mental health problems: a review
- Author:
- COYLE Dave
- Journal article citation:
- Mental Health and Learning Disabilities Care, 3(12), August 2000, pp.408-411.
- Publisher:
- Pavilion
People with learning disabilities are vulnerable to the same mental health problems as the general population. However, mental health services are often reluctant to accept them, while learning disability services tend to lack the skills and resources needed to meet their additional mental health needs. Inadequacy of diagnostic and assessment processes too may hamper the provision of appropriate treatment. Reviews the needs and service provision for this neglected and challenging group, and the role of the learning disability nurse.
Gender, race and sexual behaviour: issues in service responses to HIV/AIDS
- Author:
- SENKER Jonathan
- Journal article citation:
- British Journal of Learning Disabilities, 25(2), 1997, pp.58-63.
- Publisher:
- Wiley
The number of people with learning disabilities who are HIV positive is not known. This article argues that notions of HIV as an 'equal opportunity virus' are misleading and potentially damaging. Instead, responses need to be rooted in an accurate assessment of the needs and power of service users, together with an understanding of the relationships between race, gender, sexuality and HIV/AIDS. These issues are examined to inform how services should respond in relation to HIV transmission, health promotion initiatives, diagnosis, treatment and support for people with learning disabilities living with HIV/AIDS.