Pub Date : 2022-12-01DOI: 10.53841/bpsfpid.2022.20.3.64
Rowan Hevesi, K. Theodore
Research has shown that people with learning disabilities are vulnerable to attachment difficulties, have smaller networks, and experience high levels of isolation and marginalisation. The need for a review gaining people’s subjective perspectives was indicated to offer insight into the lived experience of how attachment develops and what challenges are faced. Objectives: This paper aimed to systematically review and synthesise qualitative studies exploring people with learning disabilities’ experiences of attachment in relationships. Methods: Three databases were accessed to retrieve articles by using relevant search terms. Thematic synthesis was conducted to synthesis the findings across 25 papers using Thomas and Harden’s (2008) three-stage method. Results: In total, 25 studies met the inclusion criteria, with data from 456 people with learning disabilities, with a diverse range of background and levels of functioning. All the studies were classified as moderate to high quality using the Critical Appraisal Skills Programme (CASP, 2018) criteria. Thematic synthesis generated four themes: (1) ‘I feel safe’: Attachment safety and significance of relationships (2) Challenges and constraints to attachment, (3) Experiencing loss of attachment and (4) Hopes and desires of attachments within relationships. Conclusions: The findings indicate how caregivers and services could use trauma-informed and attachment-focused approaches. Further research on adult attachment representations is required to build the evidence-base for adults with learning disabilities.
{"title":"A systematic review of the lived experiences of attachment in relationships for adults with learning disabilities","authors":"Rowan Hevesi, K. Theodore","doi":"10.53841/bpsfpid.2022.20.3.64","DOIUrl":"https://doi.org/10.53841/bpsfpid.2022.20.3.64","url":null,"abstract":"Research has shown that people with learning disabilities are vulnerable to attachment difficulties, have smaller networks, and experience high levels of isolation and marginalisation. The need for a review gaining people’s subjective perspectives was indicated to offer insight into the lived experience of how attachment develops and what challenges are faced. Objectives: This paper aimed to systematically review and synthesise qualitative studies exploring people with learning disabilities’ experiences of attachment in relationships. Methods: Three databases were accessed to retrieve articles by using relevant search terms. Thematic synthesis was conducted to synthesis the findings across 25 papers using Thomas and Harden’s (2008) three-stage method. Results: In total, 25 studies met the inclusion criteria, with data from 456 people with learning disabilities, with a diverse range of background and levels of functioning. All the studies were classified as moderate to high quality using the Critical Appraisal Skills Programme (CASP, 2018) criteria. Thematic synthesis generated four themes: (1) ‘I feel safe’: Attachment safety and significance of relationships (2) Challenges and constraints to attachment, (3) Experiencing loss of attachment and (4) Hopes and desires of attachments within relationships. Conclusions: The findings indicate how caregivers and services could use trauma-informed and attachment-focused approaches. Further research on adult attachment representations is required to build the evidence-base for adults with learning disabilities.","PeriodicalId":302131,"journal":{"name":"FPID Bulletin: The Bulletin of the Faculty for People with Intellectual Disabilities","volume":"25 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":"125954759","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.2022.20.3.65
Rowan Hevesi, K. Theodore
Mothers with learning disabilities are at higher risk of child removal and mental health difficulties and may face more barriers developing attachment relationships with their children. Mothers with learning disabilities’ voices are underrepresented in research and little is known about those who are actively parenting children. This study aimed to explore mothers’ perceptions of developing emotional relationships with their children. Methods: Mothers who were actively parenting were recruited via advocacy groups across the UK. Semi-structured interviews with 10 mothers who self-identified as learning-disabled were analysed using thematic analysis (Braun & Clarke, 2006). Findings: Three key themes were generated: (1) Understanding and Facilitating Attachment Relationships, (2) Barriers to the Attachment Relationship and (3) Bi-directional Nature of Relationships: Mother Needs Child, Child Needs Mother. Overarching experiences of powerlessness, autonomy and resilience were prominent across mothers’ experiences. Conclusions: Mothers reported the importance of close emotional relationships with their children. Subthemes mirrored attachment theory behaviours, including reciprocity and proximity seeking. Mother-child relationships faced varying challenges including separation and conflict between the mother and child’s-needs. Findings indicate the need to support mothers through a trauma-informed attachment perspective, especially in the context of maternal mental health and child additional needs.
