Pub Date : 2023-08-01DOI: 10.53841/bpsfpid.2023.21.2.14
Kate Owen, Cara Crasto, N. Liedtka, S. Walden
People with learning disabilities are known to experience barriers to accessing mainstream mental health services, and also, to have higher rates of mental health needs. Training has previously been delivered to mainstream practitioners to enhance their confidence and self-efficacy when working therapeutically with people with learning disabilities and to promote positive attitudes towards working with this group of people (Dagnan et al., 2018; Cantrell & Westbrook, 2019) with positive outcomes on these areas. Our service evaluation was of a one-day online training course to high intensity Improving Access to Psychological Therapies (IAPT) trainees. It found that the teaching also demonstrated positive change in confidence, self-efficacy and attitudes. Although the percentage increase was smaller than most of those shown in previous studies this was found to be due to a higher baseline for this sample. Ideas for further research were identified including the further exploration of High intensity (IAPT) trainees’ prior experience of working therapeutically with people with learning disabilities and how this could translate into more tailored training. A key recommendation was the use of online training for IAPT trainees and practitioners to be considered as an option due to benefits in terms of the flexibility this offers including training large groups.■We delivered teaching to trainee therapists who work in mental health services.■The teaching was online.■Before the teaching we asked the trainees about their confidence to give therapy to people with learning disabilities and how important they thought it was for mental health services to work with people with learning disabilities.■We asked them the same questions at the end of the teaching.■The trainees were more confident to work with people with learning disabilities after the teaching.■The trainees were more positive about working with people with learning disabilities after the teaching.
{"title":"Evaluating online teaching on working with people with learning disabilities to high intensity Improving Access to Psychological Therapies (IAPT) trainees","authors":"Kate Owen, Cara Crasto, N. Liedtka, S. Walden","doi":"10.53841/bpsfpid.2023.21.2.14","DOIUrl":"https://doi.org/10.53841/bpsfpid.2023.21.2.14","url":null,"abstract":"People with learning disabilities are known to experience barriers to accessing mainstream mental health services, and also, to have higher rates of mental health needs. Training has previously been delivered to mainstream practitioners to enhance their confidence and self-efficacy when working therapeutically with people with learning disabilities and to promote positive attitudes towards working with this group of people (Dagnan et al., 2018; Cantrell & Westbrook, 2019) with positive outcomes on these areas. Our service evaluation was of a one-day online training course to high intensity Improving Access to Psychological Therapies (IAPT) trainees. It found that the teaching also demonstrated positive change in confidence, self-efficacy and attitudes. Although the percentage increase was smaller than most of those shown in previous studies this was found to be due to a higher baseline for this sample. Ideas for further research were identified including the further exploration of High intensity (IAPT) trainees’ prior experience of working therapeutically with people with learning disabilities and how this could translate into more tailored training. A key recommendation was the use of online training for IAPT trainees and practitioners to be considered as an option due to benefits in terms of the flexibility this offers including training large groups.■We delivered teaching to trainee therapists who work in mental health services.■The teaching was online.■Before the teaching we asked the trainees about their confidence to give therapy to people with learning disabilities and how important they thought it was for mental health services to work with people with learning disabilities.■We asked them the same questions at the end of the teaching.■The trainees were more confident to work with people with learning disabilities after the teaching.■The trainees were more positive about working with people with learning disabilities after the teaching.","PeriodicalId":302131,"journal":{"name":"FPID Bulletin: The Bulletin of the Faculty for People with Intellectual Disabilities","volume":"436 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129676278","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-01DOI: 10.53841/bpsfpid.2023.21.1.28
Siobhan Duke, E. Drane
During 2020 and early 2021 the Community Learning Disability staff team’s wellbeing was significantly impacted by Covid-19, national lockdowns and the changes to working practices. The psychology team ran a virtual team away day which included a Tree of Life session for staff. A follow up Forest of Life group was run to give staff more time to share and discuss their trees. The Forest of Life group feedback had three key themes; improved professional relationships, how the personal can impact the professional and increased confidence using the Tree of Life clinically (for psychologists within the group).
