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Mental health services for people with intellectual disability in the United Kingdom
- Authors:
- PERERA Bhathika, COURTENAY Ken
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 12(3-4), 2018, pp.91-98.
- Publisher:
- Emerald
Purpose: Services for people with intellectual disabilities in the UK have evolved over the years from hospital-based care to more community provision. There are multiple reasons for these changes, however, often it was due to changes in social policy or following a scandal in provision. The paper aims to discuss these issues. Design/methodology/approach: Providing services to meet the health and social care needs of people with intellectual disabilities is well-established in the four countries of the UK with support from legislation. There are often specialist mental health and social care teams. Dedicated professionals work with people with intellectual disabilities who experience mental health problems with a focus on support in the community. A range of services for children and adults and for offenders exist across the UK that often vary in composition and structure. Findings: The challenges in providing mental health services for children and adults with intellectual disabilities in the future include recruitment and training of the workforce with the remit of enhancing community support and reduced in-patient care. Practical implications: This paper helps the reader to understand how ID mental health services are organised in the UK. Originality/value: This paper gives a summary of the ID mental health services in the UK. Even though there are various papers looking at different aspects of mental health services for people with ID in the UK, this paper brings all that information together to help reader get a better understanding of the mental health services for people with ID. (Publisher abstract)
Staff training in the mental health needs of people with learning disabilities in the UK
- Authors:
- WOODWARD Peter, HALLS Sarah
- Journal article citation:
- Advances in Mental Health and Learning Disabilities, 3(2), June 2009, pp.15-19.
- Publisher:
- Emerald
This paper gives a general overview of some of the factors involved in the training and knowledge of learning disabilities staff relating to mental health. Early indications from research have shown that training may be effective as a way of addressing these problems, but further research and clear guidance on best practice in implementing staff training are needed in this important area.
Speak for yourself
- Author:
- HOPKINS Graham.
- Journal article citation:
- Community Care, 24.11.05, 2005, pp.40-41.
- Publisher:
- Reed Business Information
Keynote speakers at conferences on disability issues tend not to be disabled. The author reports on a consultancy service in Hampshire, All Inclusive, which is to be owned and managed by people with disabilities and will provide keynote speakers for conferences, disability awareness training and access audits.
Adapted DBT programme for individuals with intellectual disabilities and problems managing emotions: staff awareness training
- Authors:
- ASHWORTH Sarah, MOONEY Paul, TULLY Ruth J.
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 10(3), 2016, pp.185-198.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to present the development and evaluation of an original training package for staff members on an awareness of an adapted Dialectical Behaviour Therapy programme, the “I Can Feel Good” programme (Ingamells and Morrissey, 2014) designed for individuals with intellectual disabilities (ID) and problems managing emotions. The quality and effectiveness of the training was assessed and is reported in this paper. Design/methodology/approach: The training was delivered for staff working with individuals with ID in a UK medium-secure psychiatric hospital and was attended by nursing staff. The workshop consisted of six modules: “Introduction to the programme”, “Mindfulness”, “Managing feelings”, “Coping in Crisis”, “People skills” and “Application and summary”. Level of self-reported knowledge, confidence and motivation regarding seven aspects of the training was measured by an evaluation questionnaire completed pre and post training. Findings: The results of this study showed that following the training there was a significant increase in self-reported knowledge, confidence and motivation regarding the seven aspects of the training. When perceptions of staff behaviours are observed, although in the right direction, this change was found not to be significant. Originality/value: This study highlights the potential for staff training to increase awareness of newly adapted therapeutic programmes for individuals with ID. The staff training may increase their ability and willingness to facilitate the running of such programmes and ability to support learning transfer in group members. (Publisher abstract)
Staff training on formulation and fire-setting in people with intellectual disabilities
- Authors:
- TOSTEVIN Amy, SHAIKH Abdul
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 9(6), 2015, pp.371-380.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to present the development and evaluation of an original training package for staff members on fire-setting in people with intellectual disabilities. It also included training on functional analysis as a model of formulating the fire-setting behaviour. The quality and effectiveness of the training was assessed and is reported in this paper. Design/methodology/approach: The training was delivered on a ward for people with intellectual disabilities in a UK NHS Trust Low Secure Hospital and was attended by various members of the multidisciplinary team for the ward. The workshop consisted of four modules: theoretical background of fire-setting, the functional analysis model of fire-setting formulation, offence-paralleling behaviours in secure settings and a case study practice. Level of self-reported understanding of the various aspects of the training was measured by an evaluation questionnaire completed pre and post training. Findings: The results of this study showed that following the training there was a significant increase in self-reported understanding of staff members. The participants reported an increase in understanding of fire-setting, functional analysis and formulation of individuals with an intellectual disability and history of fire-setting. Originality/value: This study highlights the potential for staff training to increase awareness of fire-setting behaviours by people with intellectual disabilities. The staff training in formulation would encourage their involvement in development of team formulations and may subsequently increase their understanding of such individuals. (Publisher abstract)
Identifying training needs for mainstream healthcare professionals, to prepare them for working with individuals with intellectual disabilities: a systematic review
- Authors:
- HEMM Cahley, DAGNA Dave, MEYER Thomas D.