{"title":"‘So the child feels loved’: Mothers with learning disabilities experience of attachment and emotional relationships with their children","authors":"Rowan Hevesi, K. Theodore","doi":"10.53841/bpsfpid.2022.20.3.65","DOIUrl":"https://doi.org/10.53841/bpsfpid.2022.20.3.65","url":null,"abstract":"Mothers with learning disabilities are at higher risk of child removal and mental health difficulties and may face more barriers developing attachment relationships with their children. Mothers with learning disabilities’ voices are underrepresented in research and little is known about those who are actively parenting children. This study aimed to explore mothers’ perceptions of developing emotional relationships with their children. Methods: Mothers who were actively parenting were recruited via advocacy groups across the UK. Semi-structured interviews with 10 mothers who self-identified as learning-disabled were analysed using thematic analysis (Braun & Clarke, 2006). Findings: Three key themes were generated: (1) Understanding and Facilitating Attachment Relationships, (2) Barriers to the Attachment Relationship and (3) Bi-directional Nature of Relationships: Mother Needs Child, Child Needs Mother. Overarching experiences of powerlessness, autonomy and resilience were prominent across mothers’ experiences. Conclusions: Mothers reported the importance of close emotional relationships with their children. Subthemes mirrored attachment theory behaviours, including reciprocity and proximity seeking. Mother-child relationships faced varying challenges including separation and conflict between the mother and child’s-needs. Findings indicate the need to support mothers through a trauma-informed attachment perspective, especially in the context of maternal mental health and child additional needs.","PeriodicalId":302131,"journal":{"name":"FPID Bulletin: The Bulletin of the Faculty for People with Intellectual Disabilities","volume":"5 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":"117070653","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.2022.20.3.26
Jake M. Linnane, Kelly Rayner-Smith
The topics of body image issues and eating disorders among people with intellectual disabilities are significantly understudied and underrepresented in psychological literature. This is despite eating disorders, with which body image issues go hand-in-hand, being among the most common, and the deadliest mental health disorders in neurotypical populations. This piece will look at possible reasons for this, including therapeutic and research disdain. On top of this, the possible consequences, such as death by indifference, will be discussed.There is very little research about how and if people with intellectual disabilities are affected by issues about their body image and eating disorders, despite these things being very common in people who do not have intellectual disabilities.This paper suggests some reasons why this may be, such as it being assumed that people with intellectual disabilities are not able to have body image issues or be affected by eating disorders because of their disability.Another reason suggested is that people doing research also are not looking at these things and because of this the guidelines for treating body image issues and eating disorders may not be suitable for people with intellectual disabilities.This is important as serious mental health conditions may be missed and people with intellectual disabilities may not be receiving the care that they need or deserve.
{"title":"Ignorance is bliss? Are body image issues and eating disorders being ignored in intellectual disability populations?","authors":"Jake M. Linnane, Kelly Rayner-Smith","doi":"10.53841/bpsfpid.2022.20.3.26","DOIUrl":"https://doi.org/10.53841/bpsfpid.2022.20.3.26","url":null,"abstract":"The topics of body image issues and eating disorders among people with intellectual disabilities are significantly understudied and underrepresented in psychological literature. This is despite eating disorders, with which body image issues go hand-in-hand, being among the most common, and the deadliest mental health disorders in neurotypical populations. This piece will look at possible reasons for this, including therapeutic and research disdain. On top of this, the possible consequences, such as death by indifference, will be discussed.There is very little research about how and if people with intellectual disabilities are affected by issues about their body image and eating disorders, despite these things being very common in people who do not have intellectual disabilities.This paper suggests some reasons why this may be, such as it being assumed that people with intellectual disabilities are not able to have body image issues or be affected by eating disorders because of their disability.Another reason suggested is that people doing research also are not looking at these things and because of this the guidelines for treating body image issues and eating disorders may not be suitable for people with intellectual disabilities.This is important as serious mental health conditions may be missed and people with intellectual disabilities may not be receiving the care that they need or deserve.","PeriodicalId":302131,"journal":{"name":"FPID Bulletin: The Bulletin of the Faculty for People with Intellectual Disabilities","volume":"25 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":"128084660","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.2022.20.3.7
C. Atkin, Victoria. Laute, Kirsten Collins
It is well documented that access to mental health services is obstructed by several barriers for certain people, that in turn perpetuate individual distress and future support-seeking. Awareness is continuing to grow, exacerbated by accounts of oppression and marginalisation of certain populations, and the health inequalities exhibited through the Covid-19 pandemic. Unfortunately, people with learning disabilities are often subject to ‘double discrimination’ if identifying with a marginalised group, making access to services even more difficult. Thus, it is imperative that learning disability teams are aware of current barriers, so widening access initiatives can be explored. This article highlights some of the research found regarding the inequalities faced for people with learning disabilities accessing psychology provision, as well as documenting our service evaluation project, to consider what can be done to create a more equitable service for our clients.Research shows that some people struggle more than others to be seen by learning disability teams.We looked at who was reaching the psychology team in our service. We found that we are reaching men and women equally. But we might not be reaching as many older adults. We also might not be reaching as many people from Asian ethnic backgrounds.We also looked at if the type of support we give people is equal. We found that there may be some differences in the care offered, dependent on gender, age, or ethnicity.It is important that we understand what stops people reaching learning disability teams, so that we can solve any problems. This will help as many people as possible get the care and support they might need.
