Search results for ‘Subject term:"learning disabilities"’ Sort:
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Developmental psychiatry - insights from learning disability
- Author:
- HOLLINS Sheila
- Journal article citation:
- British Journal of Psychiatry, 177, September 2000, pp.201-206.
- Publisher:
- Cambridge University Press
This article aimed to review the speciality of the psychiatry of learning disability and how it is currently practised in the UK. Clinical, service, research and educational issues in learning disability psychiatry are reviewed and illustrated. Key issues which emerge in all four areas include the importance of communication skills, consultation with users and carers, professional education and partnership. The psychiatry of leaning disability is a complex, varied and stimulating branch of psychiatry with a strong developmental focus.
Psychotherapy, learning disabilities and trauma: new perspectives
- Authors:
- HOLLINS Sheila, SINASON Valerie
- Journal article citation:
- British Journal of Psychiatry, 176, January 2000, pp.32-36.
- Publisher:
- Cambridge University Press
Psychological therapies are rarely used in people with learning disabilities. Learning disability is often given as an exclusion criterion. This paper describes recent advances in understanding and practice within the learning disability field which have not received wider recognition within mainstream psychotherapy and psychiatry. The availability of different psychotherapeutic approaches is discussed.
Commentary: primary health care and health gain for people with a learning disability
- Author:
- HOLLINS Sheila
- Journal article citation:
- Tizard Learning Disability Review, 3(4), October 1998, pp.15-18.
- Publisher:
- Emerald
Comments on the article by Kerr on pages 6-14. Focuses in more detail on the situation in England following the White Paper, 'The New NHS - Modern and dependable' and the Green Paper, 'Our Healthier Nation.' Also compares the skills available in the UK with those in other parts of Europe, and questions whether new training and qualifications are needed to ensure equity and effectiveness for people with learning difficulties.