Search results for ‘Subject term:"learning disabilities"’ Sort:
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Learning from the experts: a thematic analysis of parent's experiences of attending a therapeutic group for parents of children with learning disabilities and challenging behaviour
- Authors:
- THOMPSON-JANES Emily, et al
- Journal article citation:
- British Journal of Learning Disabilities, 44(2), 2016, pp.95-102.
- Publisher:
- Wiley
The Confident Parenting group is a therapeutic group for parents of children with learning disabilities and challenging behaviour, which is informed by the principles of behavioural theory and acceptance and commitment therapy. Parent's experiences of the group were elicited through participation in a large focus group which followed a semistructured interview format with questions and discussion guided by the lead researcher. This aimed to elicit information about parent's overall experiences of attending the group and its perceived effectiveness. Thematic analysis was used to draw themes from parent's rich narratives. Four main themes were identified: (i) parent's pre-group narratives, (ii) barriers and solutions, (iii) positive aspects of Confident Parenting and (iv) positive outcomes of Confident Parenting. The themes highlighted how beneficial parents found Confident Parenting as well as raised helpful ideas about how to engage families where there are practical and personal barriers to attending. (Publisher abstract)
New ways of seeing and being: evaluating an acceptance and mindfulness group for parents of young people with intellectual disabilities who display challenging behaviour
- Authors:
- REID Caroline, et al
- Journal article citation:
- Journal of Intellectual Disabilities, 20(1), 2016, pp.5-17.
- Publisher:
- Sage
- Place of publication:
- London
The current study presents findings from an acceptance and commitment therapy-based intervention for family carers of children who have an intellectual/developmental disability and display high levels of challenging behaviour. The parent well-being workshops consist of two workshops incorporating acceptance and mindfulness-based exercises and discussions. Semi-structured interviews were conducted with five family carers following attendance of the workshops. Participants found the workshops useful and reported that they were better able to cope with stress. They also described how they had incorporated mindfulness into their daily lives and how their practice had had positive effects on their own well-being and on those around them (e.g. their child). Implications of the findings are discussed with emphasis on how the workshops can be included within a positive behaviour support framework. Future directions include a more robust quantitative evaluation, inclusion of follow-up sessions and the application of the workshops with other client groups and in other delivery formats. (Publisher abstract)
Therapeutic intervention for children with learning disabilities affected by sexual abuse
- Authors:
- JESSIMAN Tricia, CARPENTER John, UNIVERSITY OF BRISTOL. School for Policy Studies
- Publisher:
- NSPCC
- Publication year:
- 2018
- Pagination:
- 62
- Place of publication:
- London
This report provides an evaluation of 'Letting the Future In' for children with learning disabilities (LTFI-LD), a therapeutic intervention developed by the NSPCC to support children and young people with learning disabilities who have been sexually abused. It also summarises the findings of a scoping review of the literature on the effects of sexual abuse on children with learning disabilities and the effectiveness of existing therapeutic approaches. LTFI-LD, is based on a service which supports children who have experienced sexual abuse, but places a greater emphasis on creative therapies, such as artwork, drama, sandplay and therapeutic play to help children express their feelings. The evaluation used interviews and feedback questionnaires to explore the views of NSPCC practitioners; children and young people; and ‘safe’ parents and carers. The results of interviews with carers (and one child), NSPCC practitioners, and quantitative feedback received from 13 cases, found that all stakeholders felt that LTFI-LD benefits both children with learning difficulties and their carers. Positive impacts reported by carers and practitioners included that children had improved mood, increased confidence, and that there was a reduction in the frequency and type of challenging behaviours. There was less agreement over whether the intervention had been successful in supporting children with learning difficulties to avoid further abuse. (Edited publisher abstract)
A solution-focused approach to mental health intervention in school settings
- Authors:
- GINGERICH Wallace J., WABEKE Todd
- Journal article citation:
- Children and Schools, 23(1), January 2001, pp.33-47.
- Publisher:
- Oxford University Press
This article describes the use of solution-focused brief therapy (SFBT) for working with children who present with mental health problems in the school setting. SFBT eschews a pathology-based model of mental health, focusing instead on the client's strengths and desire to change. The article describes the techniques and application of SFBT and discusses the prevalence of child mental health problems. Emphasis throughout is placed on empirical support for the effectiveness of SFBT.
Group treatment for dually diagnosed adolescents: an empowerment-based approach
- Authors:
- LEE Mo-Yee, GAUCHER Richard
- Journal article citation:
- Social Work with Groups, 23(2), 2000, pp.55-78.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
The study evaluates an empowerment-based group treatment programme for mild or moderate developmentally handicapped adolescents between the ages of 12 and 18 who have a diagnosis of behavioural or psychiatric disorder. The framework was built around the concept of social competency, mastery and empowerment. Findings of the study indicated significant improvements in the social skills of dually diagnosed adolescents based on members' and parents' evaluations. In addition, staff's rating of parental participation was significantly associated with parents' evaluation of positive outcomes in their children. Implications of the study for treatment and research of dually diagnosed adolescents are discussed.
Multiple family groups: an alternative for reducing disruptive behavioral difficulties of urban children
- Authors:
- MCKAY Mary M., et al
- Journal article citation:
- Research on Social Work Practice, 9(5), September 1999, pp.593-607.
- Publisher:
- Sage
Presents an evaluation of a multiple family group (MFG) intervention designed to meet the mental health needs of low-income minority children and families. Comparisons were made with children who received MFG and those receiving individual or family therapy services. Follow up interviews revealed that seventy percent of MFG parents noted child improvements, in comparison to fifty four percent of parents whose children received individual family therapy.
A cognitive-behavioural intervention to address inappropriate masturbation in a boy with mild learning disabilities
- Authors:
- WITHERS Paul S., GASKELL Sarah L.
- Journal article citation:
- British Journal of Learning Disabilities, 26(2), 1998, pp.58-61.
- Publisher:
- Wiley
A minimally aversive cognitive-behavioural intervention was found to eliminate the inappropriate masturbation of an 11-year old boy with mild learning disabilities. Intervention strategies included discussion and education surrounding appropriate masturbatory behaviour, imagery and distraction techniques and positive reinforcement via parental involvement. Improvements were maintained at one-month and 12-month follow-ups. The discussion focuses on a number of ethical issues raised by this intervention.