Pub Date : 2022-04-01DOI: 10.53841/bpsfpid.2022.20.1.45
L. Yates
■This paper highlights the experience of an Assistant Psychologist, learning how to conduct individual psychotherapy with clients with a learning disability.■Many challenges were faced when starting to conduct therapy and a lot was learnt from the experience.■Suggestions are offered on how to support people with learning disabilities to access Cognitive Behavioural Therapy.■Having an assistant psychologist conduct psychotherapy, under supervision, had several benefits and provided many insights into becoming a therapist.Cognitive behavioural therapy (CBT) has been shown to be an effective treatment for psychological issues with adults with intellectual disabilities (ID). To utilise service resources efficiently, assistant psychologists (APs) were taught the basics of CBT to allow them to work with appropriate clients under clinical supervision. This paper reflects upon my experience as an AP in learning how to conduct individual psychotherapy with clients with an ID. Comments are made on the many challenges I faced during the therapy sessions and on supporting people with ID in general. The benefits of having an AP conducting individual therapy are also discussed.
{"title":"A reflective account on starting to deliver therapy as an assistant psychologist in an adult intellectual disability service","authors":"L. Yates","doi":"10.53841/bpsfpid.2022.20.1.45","DOIUrl":"https://doi.org/10.53841/bpsfpid.2022.20.1.45","url":null,"abstract":"■This paper highlights the experience of an Assistant Psychologist, learning how to conduct individual psychotherapy with clients with a learning disability.■Many challenges were faced when starting to conduct therapy and a lot was learnt from the experience.■Suggestions are offered on how to support people with learning disabilities to access Cognitive Behavioural Therapy.■Having an assistant psychologist conduct psychotherapy, under supervision, had several benefits and provided many insights into becoming a therapist.Cognitive behavioural therapy (CBT) has been shown to be an effective treatment for psychological issues with adults with intellectual disabilities (ID). To utilise service resources efficiently, assistant psychologists (APs) were taught the basics of CBT to allow them to work with appropriate clients under clinical supervision. This paper reflects upon my experience as an AP in learning how to conduct individual psychotherapy with clients with an ID. Comments are made on the many challenges I faced during the therapy sessions and on supporting people with ID in general. The benefits of having an AP conducting individual therapy are also discussed.","PeriodicalId":302131,"journal":{"name":"FPID Bulletin: The Bulletin of the Faculty for People with Intellectual Disabilities","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127405485","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 : 2022-04-01DOI: 10.53841/bpsfpid.2022.20.1.56
{"title":"Doctorate in clinical psychology thesis research","authors":"","doi":"10.53841/bpsfpid.2022.20.1.56","DOIUrl":"https://doi.org/10.53841/bpsfpid.2022.20.1.56","url":null,"abstract":"","PeriodicalId":302131,"journal":{"name":"FPID Bulletin: The Bulletin of the Faculty for People with Intellectual Disabilities","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131414336","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 : 2022-04-01DOI: 10.53841/bpsfpid.2022.20.1.12
Erin M Beal
■This article shows how society can in lots of ways oppress individuals who have a diagnosis of a learning disability.■This is an important topic to think and talk about if we want to change the ways that people with a learning disability are treated and make sure they have more person-centred support.■The person is not the ‘problem’ and it is not their disability that takes away their power. Instead, it is the culture that we live in that does not value them enough and this needs to change.■Good practice recommendations include supporting families and teams with psychoeducation, and indirect work with teams to change the way we view people with a learning disability and the mental health problems they may have.Individuals with an Intellectual Disability (ID) have struggled to have their psychological needs met throughout history due to the deficit language used by society, which has reduced their power. This article highlights how this group has been stigmatised and the negative implications that this has for their psychological wellbeing using a systemic lens. It outlines good practice recommendations using systematic ways of working to provide individuals with an ID and those that support them a more person-centred form of care. These recommendations utilise a strengths-based approach that seeks to highlight stories of ability, resilience, and merit.
