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Dialectical behaviour therapy for special populations: treatment with adolescents and their caregivers
- Authors:
- CHARLTON Margaret, DYKSTRA Eric J.
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 5(5), 2011, pp.6-14.
- Publisher:
- Emerald
The authors begin by discussing the adaptations that need to be made to dialectical behaviour therapy (DBT) when working with populations who have both intellectual disabilities and mental illnesses. They go on to report the preliminary findings of a pilot study conducted with adolescent clients in a day treatment program in Colorado. This was designed to determine the effectiveness of dialectical behaviour therapy for special populations (DBT-SP). The study, which involved 19 students, used all three components of DBT, in addition to the normal milieu management techniques. Clients received DBT-SP focused individual therapy, skills training groups using the DBT-SP skills training manual, and the whole treatment team staff participated in a DBT-SP supervision/consultation group. Data were collected through observations of client behaviour by staff, client outcome when leaving the program, and daily diary card information. The authors note that, as this was a pilot study, there are many limitations to the data. However they conclude that thus far, the data are suggestive, but not conclusive, regarding the effectiveness of DBT-SP.
Does every disabled child matter?: Hannah's story
- Authors:
- DERBYSHIRE Hannah, RUNSWICK-COLE Katherine, GOODLEY Dan
- Journal article citation:
- Learning Disability Today, July 2011, pp.30-32.
- Publisher:
- Pavilion
- Place of publication:
- Hove
This article reviews the findings of an ESRC-funded research project, Does every child matter, post-Blair? which ran from September 2008 to April 2009. The article critically reviews the policy context of the Every Child Matters outcomes, outlines the research methodology used in the study and reports on one individual case, that of 15-year old Hannah who is credited as a co-author of this article. Hannah's story shows what a young person with a learning disability can achieve, given the right supports.
Vulnerability to depression in adolescents with intellectual disabilities
- Authors:
- KIDDLE Hannah, DAGNAN Dave
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 5(1), January 2011, pp.3-8.
- Publisher:
- Emerald
This paper provides a selective review of developmental risk factors relating to depression in typically developing adolescents and considers how the life experiences and the social context of adolescents with intellectual disability may increase their sensitivity to identified risk factors for depression. A number of factors are highlighted as important in the development of mental health problems including attachment, child temperament and parenting behaviour, and a number of risk factors specific to depression, including genetic vulnerability, parental depression, negative life events and peer relations. Many of these experiences are particularly prevalent in the lives of young people with intellectual disabilities. These include experience of the social stigma attached to intellectual disability, increased exposure to negative life-events, social and emotion recognition deficits, and increased rates of parental stress and associated depression. These life experiences and consequent increased susceptibility to risk factors may help explain the higher rate of depression in adolescents with intellectual disability. The authors suggest that a consideration of developmental factors and their interaction with the person’s social environment may offer a possible framework for prevention and early intervention with adolescents with intellectual disabilities.
‘Our Journey Through Time’: an oral history project carried out by young people with learning disabilities
- Authors:
- BENTLEY Sarah, et al
- Journal article citation:
- British Journal of Learning Disabilities, 39(4), December 2011, pp.302-305.
- Publisher:
- Wiley
This article describes an oral history project to find out about long-stay hospitals in their local area carried out by a group of young people with learning disabilities. It details how they went about the project and made a film, funded by the Heritage Lottery Fund, and what they learnt through doing it. The article, written by five young people with learning disabilities, explores the history of hospitals for people with learning disabilities in their area. It shows how, 30 years ago, people with learning disabilities would be placed in long-stay hospitals, and, prior to that, in workhouses. The article presents the views of the authors as to the conditions that were present compared to now. They suggest that “It was very different to our lives; we have more choice, more freedom and more opportunities”. Overall, the project taught them how to ask questions, to listen, to record information and to produce a film.
Using personal construct theory to explore self-image with adolescents with learning disabilities
- Authors:
- THOMAS Samantha, et al
- Journal article citation:
- British Journal of Learning Disabilities, 39(3), September 2011, pp.225-232.
