Search results for ‘Subject term:"learning disabilities"’ Sort:
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Service user views of long-term individual psychodynamic psychotherapy
- Authors:
- MERRIMAN Charlotte, BEAIL Nigel
- Journal article citation:
- Advances in Mental Health and Learning Disabilities, 3(2), June 2009, pp.42-47.
- Publisher:
- Emerald
Long-term psychodynamic psychotherapy is a costly service to provide, but many clinicians believe it is of benefit for people who have learning disabilities and psychological problems. There is also now some evidence for its effectiveness. However, the views of recipients is unknown. In this study, recipients of more than two years of psychodynamic psychotherapy were interviewed about their experiences and views. Themes emerged about the referral process, the experience and the outcome. Areas of strength were identified, as well as areas for improvement. The findings concur with previous findings on group therapy and help inform current and future provision of long-term psychodynamic psychotherapy.
Making recovery meaningful for people with intellectual disabilities
- Authors:
- TRUSTAM Emma, CHAPMAN Philippa, SHANAHAN Paul
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 35(1), 2022, pp.252-260.
- Publisher:
- Wiley
Background: A recovery approach within mental health services has gained momentum. Its meaning for adults with intellectual disabilities recovering from mental health disorders is less understood. Peoples' experiences of recovery were explored to help inform recovery-focused recommendations for clinical practise. Method: A qualitative design using interpretative phenomenological analysis was applied. Nine interviews with people with intellectual disabilities who had experienced mental health disorders were conducted. Results: Two themes that emerged focusing on entry to service and the recovery experience. Subthemes for entry to service included unfair treatment, valuing information and managing expectations. The recovery experience subthemes were therapeutic alliance, self-management, emotional development, autonomy, connectedness, positive identity and a belief in recovery. Conclusions: Hearing peoples' experiences directly allowed the current themes to emerge in the context of living with lifelong disabilities. This article adds to the sparse literature and highlights considerations for recovery-based interventions for people with intellectual disabilities. (Edited publisher abstract)
Feeling down and understanding depression
- Authors:
- CRONIN Peter, PEYTON Liam, CHAPLIN Eddie
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 11(1), 2017, pp.2-7.
- Publisher:
- Emerald
This paper offers the view of two people with learning disabilities lived experience of depression. The paper also offers and insight into some of the strategies they use to manage and encourage positive mental health. (Edited publisher abstract)
The subjective experience of adults with intellectual disabilities who have mental health problems within community settings
- Authors:
- ROBINSON Laura, et al
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 10(2), 2016, pp.106-115.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to gain a greater understanding of how individuals with mild intellectual disabilities living in the community understand their psychotic symptoms and experiences. Design/methodology/approach: Five participants with intellectual disabilities and psychotic symptoms living in the community were interviewed. The interview schedule explored key areas: understanding and experiences of having an intellectual disability and a psychotic disorder, and of services provided. The data were analysed using Interpretative Phenomenological Analysis. Findings: The analysis elicited three main themes: self-concept: “How I understand and see myself”, incorporates what participants understood about their labels, their experiences, and how these labels fitted in with their self-concept; Impact: “How having mental health problems and learning difficulties affect my life”, encompasses communication barriers, lack of control, and stigma and vulnerability. The third main theme was coping: “How I cope with my mental health and learning difficulties”. Research limitations/implications: The findings suggest that the participants, rather than identifying with specific psychiatric labels perceive themselves as having individual and specific needs. The analysis highlights areas that can be developed to help with coping; ensuring people are respected and heard, empowerment through the development of positive social roles, and psycho-education. These results are a step towards developing understanding of this group of service users. (Edited publisher abstract)
Improving mental health services for people with intellectual disabilities: service users' views
- Authors:
- O'BRIEN Alex, ROSE John
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 4(4), December 2010, pp.40-47.
- Publisher:
- Emerald
It is widely considered that people with intellectual disabilities are more likely to experience mental health problems than people in the general population. The aim of this study was to seek the opinions of people with an intellectual disability who have additional mental health needs about the mental health services they receive. A semi-structured focus group methodology was used to ask the 8 participants about all aspects of the mental health services they receive, including inpatient facilities, professional contact, the support received in residential or supported living settings, and day opportunities. Four key themes were generated from the findings: views about being in hospital: good vs crap; ‘it hurt me when…’: responses of other to their difficulties; meaningful activity and employment; and needing help and support vs control. Overall, it was found that the participants valued staff who listened to them and actively tried to help with their difficulties. They also wanted choice and control over their lives, particularly with regard to meaningful day activities.
It's our mental health!
- Authors:
- TUESDAY GROUP, BEAT THE BLUES GROUP
- Journal article citation:
- Advances in Mental Health and Learning Disabilities, 3(2), June 2009, pp.40-41.