{"title":"The use of a tree of life group to support community learning disability team staff wellbeing during Covid-19","authors":"Siobhan Duke, E. Drane","doi":"10.53841/bpsfpid.2023.21.1.28","DOIUrl":"https://doi.org/10.53841/bpsfpid.2023.21.1.28","url":null,"abstract":"During 2020 and early 2021 the Community Learning Disability staff team’s wellbeing was significantly impacted by Covid-19, national lockdowns and the changes to working practices. The psychology team ran a virtual team away day which included a Tree of Life session for staff. A follow up Forest of Life group was run to give staff more time to share and discuss their trees. The Forest of Life group feedback had three key themes; improved professional relationships, how the personal can impact the professional and increased confidence using the Tree of Life clinically (for psychologists within the group).","PeriodicalId":302131,"journal":{"name":"FPID Bulletin: The Bulletin of the Faculty for People with Intellectual Disabilities","volume":"126 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128597756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-01DOI: 10.53841/bpsfpid.2023.21.1.37
E. Harlow
There is a high prevalence of abuse experienced by the learning disability (LD) population, with a clear impact of abuse on individuals. Several theoretical frameworks support the importance of disclosure in the recovery process, with regards to shifting self-blame and guilt and creating new narratives for these experiences. The key facilitators and barriers to disclosure and responses received have been studied for individuals without LDs, however there is a paucity of research in this topic area for the LD population.A rapid review of the experiences health and social care professionals working with adults with LDs who have been abused highlighted variability in the care provided to this cohort. This was due to differences in the implementation of policy and procedures, the influence of relationships between professionals, service users and their families, perceptions of LDs, and clinicians’ own knowledge and thresholds, and confidence in their clinical expertise.The aim of the empirical study was therefore to explore adults with LDs ‘ experiences of disclosing abuse. Semi structured interviews were conducted remotely, due to Covid-19, with five participants with LDs who had experienced historical abuse, and were open to Community Learning Disability Teams (CLDTs) in Southeast England, UK. A reflexive thematic analysis was used to analyse the data.Four themes were generated ‘Abuse is discovered not disclosed’, ‘Exposure of the abuse triggers a set response’, ‘Carrying the burden of what happened’ and ‘Finding a way out’, under the overarching theme of ‘The Journey of Disclosure’. The themes suggested disclosure occurred on a non-liner timeline, not at one timepoint, with abuse not being disclosed but identified by others, a lack of power and control over the process for participants and the importance of accessing the right support. Facilitators and barriers were identified, some unique to those with LDs, such as the influence of clinicians’ knowledge, or lack of, not only about abuse but also LD on the identification of abuse e.g. the role of diagnostic overshadowing, and the potential additional complexity of relationships for adults with LDs. Other facilitators and barriers were in line with previous research for those without LDs, such as trust, being listened to and believed. Several areas for future research are highlighted, such as the experiences of adults with LDs who may have different communication abilities e.g. use of augmented technology, adults with LDs from Black and Asian racialised communities who experiences of abuse and disclosure may be different, and further exploration of the experiences of disclosing specific types of abuse. The clinical and policy implications are discussed, such as reinforcing the need for professionals to receive training in the area of supporting individuals with LDs to disclose abuse and responding appropriately.
{"title":"Adults with learning disabilities’ experiences of disclosing abuse, who access community learning disability teams, in Southeast England, UK","authors":"E. Harlow","doi":"10.53841/bpsfpid.2023.21.1.37","DOIUrl":"https://doi.org/10.53841/bpsfpid.2023.21.1.37","url":null,"abstract":"There is a high prevalence of abuse experienced by the learning disability (LD) population, with a clear impact of abuse on individuals. Several theoretical frameworks support the importance of disclosure in the recovery process, with regards to shifting self-blame and guilt and creating new narratives for these experiences. The key facilitators and barriers to disclosure and responses received have been studied for individuals without LDs, however there is a paucity of research in this topic area for the LD population.A rapid review of the experiences health and social care professionals working with adults with LDs who have been abused highlighted variability in the care provided to this cohort. This was due to differences in the implementation of policy and procedures, the influence of relationships between professionals, service users and their families, perceptions of LDs, and clinicians’ own knowledge and thresholds, and confidence in their clinical expertise.The aim of the empirical study was therefore to explore adults with LDs ‘ experiences of disclosing abuse. Semi structured interviews were conducted remotely, due to