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Menstrual problems experienced by women with learning disabilities
- Authors:
- RODGERS Jackie, LIPSCOMBE Jo, SANTER Miriam
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 19(4), December 2006, pp.364-373.
- Publisher:
- Wiley
Menstruation appears to be problematic for women with learning disabilities, yet there has been little quantitative research on their experiences, or comparisons with other groups of women. This paper considers the nature and extent of menstrual problems experienced by women with learning disabilities. The data reported here come from a cross-sectional postal questionnaire survey conducted with carers of 452 women in the United Kingdom, aged 14–55 years, who had learning disabilities. Women with learning disabilities appear to be as likely to experience menstrual problems as other women. However, such problems may be experienced differently and more negatively and may not always be recognized appropriately. More attention needs to be given to menstrual problems experienced by women with learning disabilities, both in research and in practice. It is particularly important that women with learning disabilities be supported to play a central role in recognizing and defining the problems they experience.
Interaction of cognitive distortions and cognitive deficits in the formulation and treatment of obsessive-compulsive behaviours in a woman with an intellectual disability
- Authors:
- WILLNER Paul, GOODEY Rebecca
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 19(1), March 2006, pp.67-73.
- Publisher:
- Wiley
This case study describes the formulation and cognitive-behavioural treatment (CBT) of obsessive- compulsive thoughts and behaviours in a woman with an intellectual disability. The report aimed to distinguish the cognitive deficits that reflect her disability from the cognitive distortions integral to her obsessive–compulsive disorder. The case study presents one account of the cognitive–behavioural interventions aimed at correcting the cognitive distortions, and a separate account of the modifications necessary to compensate for specific cognitive deficits, which include impairments not only of 'cognitive therapy skills', but also of aspects of memory and executive functioning skills. The authors suggest that this analysis may provide a rational approach to the problem of simplifying CBT to meet the needs of people with intellectually disabilities, by identifying more clearly the specific adaptations that are needed by a particular individual. The assessment of cognitive deficits that might impact on CBT, and some implications of this approach for research and training are also discussed.