{"title":"Who is seen by a community learning disability psychology service? Learning and future directions","authors":"C. Atkin, Victoria. Laute, Kirsten Collins","doi":"10.53841/bpsfpid.2022.20.3.7","DOIUrl":"https://doi.org/10.53841/bpsfpid.2022.20.3.7","url":null,"abstract":"It is well documented that access to mental health services is obstructed by several barriers for certain people, that in turn perpetuate individual distress and future support-seeking. Awareness is continuing to grow, exacerbated by accounts of oppression and marginalisation of certain populations, and the health inequalities exhibited through the Covid-19 pandemic. Unfortunately, people with learning disabilities are often subject to ‘double discrimination’ if identifying with a marginalised group, making access to services even more difficult. Thus, it is imperative that learning disability teams are aware of current barriers, so widening access initiatives can be explored. This article highlights some of the research found regarding the inequalities faced for people with learning disabilities accessing psychology provision, as well as documenting our service evaluation project, to consider what can be done to create a more equitable service for our clients.Research shows that some people struggle more than others to be seen by learning disability teams.We looked at who was reaching the psychology team in our service. We found that we are reaching men and women equally. But we might not be reaching as many older adults. We also might not be reaching as many people from Asian ethnic backgrounds.We also looked at if the type of support we give people is equal. We found that there may be some differences in the care offered, dependent on gender, age, or ethnicity.It is important that we understand what stops people reaching learning disability teams, so that we can solve any problems. This will help as many people as possible get the care and support they might need.","PeriodicalId":302131,"journal":{"name":"FPID Bulletin: The Bulletin of the Faculty for People with Intellectual Disabilities","volume":"3 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":"129976173","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.2022.20.3.39
Vanessa Watt, K. MacMahon, Karen M. Stevenson, Michael Gunning, H. McKechnie, Cassandra Patterson
The Scottish Government has pledged to make the entire Scottish Workforce ‘trauma informed’ and is working in collaboration with NHS Education Scotland (NES) to support the implementation of this vision.With initial funding from NES and subsequent funding support from the Ayrshire & Arran Health and Social Care Partnerships’ Mental Health Innovation Fund, training has been developed and delivered at the trauma informed, trauma skilled and trauma enhanced practice levels (NES, 2019) across Ayrshire and Arran. The training has been created for staff working within services for people with intellectual disabilities.This article describes the process, feedback, challenges and succession plans for creating a trauma informed intellectual disability workforce across Ayrshire and Arran.The Scottish Government wants to make sure that everyone knows how to help people who have experienced psychological trauma.We know that people with an Intellectual Disability are more likely to have had traumatic experiences, such as physical, emotional or sexual abuse, during their lives.NHS Ayrshire and Arran have created and delivered training packages about how best to support people with an Intellectual Disability who have experienced trauma in their livesStaff in services for people with an Intellectual Disability have been given this training. Everyone who has attended has been very positive about it. We hope that more people working across Scotland will be trained in the same way as staff in Ayrshire.