Covid-19, with five participants with LDs who had experienced historical abuse, and were open to Community Learning Disability Teams (CLDTs) in Southeast England, UK. A reflexive thematic analysis was used to analyse the data.Four themes were generated ‘Abuse is discovered not disclosed’, ‘Exposure of the abuse triggers a set response’, ‘Carrying the burden of what happened’ and ‘Finding a way out’, under the overarching theme of ‘The Journey of Disclosure’. The themes suggested disclosure occurred on a non-liner timeline, not at one timepoint, with abuse not being disclosed but identified by others, a lack of power and control over the process for participants and the importance of accessing the right support. Facilitators and barriers were identified, some unique to those with LDs, such as the influence of clinicians’ knowledge, or lack of, not only about abuse but also LD on the identification of abuse e.g. the role of diagnostic overshadowing, and the potential additional complexity of relationships for adults with LDs. Other facilitators and barriers were in line with previous research for those without LDs, such as trust, being listened to and believed. Several areas for future research are highlighted, such as the experiences of adults with LDs who may have different communication abilities e.g. use of augmented technology, adults with LDs from Black and Asian racialised communities who experiences of abuse and disclosure may be different, and further exploration of the experiences of disclosing specific types of abuse. The clinical and policy implications are discussed, such as reinforcing the need for professionals to receive training in the area of supporting individuals with LDs to disclose abuse and responding appropriately.","PeriodicalId":302131,"journal":{"name":"FPID Bulletin: The Bulletin of the Faculty for People with Intellectual Disabilities","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121872892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-01DOI: 10.53841/bpsfpid.2023.21.1.5
Charlotte Grahame, G. Rawlings, Thom Gourley, N. Vlissides
There is limited research into adults‘ experiences of being assessed and diagnosed with an intellectual disability (ID). We asked ten individuals referred to an adult learning disability health service for suspected ID, to complete a questionnaire within six months of diagnosis. Questions focused on the pre-, during- and post-assessment. It was common for clients to experience confusion about the diagnosis. The majority found the assessment acceptable, although most still had questions after their diagnosis. Results highlight the need for service flexibility and potential adaptations. Findings contribute to the dearth of evidence, provide directions for service development, and inform person-centred care.
{"title":"Experiences of being diagnosed with an intellectual disability: A mixed methods service evaluation","authors":"Charlotte Grahame, G. Rawlings, Thom Gourley, N. Vlissides","doi":"10.53841/bpsfpid.2023.21.1.5","DOIUrl":"https://doi.org/10.53841/bpsfpid.2023.21.1.5","url":null,"abstract":"There is limited research into adults‘ experiences of being assessed and diagnosed with an intellectual disability (ID). We asked ten individuals referred to an adult learning disability health service for suspected ID, to complete a questionnaire within six months of diagnosis. Questions focused on the pre-, during- and post-assessment. It was common for clients to experience confusion about the diagnosis. The majority found the assessment acceptable, although most still had questions after their diagnosis. Results highlight the need for service flexibility and potential adaptations. Findings contribute to the dearth of evidence, provide directions for service development, and inform person-centred care.","PeriodicalId":302131,"journal":{"name":"FPID Bulletin: The Bulletin of the Faculty for People with Intellectual Disabilities","volume":"103 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114514092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-01DOI: 10.53841/bpsfpid.2023.21.1.39
Louise Camm-Crosbie
Adoptive-parenting and parenting a child with intellectual disabilities (ID) both present additional stressors relative to birth parenting and adoptive parenting of children without an ID. However, despite children with ID being overrepresented among adopted children populations, very little is known about the parental experiences of having a child diagnosed with an ID post adoption. Interpretative Phenomenological Analysis was used to analyse interviews from eight adoptive mothers regarding their experiences of their child being diagnosed with an ID post-adoption. Three superordinate themes were developed: ‘Trauma of intellectual disability’ related to experiences of betrayal, loss and searching for answers in the context an unexpected diagnosis; ‘isolation and marginalisation’ illustrated experiences of isolation from friends, family and professionals alike; and ‘growth and resilience’ highlighted how mothers leant into challenges and renegotiated their hopes for the future. The findings highlighted a lack of appropriately tailored post-adoption and post-diagnostic support from services. Adoptive mothers requested greater inclusion and transparency during the diagnostic process. The findings indicated the importance of adoptive mothers ‘finding their tribe’ suggesting that post-adoption and ID services could do more to facilitate support networks of people with shared experiences.