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 28(2), 2015, pp.98-110.
- Publisher:
- Wiley
Background: Research suggests there is a high prevalence of physical and mental ill health among individuals with intellectual disabilities and that staff working in mainstream healthcare services lack knowledge, skills and positive attitudes in supporting this client group. This review aimed to locate, extract themes from and evaluate the current literature that had assessed the training needs of mainstream health professionals within this area. Methods: This review utilised a mixed-methods approach, with systematic elements used to locate and evaluate the literature (n = 13) and a narrative approach used to explore patterns and themes identified. The search was completed across four databases. Results: Three main themes of perceived training need were identified across a range of professional groups: general communication, knowledge/information and profession-specific needs. Conclusions: This review highlights the existing themes of training needs as identified by mainstream healthcare staff. It would appear that it may be possible to produce a core training package, suitable across professions with elements that are profession specific and therefore tailored accordingly. Limitations of the literature are explored within this review, as are recommendations for the directions of future research. (Edited publisher abstract)
Adapting to trauma: disengagement as a holding strategy
- Authors:
- BARTON David, WARD Kath, RODDAM Hazel
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 8(5), 2014, pp.338-347.
- Publisher:
- Emerald
Purpose: This paper draws upon a range of material to improve the understanding of disengagement with everyday life, by some individuals who have learning disabilities and mental health difficulties. Illustrative incidents from historical clinical cases are utilised, to consider whether this reframing may enhance the interpretation of presenting behaviours. Design/methodology/approach: Key recurring themes within transpersonal literature were reviewed, relevant to adults with behaviour indicating a degree of disengagement from everyday life. These were grouped into Physical Realm, Psychosocial Realm and Realm of Being. Illustrative examples of behaviour are reviewed and re-interpreted within this framework. Findings: These examples generated plausible interpretations for the presenting behaviours within this framework of the Three Realms. These interpretations support a fresh understanding of the quality of the individual's inner experience. This paper suggests a potential framework to consider the way in which some individuals may experience a different quality of consciousness than the usual. Practical implications: Use of the Three Realms for behaviour interpretation should result into a more empathetic and client-centred approach that could reduce the need for aversive approaches, lessening risk for the client and any employing organisation. The identification of behaviours that signal participation in the Realm of Being could be defined and evaluated with the potential to be used to inform the nature and content of the support provided. (Edited publisher abstract)
Candle: CAMHS and new directions in learning disability and ethnicity: a resource for frontline staff, their supervisors/managers and trainers
- Authors:
- FORSTER Kathryn, GRUNDY David
- Publisher:
- Association for Real Change
- Publication year:
- 2008
- Pagination:
- 117p., bibliog.
- Place of publication:
- Chesterfield
Developed from a Department of Health funded project, this practical manual provides information and guidance to support staff working with people with learning disabilities who have mental health problem. It has sections covering the key areas of mental health, learning disability, ethnicity and transition. It can be used as a training resource, a discussion tool in meetings/supervision and also refers to other organisations. Handouts, case studies and exercises are included as appendices. The manual also comes with an accompanying CD.
Using a simulation exercise to develop staff competence in a specialist inpatient service
- Authors:
- HARDY Steve, CHAPLIN Eddie
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 4(4), December 2010, pp.35-39.
- Publisher:
- Emerald
This case report provides a description of a simulation exercise as part of the induction programme for a staff team recruited to a specialist inpatient service for adults with intellectual disabilities and additional mental health problems. The idea of the simulation exercise was to provide a range of clinical scenarios in the physical environment in which the team would actually be working. A list of common needs of patients and other issues was developed to ensure they were included in the simulation. Professional actors were used to play the parts of the patients. The simulation exercise was held over the course of a day, and was separated into 2 shifts. A debriefing session was held immediately after both shifts had been completed, including observations from the facilitators and actors and an overview of the individual observers’ comments. This article describes the rationale for this novel approach, along with details of its planning, implementation and outcomes.
Mental health promotion for people with learning disabilities: supporting people with learning disabilities to stay mentally well
- Authors:
- HARDY Steve, et al
- Publisher:
- OLM-Pavilion
- Publication year:
- 2009
- Pagination:
- 79p., handouts, leaflets, CD ROM
- Place of publication:
- Brighton
A training pack designed to support health and social care staff in teaching people with learning disabilities about mental health and mental health problems. The pack was developed through work with the Tuesday Group, a mental health promotion group for people with learning disabilities. Pack sections include: emotions; mental health; staying well; mental health problems - depression and anxiety; what happens when someone has a mental health problem; helping people to get better; serious mental health problems; and my mental health plan. Each section includes a session overview, learning aims, materials needed and the session running time. Handouts, leaflets and OHPs are included.