This report has been written with care managers, senior service managers, commissioners of services and interested practitioners in mind. It aims to explore the issues of mental health needs as understood by young people themselves and their family carers. To present their views about the gaps in services, what they find helpful and what kinds of support they would like to be available highlight some new and exciting approaches to addressing the mental health needs of young people with learning disabilities and to recommend ways in which services and support can be improved for both young people with learning disabilities and their family carers.
This report has been written with care managers, senior service managers, commissioners of services and interested practitioners in mind. It aims to explore the issues of mental health needs as understood by young people themselves and their family carers. To present their views about the gaps in services, what they find helpful and what kinds of support they would like to be available highlight some new and exciting approaches to addressing the mental health needs of young people with learning disabilities and to recommend ways in which services and support can be improved for both young people with learning disabilities and their family carers.
Extended abstract:
Author
FOUNDATION FOR PEOPLE WITH LEARNING DISABILITIES
Title
Making us count: identifying and improving mental health support for young people with learning disabilities: a research report.
Publisher
Mental Health Foundation, 2005
Summary
This report has been written with care managers, senior service managers, commissioners of services and interested practitioners in mind. It aims to explore the issues of mental health needs as understood by young people themselves and their family carers, to present their views about the gaps in services, what they find helpful and what kinds of support they would like to be available, and highlight some new and exciting approaches to addressing the mental health needs of young people with learning disabilities and to recommend ways in which services and support can be improved for both young people with learning disabilities and their family carers.
Context
Approximately one-third of a million young people in the UK have learning disabilities. Of these, 40% are likely to develop a mental health problem. In 2001 the Foundation for People with Learning Disabilities convened an enquiry to explore a very neglected area: the mental health needs of young people with learning disabilities. The result was the Count Us In report (2002). The range of mental health problems experienced by such people is similar to the general population. However, they are far more likely to develop emotional difficulties such as depression and anxiety and these often go unrecognised and untreated. There are difficulties in accessing suitable college or work placements and leisure opportunities and maintaining friendships or relationships and these often triggered mental health problems. Young people also encountered difficulties in getting appropriate services. Pathways to referral for help and support were vague. There were often long time delays to access assessment and interventions; young people were shunted between mainstream and specialist services or did not ‘fit in' anywhere.
Contents
The present report offers some practical advice that practitioners and commissioners can take on board to improve the range of services available. A preface gives the background and is followed by an executive summary and an easy to read summary. Chapters then discuss involving young people and their families in research; towards better support; how young people with learning disabilities and their family carers understand anxiety and depression; supporting young people with learning disabilities and mental health needs from a minority ethnic community; improving emotional support for young people with learning disabilities; and the well-being project: identifying and meeting the needs of young people with profound and multiple learning disabilities and their carers. Conclusions and recommendations are followed by appendices describing a mapping exercise, policy in Scotland , and randomised controlled trials.
Conclusion
The conclusion that one in four young people with learning disabilities will experience mental health problems each year may even be an underestimate, so it is essential there is a range of approaches and services to respond. Opportunities for friendships, social and leisure activities, education and employment enhance self-esteem. They should be at the centre of planning. Language can be a difficulty. Problems are not recognised. Parents do not want children given another label. Recommendations are made on mental health education and promotion, person-centred approaches and transition, and identifying mental health problems and providing appropriate support.
63 references
Subject terms:
learning disabilities, mental health services, user views, vulnerable children, young people;
These guidelines have been written for parents and carers of young people with learning disabilities who want to know what help is available if their son or daughter develops an emotional health problem, and how they might go about getting that help.
These guidelines have been written for parents and carers of young people with learning disabilities who want to know what help is available if their son or daughter develops an emotional health problem, and how they might go about getting that help.
Subject terms:
learning disabilities, parents, young people, carers, emotions, health needs;
These guidance notes have been produced for people who want to run leadership or personal development workshops for young people with learning disabilities. The contents is based on the structure of workshops run by Foundation for People with Learning Disabilities. They aimed to give young people the skills and knowledge needed to shape their own lives, once they have left school or college. The key themes covered in the notes are: leadership; having a good life; person centred planning; and speaking up for myself; health; employment. It is recommended that the final part of the session is for participants to make their own person centred plans and think about what makes a good life. Each theme contains a brief overview of what was covered in the workshops run by the Foundation for People with Learning Disabilities.