{"title":"Mothers’ experiences of their adopted child being diagnosed with an intellectual disability post-adoption","authors":"Louise Camm-Crosbie","doi":"10.53841/bpsfpid.2023.21.1.39","DOIUrl":"https://doi.org/10.53841/bpsfpid.2023.21.1.39","url":null,"abstract":"Adoptive-parenting and parenting a child with intellectual disabilities (ID) both present additional stressors relative to birth parenting and adoptive parenting of children without an ID. However, despite children with ID being overrepresented among adopted children populations, very little is known about the parental experiences of having a child diagnosed with an ID post adoption. Interpretative Phenomenological Analysis was used to analyse interviews from eight adoptive mothers regarding their experiences of their child being diagnosed with an ID post-adoption. Three superordinate themes were developed: ‘Trauma of intellectual disability’ related to experiences of betrayal, loss and searching for answers in the context an unexpected diagnosis; ‘isolation and marginalisation’ illustrated experiences of isolation from friends, family and professionals alike; and ‘growth and resilience’ highlighted how mothers leant into challenges and renegotiated their hopes for the future. The findings highlighted a lack of appropriately tailored post-adoption and post-diagnostic support from services. Adoptive mothers requested greater inclusion and transparency during the diagnostic process. The findings indicated the importance of adoptive mothers ‘finding their tribe’ suggesting that post-adoption and ID services could do more to facilitate support networks of people with shared experiences.","PeriodicalId":302131,"journal":{"name":"FPID Bulletin: The Bulletin of the Faculty for People with Intellectual Disabilities","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126787618","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-01DOI: 10.53841/bpsfpid.2023.21.1.17
Katie Ash, Thomas Cawthorne, J. Crabtree, Ellen Boddington
Group-based interventions may be helpful for reducing psychological distress for adults with learning disabilities. The aim was to evaluate the group in terms of its feasibility and online adaptations from a service user and group facilitator perspective. A six-session group intervention was undertaken on three occasions. Thematic analysis of participant’s qualitative feedback identified two themes, ‘Enjoying attending the group’ and ‘Skills development’. Facilitators identified several positive aspects of the group. A paired-samples t-test identified no significant difference at post-intervention. The group demonstrated success in the overall feasibility of delivering a therapy group remotely.
{"title":"The feasibility of a emotional regulation group conducted with virtual adaptations within an adult community learning disability service","authors":"Katie Ash, Thomas Cawthorne, J. Crabtree, Ellen Boddington","doi":"10.53841/bpsfpid.2023.21.1.17","DOIUrl":"https://doi.org/10.53841/bpsfpid.2023.21.1.17","url":null,"abstract":"Group-based interventions may be helpful for reducing psychological distress for adults with learning disabilities. The aim was to evaluate the group in terms of its feasibility and online adaptations from a service user and group facilitator perspective. A six-session group intervention was undertaken on three occasions. Thematic analysis of participant’s qualitative feedback identified two themes, ‘Enjoying attending the group’ and ‘Skills development’. Facilitators identified several positive aspects of the group. A paired-samples t-test identified no significant difference at post-intervention. The group demonstrated success in the overall feasibility of delivering a therapy group remotely.","PeriodicalId":302131,"journal":{"name":"FPID Bulletin: The Bulletin of the Faculty for People with Intellectual Disabilities","volume":"116 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133694164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-01DOI: 10.53841/bpsfpid.2023.21.1.36
Caitlin Turner
The expression of sexuality is integral to being human, and adults with intellectual disabilities access the internet to express their sexuality through chatting with others, looking at sexual content, or meeting others online to pursue a sexual or romantic relationship (Löfgren-Mårtenson, 2008). The review aims to explore the views and experiences of adults with intellectual disabilities, their families, and staff regarding accessing the internet for sexual and intimate purposes.Six primary studies published in the English Language were identified from electronic database searches (PsycINFO, EMBASE, MEDLINE, ASSIA, CINAHL, and SCOPUS), which were rated against inclusion and exclusion criteria, as well as quality criteria. Findings were analysed using thematic synthesis (Thomas & Harden, 2008).Three analytic themes were identified: (a) Navigating the online world: Norms and Netiquettes’, (b) ‘Exploring and expressing intimacy’, and (c) ‘My identity and the internet: The Digital Me’.Examination of the themes highlights that many adults with intellectual disabilities use the internet for sexual purposes and have positive experiences of accessing the web. Several barriers to accessing the internet were identified, such as safeguarding concerns and cyber-etiquette. Professionals and family members highlighted concerns regarding risk and vulnerability. It is recommended that services have clearer policies around supporting adults to access the internet for sexual purposes, and training and education around safe use for both adults with intellectual disabilities and those who support them.