{"title":"Creating a trauma informed intellectual disability workforce in Ayrshire and Arran","authors":"Vanessa Watt, K. MacMahon, Karen M. Stevenson, Michael Gunning, H. McKechnie, Cassandra Patterson","doi":"10.53841/bpsfpid.2022.20.3.39","DOIUrl":"https://doi.org/10.53841/bpsfpid.2022.20.3.39","url":null,"abstract":"The Scottish Government has pledged to make the entire Scottish Workforce ‘trauma informed’ and is working in collaboration with NHS Education Scotland (NES) to support the implementation of this vision.With initial funding from NES and subsequent funding support from the Ayrshire & Arran Health and Social Care Partnerships’ Mental Health Innovation Fund, training has been developed and delivered at the trauma informed, trauma skilled and trauma enhanced practice levels (NES, 2019) across Ayrshire and Arran. The training has been created for staff working within services for people with intellectual disabilities.This article describes the process, feedback, challenges and succession plans for creating a trauma informed intellectual disability workforce across Ayrshire and Arran.The Scottish Government wants to make sure that everyone knows how to help people who have experienced psychological trauma.We know that people with an Intellectual Disability are more likely to have had traumatic experiences, such as physical, emotional or sexual abuse, during their lives.NHS Ayrshire and Arran have created and delivered training packages about how best to support people with an Intellectual Disability who have experienced trauma in their livesStaff in services for people with an Intellectual Disability have been given this training. Everyone who has attended has been very positive about it. We hope that more people working across Scotland will be trained in the same way as staff in Ayrshire.","PeriodicalId":302131,"journal":{"name":"FPID Bulletin: The Bulletin of the Faculty for People with Intellectual Disabilities","volume":"27 4 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":"116521018","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.2022.20.3.67
Georgia Stewart, B. Kroese, S. Willott
Individuals with intellectual disabilities are at increased risk of experiencing psychological trauma compared to the general population. Over the past decade, the availability and application of evidence-based models of trauma-therapy has increased. The delivery of such models is acknowledged to be a complex and demanding process for the therapist; however, currently little is known about the experience of therapists delivering these interventions. The current study therefore aimed to explore the lived experiences of Clinical Psychologists delivering trauma-focused therapies with individuals with intellectual disabilities.Six Clinical Psychologists were interviewed regarding their experiences of delivering trauma-focused therapies with people with intellectual disabilities. Interviews were analysed using Interpretative Phenomenological Analysis.Four superordinate themes were identified through the analysis: ‘Therapists’ confidence’, ‘Systemic challenges’, ‘Managing the emotional impact’, and ‘Accessible support’. Themes illustrated the challenges that Psychologists experience when delivering trauma-focused therapies and the emotional impact of these. A changing emotional impact was noted over time, with Psychologists adopting different approaches to managing emotional involvement. The importance of accessible external support was emphasised; however, difficulties in accessing this were highlighted.The results of this study draw attention to the challenges Psychologists face in delivering trauma-focused therapies with individuals with intellectual disabilities. These findings prompt further consideration of how trauma-focused therapies fit within a wider context of clients’ unmet social needs and inaccessible support for Psychologists.
{"title":"Clinical psychologists’ experiences of delivering trauma-focused therapy with individuals with intellectual disabilities","authors":"Georgia Stewart, B. Kroese, S. Willott","doi":"10.53841/bpsfpid.2022.20.3.67","DOIUrl":"https://doi.org/10.53841/bpsfpid.2022.20.3.67","url":null,"abstract":"Individuals with intellectual disabilities are at increased risk of experiencing psychological trauma compared to the general population. Over the past decade, the availability and application of evidence-based models of trauma-therapy has increased. The delivery of such models is acknowledged to be a complex and demanding process for the therapist; however, currently little is known about the experience of therapists delivering these interventions. The current study therefore aimed to explore the lived experiences of Clinical Psychologists delivering trauma-focused therapies with individuals with intellectual disabilities.Six Clinical Psychologists were interviewed regarding their experiences of delivering trauma-focused therapies with people with intellectual disabilities. Interviews were analysed using Interpretative Phenomenological Analysis.Four superordinate themes were identified through the analysis: ‘Therapists’ confidence’, ‘Systemic challenges’, ‘Managing the emotional impact’, and ‘Accessible support’. Themes illustrated the challenges that Psychologists experience when delivering trauma-focused therapies and the emotional impact of these. A changing emotional impact was noted over time, with Psychologists adopting different approaches to managing emotional involvement. The importance of accessible external support was emphasised; however, difficulties in accessing this were highlighted.The results of this study draw attention to the challenges Psychologists face in delivering trauma-focused therapies with individuals with intellectual disabilities. These findings prompt further consideration of how trauma-focused therapies fit within a wider context of clients’ unmet social needs and inaccessible support for Psychologists.","PeriodicalId":302131,"journal":{"name":"FPID Bulletin: The Bulletin of the Faculty for People with Intellectual Disabilities","volume":"11 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":"125272743","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.2022.20.3.62
M. Patel, K. Scior
Mental wellbeing, encompassing dimensions of hedonia (feeling good) and eudaimonia (functioning well), is considered a valuable resource for individuals and communities. The Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS; Tennant et al., 2007), a 14-item positively worded measure of mental wellbeing, has been extensively psychometrically validated within the UK and cross-culturally. However, it is yet to be validated for use with individuals with intellectual disabilities, a priority given the paucity of measures of mental wellbeing for this population. The aim of this study was to assess the psychometric properties of a newly adapted version of the WEMWBS and the Short 7-item WEMWBS (SWEMWBS) for individuals with mild to moderate intellectual disabilities (WEMWBS-ID/SWEMWBS-ID).The WEMWBS item wordings and response options were revised by clinicians and researchers expert in the field of intellectual disability, and a visual aid was added to the scale. The adapted version was reviewed by 10 individuals with intellectual disabilities. Individuals aged 16+ with mild to moderate intellectual disabilities were recruited using volunteer sampling. Data from three studies conducted in the UK were collated to evaluate the psychometric properties of the WEMWBS-ID (n=96) and additional data from a study conducted in Canada (n=27) was used in addition to the UK data to evaluate the SWEMWBS-ID (n=123). The WEMWBS-ID was administered by researchers via an online meeting using the screenshare function. A subsample (n=22) completed the scale twice for test-retest reliability. Furthermore, as a relationship between wellbeing and self-esteem has been demonstrated in previous research, 95 of the UK participants also completed an adapted 6-item version of the adapted Rosenberg Self-Esteem Scale (RSES) to assess convergent validity.The WEMWBS-ID demonstrated good internal consistency (α=0.86), excellent test-retest reliability (ICC=0.88) and good convergent validity (r=0.68) with the RSES. Confirmatory factor analysis supported the hypothesised one-factor structure and the measure demonstrated an adequate model fit. The SWEMWBS-ID showed poorer internal consistency (α=0.67), good test-retest reliability (ICC=0.67) and good convergent validity (r=0.61). The results from the confirmatory factor analysis indicated a good model fit.The results from this initial evaluation of the WEMWBS-ID and SWEMWBS-ID suggest that the scales have promising psychometric properties, when administered by a researcher to individuals with mild to moderate intellectual disabilities. The generalisability of the findings is limited by the sample size and sampling strategy and a further exploration of the scales with larger samples is warranted. Suggestions for future research are discussed.
心理健康，包括hedonia(感觉良好)和eudaimonia(功能良好)，被认为是个人和社区的宝贵资源。沃里克-爱丁堡心理健康量表(WEMWBS;Tennant et al.， 2007)，一个14项积极措辞的心理健康衡量标准，在英国和跨文化得到了广泛的心理计量学验证。然而，由于缺乏对这一人群心理健康的衡量标准，它还有待于对智力残疾人士的使用进行验证。本研究的目的是评估新修订的WEMWBS和短7题WEMWBS (WEMWBS- id /SWEMWBS- id)对轻度至中度智力障碍个体的心理测量特性。WEMWBS的项目措辞和回答选项由智障领域的临床医生和研究人员专家进行了修订，并在量表中增加了视觉辅助工具。改编后的版本由10名智障人士审阅。采用志愿者抽样的方式招募年龄在16岁以上的轻度至中度智力残疾个体。我们整理了英国进行的三项研究的数据来评估WEMWBS-ID的心理测量特性(n=96)，并使用了加拿大进行的一项研究的额外数据(n=27)来评估SWEMWBS-ID (n=123)。WEMWBS-ID由研究人员通过使用屏幕共享功能的在线会议进行管理。一个子样本(n=22)完成了两次量表的重测信度。此外，由于幸福感和自尊之间的关系已在先前的研究中得到证实，95名英国参与者还完成了一份改编的罗森博格自尊量表(RSES)的6项版本，以评估收敛效度。WEMWBS-ID与RSES具有良好的内部一致性(α=0.86)、良好的重测信度(ICC=0.88)和良好的收敛效度(r=0.68)。验证性因子分析支持假设的单因素结构，该测量显示出足够的模型拟合。SWEMWBS-ID具有较差的内部一致性(α=0.67)、较好的重测信度(ICC=0.67)和较好的收敛效度(r=0.61)。验证性因子分析结果表明模型拟合良好。对WEMWBS-ID和SWEMWBS-ID的初步评估结果表明，当研究人员将这些量表用于轻度至中度智力残疾的个体时，这些量表具有很好的心理测量特性。研究结果的普遍性受到样本量和抽样策略的限制，进一步探索更大样本的尺度是有必要的。最后对今后的研究提出了建议。