- Publisher:
- Wiley
It is often difficult for young people with learning disabilities to express themselves to their teachers and carers in how they see themselves and what is important to them. This idea of self is often central to their psychological well-being. However, in the UK, there is little research conducted which examines self-image with young people with learning disabilities. Previous studies have demonstrated the effective use of personal construct theory with children and adults with learning disabilities and this paper suggests that personal construct elicitation methods can be used to help young people with learning disabilities communicate and share their self-constructs. Four personal construct elicitation methods, including drawings, were used successfully to support students to discuss constructs of self, suggesting that personal construct theory can be used to guide an exploration of self-image with adolescents with learning disabilities. The students in this study construed their self-image hierarchically using psychological constructs over nine different dimensions of self. Overall, participants found the questions and drawings helped them to share ideas about themselves with other people.
Loving each other safely
- Authors:
- HOLLINS Shelia, BAILEY Helen, UPTON Jason
- Publisher:
- RCPsych Publications
- Publication year:
- 2011
- Pagination:
- 66p.
- Place of publication:
- London
One of the Books Beyond Words series, this book aims to help young men with learning disabilities understand their own sexuality, choose what to do in a steady relationship and know how to stay healthy. The book has advice on safer sex and a list of resources and places to go for help. It uses pictures to tell the story of Ed as he gets a girlfriend and the of advice he needs they grow closer and decide they want to have sex.
Transition – a priority?
- Author:
- RICHARDS Zoe
- Journal article citation:
- Llais, 100, Autumn 2011, pp.38-40.
- Publisher:
- Learning Disability Wales
Disabled young person conferences often talk about the importance of transitions for young people, yet many disabled people have not heard of the term. The Welsh government has made transition a priority to tackle issues faced by young disabled people, and this article examines the progress made over the last ten years. It examines why young disabled people are still not in meaningful employment, and questions why they have little choice about the things they will do when they become an adult. The article explores several new projects that are being set up to help provide young people with the positive outcomes they require as adults, and how local authorities can work to coordinate services to better serve the needs of this group.
Citizenship in further education: next steps in personalised transition: a discussion paper in association with ibk iniatives and Maddocks Associates
- Authors:
- MURRAY Pippa, SHEPHERD Jane
- Publisher:
- Centre for Welfare Reform
- Publication year:
- 2011
- Pagination:
- 12p.
- Place of publication:
- Sheffield
This discussion paper outlines the need for, and the possibility of, significant progress in personalising support in further education for young disabled people. Currently, many young people with profound and multiple learning disabilities are not provided opportunities to extend their learning, but instead are offered day centre provision or out of area residential placements. Residential colleges and care homes cost a great deal, seldom have a positive impact on people’s lives, and rarely lead to improved outcomes. This proposal supports the development of local further education in order that young people with profound and multiple learning disabilities going to Further Education colleges are helped to create meaningful and fulfilling lives. It argues that a personalised response creates a greater chance of disabled adults remaining within their communities as opposed to going into residential care homes. In addition, a personalised package is likely to offer significant cost savings over residential care.
Mental health needs of children and young people with learning disabilities
- Authors:
- RAGHAVAN Raghu, BERNARD Sarah H., McCARTHY Jane
- Publisher:
- Pavilion
- Publication year:
- 2011
- Place of publication:
- Brighton
Research has demonstrated that the co-occurrence of a mental health disorder is highly prevalent in children and young people with a learning disability. The overlap of challenging behaviour and mental health disorders along with the lack of understanding of the nature and manifestation of mental health disorders in this population produces a difficult and complex picture in terms of detection, diagnosis and therapeutic services. This book explores the issues around care of this group of service users, focusing on developing evidence based practice. The authors believe that through the consolidation of the evidence for assessment, intervention, service provision and safeguarding issues, professionals will be able to provide high quality personalised care for children and young people with learning disabilities who also have mental health needs. Topics covered include: epidemiology and aetiology; assessment; specific conditions; nursing perspectives and care planning; psychological interventions; pharmacological interventions; transition and social networks; ethnicity and diversity; service models; safeguarding children; and the Mental Health Act, capacity and consent. The handbook is primarily aimed at health and social care professionals and intended to provide them with a sound knowledge base for shaping and enhancing their practice along with the skills and confidence to improve the outcomes for these young people.
Communication and consultation with children and young people with learning disabilities: Bridges Resource Centre
- Author:
- OFSTED
- Publisher:
- OFSTED
- Publication year:
- 2011
- Pagination:
- 3p.
- Place of publication:
- Manchester
A description of good practice from the Bridges Resource Centre, a respite care centre near Wokingham, which demonstrates flexible and effective approaches in relation to communicating and consulting with children and young people with learning disabilities and a complex mixture of communication difficulties. A recent extension of the centre prompted the consultation to ensure the children and young people were able to have their say.