{"title":"The use of the internet for sexual and intimate purposes by individuals with intellectual disabilities: A systematic review and thematic analysis","authors":"Caitlin Turner","doi":"10.53841/bpsfpid.2023.21.1.36","DOIUrl":"https://doi.org/10.53841/bpsfpid.2023.21.1.36","url":null,"abstract":"The expression of sexuality is integral to being human, and adults with intellectual disabilities access the internet to express their sexuality through chatting with others, looking at sexual content, or meeting others online to pursue a sexual or romantic relationship (Löfgren-Mårtenson, 2008). The review aims to explore the views and experiences of adults with intellectual disabilities, their families, and staff regarding accessing the internet for sexual and intimate purposes.Six primary studies published in the English Language were identified from electronic database searches (PsycINFO, EMBASE, MEDLINE, ASSIA, CINAHL, and SCOPUS), which were rated against inclusion and exclusion criteria, as well as quality criteria. Findings were analysed using thematic synthesis (Thomas & Harden, 2008).Three analytic themes were identified: (a) Navigating the online world: Norms and Netiquettes’, (b) ‘Exploring and expressing intimacy’, and (c) ‘My identity and the internet: The Digital Me’.Examination of the themes highlights that many adults with intellectual disabilities use the internet for sexual purposes and have positive experiences of accessing the web. Several barriers to accessing the internet were identified, such as safeguarding concerns and cyber-etiquette. Professionals and family members highlighted concerns regarding risk and vulnerability. It is recommended that services have clearer policies around supporting adults to access the internet for sexual purposes, and training and education around safe use for both adults with intellectual disabilities and those who support them.","PeriodicalId":302131,"journal":{"name":"FPID Bulletin: The Bulletin of the Faculty for People with Intellectual Disabilities","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133766609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.53841/bpsfpid.2022.20.3.60
Abbie McKennan, K. Theodore, Simone Fox, Philip Reynolds
Young people with learning needs are more likely to become involved in anti-social behaviour than young people without learning needs (Emerson et al, 2011). Reasons for this are complex and not well understood, but one contributing factor is that young people with learning needs are unlikely to be recognised and supported in services (Hall, 2000). Lack of recognition and support is also present for parents with learning needs (Emerson, 2011). These families benefit from interventions that include wider systems (Tausendfreund et al, 2016). Multisystemic Therapy (MST) has been shown to be an effective systemic intervention for this group (Butler et al, 2011). An enhancement for young people with Intellectual Disabilities (MST-ID) has recently been developed in the Netherlands (Blankestein et al, 2019), but MST-ID has not been adopted in UK settings. Qualitative grounded theory methodology was used to explore young peoples’, caregivers’, and therapists’ experience of MST where the young person or caregiver has learning needs, to understand the mechanisms and barriers of engagement and change and how they fit with the standard MST theory of change (Hennegeler et al, 2002). Semi-structured interviews were conducted with ten participants: two young people, three caregivers, and five therapists, recruited from MST teams across the UK. Seven theoretical codes were developed from the data: families’ relationship to help, routes to engagement, empowering families, improving family functioning, mobilising the wider ecology, adapting communication, and adapting timings. The mechanisms of engagement and change largely mirrored the existing MST model of change, with extra emphasis required in empowering families, improving family functioning, and mobilising the wider ecology. Adapting communication and timings were found to be unique adjustments for families with learning needs. This study found that these adjustments were successfully implemented in standard MST. Further research would help understand the impact of the enhancements in MST-ID and how this compares with standard MST. This study recommends specialist training for therapists working with people with ID.