{"title":"Psychometric properties of the Warwick-Edinburgh Mental Wellbeing Scale-Intellectual Disability version (WEMWBS-ID)","authors":"M. Patel, K. Scior","doi":"10.53841/bpsfpid.2022.20.3.62","DOIUrl":"https://doi.org/10.53841/bpsfpid.2022.20.3.62","url":null,"abstract":"Mental wellbeing, encompassing dimensions of hedonia (feeling good) and eudaimonia (functioning well), is considered a valuable resource for individuals and communities. The Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS; Tennant et al., 2007), a 14-item positively worded measure of mental wellbeing, has been extensively psychometrically validated within the UK and cross-culturally. However, it is yet to be validated for use with individuals with intellectual disabilities, a priority given the paucity of measures of mental wellbeing for this population. The aim of this study was to assess the psychometric properties of a newly adapted version of the WEMWBS and the Short 7-item WEMWBS (SWEMWBS) for individuals with mild to moderate intellectual disabilities (WEMWBS-ID/SWEMWBS-ID).The WEMWBS item wordings and response options were revised by clinicians and researchers expert in the field of intellectual disability, and a visual aid was added to the scale. The adapted version was reviewed by 10 individuals with intellectual disabilities. Individuals aged 16+ with mild to moderate intellectual disabilities were recruited using volunteer sampling. Data from three studies conducted in the UK were collated to evaluate the psychometric properties of the WEMWBS-ID (n=96) and additional data from a study conducted in Canada (n=27) was used in addition to the UK data to evaluate the SWEMWBS-ID (n=123). The WEMWBS-ID was administered by researchers via an online meeting using the screenshare function. A subsample (n=22) completed the scale twice for test-retest reliability. Furthermore, as a relationship between wellbeing and self-esteem has been demonstrated in previous research, 95 of the UK participants also completed an adapted 6-item version of the adapted Rosenberg Self-Esteem Scale (RSES) to assess convergent validity.The WEMWBS-ID demonstrated good internal consistency (α=0.86), excellent test-retest reliability (ICC=0.88) and good convergent validity (r=0.68) with the RSES. Confirmatory factor analysis supported the hypothesised one-factor structure and the measure demonstrated an adequate model fit. The SWEMWBS-ID showed poorer internal consistency (α=0.67), good test-retest reliability (ICC=0.67) and good convergent validity (r=0.61). The results from the confirmatory factor analysis indicated a good model fit.The results from this initial evaluation of the WEMWBS-ID and SWEMWBS-ID suggest that the scales have promising psychometric properties, when administered by a researcher to individuals with mild to moderate intellectual disabilities. The generalisability of the findings is limited by the sample size and sampling strategy and a further exploration of the scales with larger samples is warranted. Suggestions for future research are discussed.","PeriodicalId":302131,"journal":{"name":"FPID Bulletin: The Bulletin of the Faculty for People with Intellectual Disabilities","volume":"14 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":"134532711","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.2022.20.3.4
S. Doswell
{"title":"Obituary: Dr Gemma Gray 1970–2022","authors":"S. Doswell","doi":"10.53841/bpsfpid.2022.20.3.4","DOIUrl":"https://doi.org/10.53841/bpsfpid.2022.20.3.4","url":null,"abstract":"","PeriodicalId":302131,"journal":{"name":"FPID Bulletin: The Bulletin of the Faculty for People with Intellectual Disabilities","volume":"42 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":"132889138","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.2022.20.3.17
Alice Grieve, Juliana Serrato, Joel Parker, Louie Jenkinson, Stephanie Turner, Daniel Bank
In the context of the significant health inequalities experienced by individuals with learning disabilities, Greenwich Community Learning Disability Team have worked in partnership with the Royal Borough of Greenwich’s (RBG) and leisure provider Better to offer bespoke exercise groups for people with learning disabilities in the borough. This programme, titled ‘Fun & Fitness’ was offered initially on Zoom from February 2021, in the context of Covid-19, before transferring to a community leisure centre in July 2021. The programme and approach have been developed with input from a range of professional disciplines and service user involvement and has been supported by multiple funding grants. A range of measures relating to physical and mental health, and quality of life have been repeated periodically through the programme. To date 108 group members have participated and a range of positive feedback has been received. Reflections of the process to date are offered, including in relation to the limitations of the approach and learning points, as well as ideas for further developing the project.People with learning disabilities are not as healthy as most people.Part of this is because of difficulties accessing physical activities in the community.Exercise groups have been developed in Greenwich for people with learning disabilities. These groups are called ‘Fun & Fitness’.At first, they were on Zoom because of Covid-19. Now they are in a leisure centre.Over 100 people have attended at least one session and there are over 60 regular members.People say they like the groups. They like the fun and doing things with other people.We have been checking the health of people who come to the group.We want to see if the group improves people’s health.This is important because lots of people with learning disabilities have more health problems and this can cause them to die younger.We have plans to run more groups and help people do more sports and exercise.
