Staff Perceptions of Mental Health Relapse Prevention Support in a Specialist Mental Health Service in an Intellectual Disability Setting

IF 1.2 4区 医学 Q3 EDUCATION, SPECIAL British Journal of Learning Disabilities Pub Date : 2024-09-10 DOI:10.1111/bld.12617
Shannon Sinnott, Cliodhna O'Donovan, Suzanne Guerin
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Abstract

BackgroundThe present study investigated staff perspectives on supporting individuals with intellectual disabilities with mental health relapse prevention.MethodsEight staff with experience working with or supporting individuals engaged with a specialist mental health in intellectual disability (MHID) service (team member = 2, management roles = 2, nursing/social care = 4; average years' experience = 16 years, SD = 13.7) completed semi‐structured interviews and thematic analysis was conducted on the resulting data.FindingsParticipants held mostly positive views of MHID supports and described being actively involved in individualised and person‐centred mental health supports. There was variation in awareness and recognition of relapse prevention between MHID and other (frontline) staff. Although frontline staff generally did not express explicit knowledge of relapse prevention, there was implicit staff awareness surrounding ongoing mental health supports, managing risk and coping strategies. Frontline staff also reported a lack of knowledge of the discharge process from the MHID service. Staff questioned the nature of discharge in mental health intellectual disability supports.ConclusionThis study identifies a gap in frontline staff's explicit knowledge of mental health relapse prevention, while also highlighting the importance of ongoing mental health support for individuals with intellectual disabilities.
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智障人士专科心理健康服务机构员工对心理健康复发预防支持的看法
背景本研究调查了工作人员对支持智障人士预防精神疾病复发的看法。方法八名具有智障人士精神健康(MHID)专业服务工作或支持经验的工作人员(团队成员 = 2,管理角色 = 2,护理/社会关怀 = 4;平均工作年限 = 16 年,SD = 13.7)完成了半结构式访谈,并对所得数据进行了主题分析。研究结果参与者对 MHID 支持大多持积极态度,并描述了积极参与个性化和以人为本的精神健康支持的情况。心理健康援助和其他(一线)工作人员对预防复发的意识和认识存在差异。尽管一线工作人员一般都没有明确表示对复发预防的认识,但他们对持续的心理健康支持、风 险管理和应对策略有隐性的认识。前线工作人员还表示,他们对精神健康干预服务的出院程序缺乏了解。结论:本研究发现了一线工作人员在心理健康复发预防方面的明确知识缺口,同时也强调了为智障人士提供持续的心理健康支持的重要性。
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来源期刊
CiteScore
2.30
自引率
20.00%
发文量
74
期刊介绍: The British Journal of Learning Disabilities is an interdisciplinary international peer-reviewed journal which aims to be the leading journal in the learning disability field. It is the official Journal of the British Institute of Learning Disabilities. It encompasses contemporary debate/s and developments in research, policy and practice that are relevant to the field of learning disabilities. It publishes original refereed papers, regular special issues giving comprehensive coverage to specific subject areas, and especially commissioned keynote reviews on major topics. In addition, there are reviews of books and training materials, and a letters section. The focus of the journal is on practical issues, with current debates and research reports. Topics covered could include, but not be limited to: Current trends in residential and day-care service Inclusion, rehabilitation and quality of life Education and training Historical and inclusive pieces [particularly welcomed are those co-written with people with learning disabilities] Therapies Mental health issues Employment and occupation Recreation and leisure; Ethical issues, advocacy and rights Family and carers Health issues Adoption and fostering Causation and management of specific syndromes Staff training New technology Policy critique and impact.
期刊最新文献
Issue Information What Approaches Described in Research Literature Enhance the Engagement of Children and Young People With Severe or Profound and Multiple Learning Disabilities? A Systematic Literature Review Staff Perceptions of Mental Health Relapse Prevention Support in a Specialist Mental Health Service in an Intellectual Disability Setting Item reduction of the “Support Intensity Scale” for people with intellectual disabilities, using machine learning Culturally adaptive healthcare for people with a learning disability from an ethnic minority background: A qualitative synthesis
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