有学习需要的年轻人比没有学习需要的年轻人更容易参与反社会行为(Emerson et al, 2011)。造成这种情况的原因很复杂，也没有得到很好的理解，但其中一个因素是，有学习需求的年轻人不太可能在服务中得到认可和支持(Hall, 2000)。对于有学习需求的父母来说，缺乏认可和支持也是存在的(Emerson, 2011)。这些家庭受益于包括更广泛系统在内的干预措施(Tausendfreund等人，2016)。多系统治疗(MST)已被证明是对这一群体有效的系统干预(Butler等，2011)。荷兰最近开发了一种针对智障年轻人的增强功能(MST-ID) (Blankestein等人，2019)，但MST-ID尚未在英国采用。定性的扎根理论方法被用于探索年轻人、照顾者和治疗师在年轻人或照顾者有学习需求的情况下的MST经验，以了解参与和改变的机制和障碍，以及它们如何符合标准的MST变化理论(Hennegeler et al, 2002)。半结构化访谈由十名参与者进行:两名年轻人，三名护理人员和五名治疗师，从英国各地的MST团队招募。从这些数据中得出了七个理论准则:家庭帮助的关系、参与的途径、赋予家庭权力、改善家庭功能、调动更广泛的生态、调整沟通和调整时间。参与和变革的机制在很大程度上反映了现有的MST变革模式，需要特别强调赋予家庭权力、改善家庭功能和动员更广泛的生态。适应沟通和时间被发现是对有学习需要的家庭的独特调整。本研究发现，这些调整在标准MST中得以成功实施。进一步的研究将有助于了解MST- id增强的影响，并将其与标准MST进行比较。这项研究建议对治疗ID患者的治疗师进行专业培训。
{"title":"Multisystemic therapy for families with learning needs: Families’ and therapists’ perspectives","authors":"Abbie McKennan, K. Theodore, Simone Fox, Philip Reynolds","doi":"10.53841/bpsfpid.2022.20.3.60","DOIUrl":"https://doi.org/10.53841/bpsfpid.2022.20.3.60","url":null,"abstract":"Young people with learning needs are more likely to become involved in anti-social behaviour than young people without learning needs (Emerson et al, 2011). Reasons for this are complex and not well understood, but one contributing factor is that young people with learning needs are unlikely to be recognised and supported in services (Hall, 2000). Lack of recognition and support is also present for parents with learning needs (Emerson, 2011). These families benefit from interventions that include wider systems (Tausendfreund et al, 2016). Multisystemic Therapy (MST) has been shown to be an effective systemic intervention for this group (Butler et al, 2011). An enhancement for young people with Intellectual Disabilities (MST-ID) has recently been developed in the Netherlands (Blankestein et al, 2019), but MST-ID has not been adopted in UK settings. Qualitative grounded theory methodology was used to explore young peoples’, caregivers’, and therapists’ experience of MST where the young person or caregiver has learning needs, to understand the mechanisms and barriers of engagement and change and how they fit with the standard MST theory of change (Hennegeler et al, 2002). Semi-structured interviews were conducted with ten participants: two young people, three caregivers, and five therapists, recruited from MST teams across the UK. Seven theoretical codes were developed from the data: families’ relationship to help, routes to engagement, empowering families, improving family functioning, mobilising the wider ecology, adapting communication, and adapting timings. The mechanisms of engagement and change largely mirrored the existing MST model of change, with extra emphasis required in empowering families, improving family functioning, and mobilising the wider ecology. Adapting communication and timings were found to be unique adjustments for families with learning needs. This study found that these adjustments were successfully implemented in standard MST. Further research would help understand the impact of the enhancements in MST-ID and how this compares with standard MST. This study recommends specialist training for therapists working with people with ID.","PeriodicalId":302131,"journal":{"name":"FPID Bulletin: The Bulletin of the Faculty for People with Intellectual Disabilities","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126490490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.53841/bpsfpid.2022.20.3.30
Morgan Beckles, A. Bush
This article describes the application of the Power Threat Meaning Framework (PTMF) in the formulation of ‘Samuel’, a client within a community intellectual disability service. A formulation was composed based on the review of historical mental health service admissions, results of quality-of-life assessments, and observations of Samuel during psychology sessions. Using the PTMF, Samuel could be perceived as a racialised man who is ‘surviving social exclusion, shame and coercive power’ rather than ‘schizophrenic’ as he had previously been labelled within a biomedical model. Recommendations based on this formulation and suggestions for future directions are provided.The Power Threat Meaning Framework is an empathic way of understanding behaviour.This is the first known case study describing it’s use with a black man with an intellectual disability.Interventions are suggested to support the reduction of the client’s distress and behaviours that have challenged his family and services.Suggestions for making the Power Threat Meaning Framework more accessible are provided.