{"title":"Fun & fitness: A community sport’s development programme for adults with learning disabilities","authors":"Alice Grieve, Juliana Serrato, Joel Parker, Louie Jenkinson, Stephanie Turner, Daniel Bank","doi":"10.53841/bpsfpid.2022.20.3.17","DOIUrl":"https://doi.org/10.53841/bpsfpid.2022.20.3.17","url":null,"abstract":"In the context of the significant health inequalities experienced by individuals with learning disabilities, Greenwich Community Learning Disability Team have worked in partnership with the Royal Borough of Greenwich’s (RBG) and leisure provider Better to offer bespoke exercise groups for people with learning disabilities in the borough. This programme, titled ‘Fun & Fitness’ was offered initially on Zoom from February 2021, in the context of Covid-19, before transferring to a community leisure centre in July 2021. The programme and approach have been developed with input from a range of professional disciplines and service user involvement and has been supported by multiple funding grants. A range of measures relating to physical and mental health, and quality of life have been repeated periodically through the programme. To date 108 group members have participated and a range of positive feedback has been received. Reflections of the process to date are offered, including in relation to the limitations of the approach and learning points, as well as ideas for further developing the project.People with learning disabilities are not as healthy as most people.Part of this is because of difficulties accessing physical activities in the community.Exercise groups have been developed in Greenwich for people with learning disabilities. These groups are called ‘Fun & Fitness’.At first, they were on Zoom because of Covid-19. Now they are in a leisure centre.Over 100 people have attended at least one session and there are over 60 regular members.People say they like the groups. They like the fun and doing things with other people.We have been checking the health of people who come to the group.We want to see if the group improves people’s health.This is important because lots of people with learning disabilities have more health problems and this can cause them to die younger.We have plans to run more groups and help people do more sports and exercise.","PeriodicalId":302131,"journal":{"name":"FPID Bulletin: The Bulletin of the Faculty for People with Intellectual Disabilities","volume":"294 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":"114550339","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.2022.20.3.58
Abbie McKennan, K. Theodore, Simone Fox, Philip Reynolds
Antisocial behaviour in young people is a widespread issue. Young people with borderlinemild Intellectual Disabilities (ID) are often not recognised or provided with support for their learning and are more likely to engage in antisocial behaviour than young people without ID (Hall, 2000). Research has indicated that these young people benefit from systemic psychological interventions which target the systems around them (Tausendfreund et al., 2016). Whilst the literature base for interventions that reduce behaviour problems is vast, there has been limited research for young people with borderline-mild ID and there have been no previous systematic reviews focused on this group. The objective was to discover which systemic psychological interventions are effective for young people with borderline-mild ID and significant behaviour problems. PsychINFO and Web of Science databases were searched and after duplicates removal, 4018 articles were screened via titles and abstracts. 3862 records were excluded at that stage, and a further 150 were excluded at the full text screening stage. One additional paper was identified, resulting in seven studies included in this review. The Quality Appraisal Checklist for Quantitative Intervention Studies (QACQIS) (NICE, 2012) was used to analyse methodological quality. Methodological quality varied in accordance with study design. Six different systemic psychological interventions were identified, and even though the research indicated positive results for all interventions, it was concluded that Parent Management Training, Mindfulness Based Positive Behaviour Support, Non-Violent Resistance-Intellectual Disabilities, and Multisystemic Therapy-ID showed most promise as equitable systemic psychological interventions for reducing behaviour problems in young people with borderline-mild ID. It was difficult to draw direct comparisons between studies due to variation in study design and outcome measurements. Multi-site, multi-informant randomised research should be carried out in the future.