These guidance notes have been produced for people who want to run leadership or personal development workshops for young people with learning disabilities. The contents is based on the structure of workshops run by Foundation for People with Learning Disabilities. They aimed to give young people the skills and knowledge needed to shape their own lives, once they have left school or college. The key themes covered in the notes are: leadership; having a good life; person centred planning; and speaking up for myself; health; employment. It is recommended that the final part of the session is for participants to make their own person centred plans and think about what makes a good life. Each theme contains a brief overview of what was covered in the workshops run by the Foundation for People with Learning Disabilities.
Subject terms:
learning disabilities, person-centred planning, training, service transitions, young people, advocacy, employment, health;
Revised guide summarising the learning to date from the Foundation for People with Learning Disabilities experience of adapting FRIENDS for Life programme to help children and young people with learning disabilities to manage their feelings better. The programme, often used in schools, teaches children and young people techniques to cope with anxiety and promotes well-being and social and emotional skills by using a cognitive behavioural therapy framework. The guide includes tips on getting started and organising sessions; activities used in the groups; advice on keeping momentum in the groups; example structures sessions; examples of three sensory stories; and useful resources. It is aimed at all professionals working with children and young people with learning disabilities and parents in education; health and mental health; parents and parenting groups; and the voluntary and community sector.
(Edited publisher abstract)
Revised guide summarising the learning to date from the Foundation for People with Learning Disabilities experience of adapting FRIENDS for Life programme to help children and young people with learning disabilities to manage their feelings better. The programme, often used in schools, teaches children and young people techniques to cope with anxiety and promotes well-being and social and emotional skills by using a cognitive behavioural therapy framework. The guide includes tips on getting started and organising sessions; activities used in the groups; advice on keeping momentum in the groups; example structures sessions; examples of three sensory stories; and useful resources. It is aimed at all professionals working with children and young people with learning disabilities and parents in education; health and mental health; parents and parenting groups; and the voluntary and community sector.
(Edited publisher abstract)
Subject terms:
learning disabilities, groupwork, severe learning disabilities, anxiety, social skills, emotions, wellbeing, resilience, training, intervention, children, young people;
The FRIENDS for Life programme was developed to teach children and young people techniques to cope with anxiety, promote wellbeing and social and emotional skills by using a cognitive behavioural therapy framework in school-based groups. Based on the authors experiences of trialling FRIENDS for Life and Fun FRIENDS activities with children and young people with severe learning disabilities, this guide provides advice on making the programme accessible for children and young people with learning disabilities. The guide is organised into sections on "What we did" and "What we learned" and covers the following areas: getting started, activities, evaluation, session examples and resources. It is aimed at all professionals working with children and young people with learning disabilities in education, health and the voluntary and community sector.
(Original abstract)
The FRIENDS for Life programme was developed to teach children and young people techniques to cope with anxiety, promote wellbeing and social and emotional skills by using a cognitive behavioural therapy framework in school-based groups. Based on the authors experiences of trialling FRIENDS for Life and Fun FRIENDS activities with children and young people with severe learning disabilities, this guide provides advice on making the programme accessible for children and young people with learning disabilities. The guide is organised into sections on "What we did" and "What we learned" and covers the following areas: getting started, activities, evaluation, session examples and resources. It is aimed at all professionals working with children and young people with learning disabilities in education, health and the voluntary and community sector.
(Original abstract)
Subject terms:
children, young people, learning disabilities, severe learning disabilities, anxiety, social skills, schools, wellbeing, resilience, intervention, training;
Young people with learning disabilities, like all young people, want to enjoy full, happy lives. Approaching adulthood, they, too, have to deal with their developing sexuality and relationships and make choices about education, employment or other daytime activities and perhaps where to live. However, they are at higher risk of developing mental health problems particularly at such times of stress and change. Emotional difficulties, such as anxiety and depression, and behavioural difficulties are particularly common. This report highlights good practice, but finds that the UK does not have a cohesive, multi-disciplinary service framework capable of delivering good mental health services to young people with learning difficulties.
Young people with learning disabilities, like all young people, want to enjoy full, happy lives. Approaching adulthood, they, too, have to deal with their developing sexuality and relationships and make choices about education, employment or other daytime activities and perhaps where to live. However, they are at higher risk of developing mental health problems particularly at such times of stress and change. Emotional difficulties, such as anxiety and depression, and behavioural difficulties are particularly common. This report highlights good practice, but finds that the UK does not have a cohesive, multi-disciplinary service framework capable of delivering good mental health services to young people with learning difficulties.
Subject terms:
interpersonal relationships, learning disabilities, life style, mental health problems, mental health services, sexuality, young people, adolescence, conduct disorders, depression, education, employment;