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Pub Date : 2022-12-01DOI: 10.53841/bpsfpid.2022.20.3.49
Soraya Mohammed-Choudhry, Oreoluwa Bademosi, G. Johnson, E. Perry
In December 2020, The North Thames Learning Disabilities Special Interest Group (SIG) met over video to discuss how Clinical Psychologists and aspiring psychologists experience, manage and combat racism in their work. This paper focuses on two presentations from the day by Islington Learning Disabilities Partnership. The first presentation focused on the barriers faced by people with Learning Disabilities (PWLD) to understand racism and receive support as victims or perpetrators. The talk identified a clear need for further accessible resources about racism and strategies to unlearn racism that go beyond cultural appreciation. The second presentation focused on the experiences of a black and a brown undergraduate psychologist joining an all-white LD psychology team in October 2020. Live semi-structured interviews were completed, informed by Whyte’s (2019) concept of robust vulnerability. The purpose was to explore different perspectives and experiences around what anti-racism means and what work that needs to be done by clinical psychologists individually and as a collective. It is the responsibility of the profession to not only diversify but ensure the needs of victims of racism are put before white discomfort and that black and ethnic minorities are not burdened with implementing anti-racist practices.The Learning Disabilities Special Interest Group (SIG) met over video in December 2020. The group talked about how racism affects the Learning Disabilities (LD) community. Racism is the unfair treatment of people based on their skin colour.This paper talks about two presentations from the day by Islington Learning Disabilities Partnership (ILDP). The first presentation was about support for people with learning disabilities. People are not always given support to cope with racism or to understand how to stop it.The second presentation was about anti-racism. Anti-racism means doing things to understand and fight racism. A black and a brown female student psychologist talked about their experiences in a team with all white psychologists. They interviewed two white psychologists about what they know and do to be anti-racist. They then interviewed each other about their experiences. They said that talking about racism helps people to cope with it and to stop it.
{"title":"Anti-racism in community learning disabilities services: The work for clinical psychologists. The perspective of two undergraduate black and brown placement students","authors":"Soraya Mohammed-Choudhry, Oreoluwa Bademosi, G. Johnson, E. Perry","doi":"10.53841/bpsfpid.2022.20.3.49","DOIUrl":"https://doi.org/10.53841/bpsfpid.2022.20.3.49","url":null,"abstract":"In December 2020, The North Thames Learning Disabilities Special Interest Group (SIG) met over video to discuss how Clinical Psychologists and aspiring psychologists experience, manage and combat racism in their work. This paper focuses on two presentations from the day by Islington Learning Disabilities Partnership. The first presentation focused on the barriers faced by people with Learning Disabilities (PWLD) to understand racism and receive support as victims or perpetrators. The talk identified a clear need for further accessible resources about racism and strategies to unlearn racism that go beyond cultural appreciation. The second presentation focused on the experiences of a black and a brown undergraduate psychologist joining an all-white LD psychology team in October 2020. Live semi-structured interviews were completed, informed by Whyte’s (2019) concept of robust vulnerability. The purpose was to explore different perspectives and experiences around what anti-racism means and what work that needs to be done by clinical psychologists individually and as a collective. It is the responsibility of the profession to not only diversify but ensure the needs of victims of racism are put before white discomfort and that black and ethnic minorities are not burdened with implementing anti-racist practices.The Learning Disabilities Special Interest Group (SIG) met over video in December 2020. The group talked about how racism affects the Learning Disabilities (LD) community. Racism is the unfair treatment of people based on their skin colour.This paper talks about two presentations from the day by Islington Learning Disabilities Partnership (ILDP). The first presentation was about support for people with learning disabilities. People are not always given support to cope with racism or to understand how to stop it.The second presentation was about anti-racism. Anti-racism means doing things to understand and fight racism. A black and a brown female student psychologist talked about their experiences in a team with all white psychologists. They interviewed two white psychologists about what they know and do to be anti-racist. They then interviewed each other about their experiences. They said that talking about racism helps people to cope with it and to stop it.","PeriodicalId":302131,"journal":{"name":"FPID Bulletin: The Bulletin of the Faculty for People with Intellectual Disabilities","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121596538","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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