年轻人的反社会行为是一个普遍存在的问题。患有边缘性轻度智力障碍(ID)的年轻人在学习上往往得不到认可或支持，与没有ID的年轻人相比，他们更有可能从事反社会行为(Hall, 2000)。研究表明，这些年轻人受益于针对他们周围系统的系统性心理干预(Tausendfreund et al.， 2016)。虽然减少行为问题的干预措施的文献基础是巨大的，但对患有边缘性轻度ID的年轻人的研究有限，而且以前没有针对这一群体的系统综述。目的是发现哪些系统的心理干预措施对有轻度边缘性身份认同和严重行为问题的年轻人有效。检索PsychINFO和Web of Science数据库，剔除重复后，通过标题和摘要筛选出4018篇文章。3862条记录在该阶段被排除，另有150条记录在全文筛选阶段被排除。一篇额外的论文被确定，导致本综述纳入了七项研究。定量干预研究质量评价清单(QACQIS) (NICE, 2012)用于分析方法学质量。方法质量因研究设计而异。研究确定了六种不同的系统心理干预措施，尽管研究表明所有干预措施都有积极的结果，但结论是，家长管理培训、基于正念的积极行为支持、非暴力抵抗-智力残疾和多系统治疗-ID显示出最公平的系统心理干预措施，可以减少边缘型轻度ID年轻人的行为问题。由于研究设计和结果测量的差异，很难在研究之间进行直接比较。今后应开展多地点、多线索的随机研究。
{"title":"The effectiveness of systemic psychological interventions for young people with intellectual disabilities and behavioural problems: A systematic review","authors":"Abbie McKennan, K. Theodore, Simone Fox, Philip Reynolds","doi":"10.53841/bpsfpid.2022.20.3.58","DOIUrl":"https://doi.org/10.53841/bpsfpid.2022.20.3.58","url":null,"abstract":"Antisocial behaviour in young people is a widespread issue. Young people with borderlinemild Intellectual Disabilities (ID) are often not recognised or provided with support for their learning and are more likely to engage in antisocial behaviour than young people without ID (Hall, 2000). Research has indicated that these young people benefit from systemic psychological interventions which target the systems around them (Tausendfreund et al., 2016). Whilst the literature base for interventions that reduce behaviour problems is vast, there has been limited research for young people with borderline-mild ID and there have been no previous systematic reviews focused on this group. The objective was to discover which systemic psychological interventions are effective for young people with borderline-mild ID and significant behaviour problems. PsychINFO and Web of Science databases were searched and after duplicates removal, 4018 articles were screened via titles and abstracts. 3862 records were excluded at that stage, and a further 150 were excluded at the full text screening stage. One additional paper was identified, resulting in seven studies included in this review. The Quality Appraisal Checklist for Quantitative Intervention Studies (QACQIS) (NICE, 2012) was used to analyse methodological quality. Methodological quality varied in accordance with study design. Six different systemic psychological interventions were identified, and even though the research indicated positive results for all interventions, it was concluded that Parent Management Training, Mindfulness Based Positive Behaviour Support, Non-Violent Resistance-Intellectual Disabilities, and Multisystemic Therapy-ID showed most promise as equitable systemic psychological interventions for reducing behaviour problems in young people with borderline-mild ID. It was difficult to draw direct comparisons between studies due to variation in study design and outcome measurements. Multi-site, multi-informant randomised research should be carried out in the future.","PeriodicalId":302131,"journal":{"name":"FPID Bulletin: The Bulletin of the Faculty for People with Intellectual Disabilities","volume":"23 3 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":"116582462","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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