- Publisher:
- Emerald
Two mental health groups for people with learning disabilities, 'Beat the Blues' and 'The Tuesday Group', describe their work. The groups provide key points about what staff should be good at and what staff should know.
The experience of detention under the Mental Health Act (1983)
- Authors:
- McNALLY Carolyn, BEAIL Nigel, KELLETT Stephen
- Journal article citation:
- Advances in Mental Health and Learning Disabilities, 1(4), December 2007, pp.47-53.
- Publisher:
- Emerald
This study explored the experiences of detention under the Mental Health Act (1983) of people with learning disabilities. Seven semi-structured one-to-one interviews were analysed using interpretative phenomenological analysis. Participants had mild learning disabilities and had been detained under the Mental Health Act in England for compulsory assessment and treatment within a two-year period prior to the study. A number of valuable insights emerged, including: the impact of perceived lack of control over self, experiences of vulnerability/powerlessness/victimisation (both prior to and following detention), participant's sense of care versus punishment; the development of 'role' within the mental health system and attribution of blame.
Narrating personal experience of living with learning disabilities and mental health issues in institutional and community settings: a case study
- Authors:
- SUTTON Paul, GATES Bob
- Journal article citation:
- British Journal of Learning Disabilities, 48(4), 2020, pp.323-331.
- Publisher:
- Wiley
Background: Historically, the emotional lives and mental health needs of adults with learning disabilities received scant attention, especially when the policy of institutionalisation was at its zenith in the UK. Materials and Methods: This case study employed biographical narrative interviews based on a psychosocial approach. The main sources of data production were two loosely structured, audio‐taped, interviews with a man with learning disabilities. This approach uses free association to elicit an individual's stories about his lived experiences. Additional information was acquired from consultations with key care staff and clinical records maintained by the man's service provider. Results: Data revealed insights into the biography of this man who had a diagnosed mental health disorder. These data recall his personal journey through the care system which took place during an important historical period encompassing both long‐term institutionalisation in segregated settings, and the subsequent implementation of the policy of community care in the UK. He recalls positive and negative experiences while residing in a long‐stay hospital, and the related thoughts and feelings about his life in a community setting in more recent years. Conclusion: This case study contributes to an increasing body of studies that perceive the use of in‐depth interviewing of individuals with learning disabilities as having high ecological validity in the development of authentic knowledge, not readily available through other methods used in the co‐production of data. (Edited publisher abstract)
Lived experience of restraint, seclusion and segregation (RSS): stories and recommendations for safer care
- Authors:
- ADVONET, CHANGE
- Publishers:
- Advonet, Change
- Publication year:
- 2020
- Pagination:
- 23
- Place of publication:
- Leeds
This report aims to put the authentic voices of people with lived experience of restraint, seclusion and segregation (RSS) in care settings at the heart of the conversation about safe and effective care. Participant spoke of being afraid, scared, angry, upset when experiencing RSS; they felt that staff in healthcare settings lacked empathy and were not person-centred; and that there was a lack of adequate staffing in care settings. They saw the impact that poor resourcing, lack of training, and unsupportive cultures had on the staff who were at the frontline of their care. Some participants had positive experiences of RSS. They were clear that this was when it was used as part of a person-centred de-escalation strategy, with compassion, and as a last resort where safety was a concern. However, participants also provided very many examples of bad practice in implementing restraint, seclusion and segregation. People spoke of many experiences where they were physically, psychologically and emotionally harmed. People with lived experience expect: robust, personalised and appropriate training for care staff; accountability and action, at all levels, including funding commitments from the government for better, community-led care models; a stronger role for advocacy, including peer and family advocacy, and a more co-operative and involving culture within care providers. Most of our participants voiced the view that restraint, seclusion and segregation should be stopped, and people should be cared for in their own communities with appropriate support. (Edited publisher abstract)
Include me in: user involvement in research and evaluation
- Authors:
- GRAYSON Tim, et al
- Journal article citation:
- Mental Health and Social Inclusion, 17(1), 2013, pp.35-42.
- Publisher:
- Emerald
This paper examined the experiences of a group of eight user and carer researchers from learning disability and mental health services who worked together in a research project. The research explored the changes that took place as over 300 people moved from hostel accommodation into independent tenancies. These moves were part of a three year project involving a partnership between a local authority and a housing association. The paper discusses some of the challenges in doing this kind of evaluation study, as well as the opportunities that came from involving users and carers in the research. This includes how the researchers got involved and some of the activities they did. The ways in which people were trained and supported to take part and stay involved are outlined as well as how the group feel that they have learnt new skills and increased their confidence. The authors concluded that the paper adds the voices of the co-researchers to the literature and provides “lessons learned” for other researchers in this area.