{"title":"Working systemically with individuals with an intellectual disability to promote empowerment","authors":"Erin M Beal","doi":"10.53841/bpsfpid.2022.20.1.12","DOIUrl":"https://doi.org/10.53841/bpsfpid.2022.20.1.12","url":null,"abstract":"■This article shows how society can in lots of ways oppress individuals who have a diagnosis of a learning disability.■This is an important topic to think and talk about if we want to change the ways that people with a learning disability are treated and make sure they have more person-centred support.■The person is not the ‘problem’ and it is not their disability that takes away their power. Instead, it is the culture that we live in that does not value them enough and this needs to change.■Good practice recommendations include supporting families and teams with psychoeducation, and indirect work with teams to change the way we view people with a learning disability and the mental health problems they may have.Individuals with an Intellectual Disability (ID) have struggled to have their psychological needs met throughout history due to the deficit language used by society, which has reduced their power. This article highlights how this group has been stigmatised and the negative implications that this has for their psychological wellbeing using a systemic lens. It outlines good practice recommendations using systematic ways of working to provide individuals with an ID and those that support them a more person-centred form of care. These recommendations utilise a strengths-based approach that seeks to highlight stories of ability, resilience, and merit.","PeriodicalId":302131,"journal":{"name":"FPID Bulletin: The Bulletin of the Faculty for People with Intellectual Disabilities","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133157733","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 : 2022-04-01DOI: 10.53841/bpsfpid.2022.20.1.29
Kelly Rayner-Smith, C. Downs, H. Blockley
■This paper is about how our team changed our service during Covid-19.■We explain how we were able to carry on with assessments for learning disability, autism, and dementia.■This is important because it makes sure people with learning disabilities get the best support.From March 2020, many services had to make rapid changes to standard practice to accommodate new Covid-19 infection prevention control measures. Essential diagnostic assessment of intellectual disability, autism, and dementia continued only following adaptation to usual processes. While face-to-face contact was minimised as much as possible, where it was necessary, new protocols were developed to ensure social distancing, no sharing of resources, and quarantining of materials between assessments. Implications of this, particularly in balancing risk and needs and in the clinical interpretation of assessments, are discussed.
{"title":"Diagnostic assessments during a pandemic","authors":"Kelly Rayner-Smith, C. Downs, H. Blockley","doi":"10.53841/bpsfpid.2022.20.1.29","DOIUrl":"https://doi.org/10.53841/bpsfpid.2022.20.1.29","url":null,"abstract":"■This paper is about how our team changed our service during Covid-19.■We explain how we were able to carry on with assessments for learning disability, autism, and dementia.■This is important because it makes sure people with learning disabilities get the best support.From March 2020, many services had to make rapid changes to standard practice to accommodate new Covid-19 infection prevention control measures. Essential diagnostic assessment of intellectual disability, autism, and dementia continued only following adaptation to usual processes. While face-to-face contact was minimised as much as possible, where it was necessary, new protocols were developed to ensure social distancing, no sharing of resources, and quarantining of materials between assessments. Implications of this, particularly in balancing risk and needs and in the clinical interpretation of assessments, are discussed.","PeriodicalId":302131,"journal":{"name":"FPID Bulletin: The Bulletin of the Faculty for People with Intellectual Disabilities","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128879433","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 : 2022-04-01DOI: 10.53841/bpsfpid.2022.20.1.4
G. Collins, R. Fyson, G. Morgan, K. Runswick-Cole, J. Steel
■The Power Threat Meaning Framework was written to help make sense of distress in terms of people’s experiences. It asks ‘what has happened to you?’, NOT ‘what is wrong with you?’■The Power Threat Meaning Framework could be useful for people working with people with learning disabilities and autism■We describe how we have adapted the Power Threat Meaning Framework for use in learning disability services.■More resources need to be developed with people who use these servicesThe Power Threat Meaning Framework (PTMF) was launched by the British Psychological Society in 2018 to offer an alternative classification system to pseudo-scientific practises of psychiatric diagnosis that regard certain ways of thinking, feeling and behaving as ‘symptoms’ of unevidenced ‘mental disorders’. In this article, we summarise what appealed to us about the PTMF and we describe some of the work we have undertaken to highlight how the Framework can be applied to support understanding of the experiences of people with diagnoses of intellectual disability in ways that centre attention to the negative operations of power on peoples’ lives.
■《权力威胁意义框架》(Power Threat Meaning Framework)是为了帮助人们从经历的角度理解痛苦。它问“你发生了什么事?”，而不是“你怎么了?”■“权力威胁意义框架”可能对与学习障碍和自闭症患者一起工作的人有用■我们描述了我们如何将“权力威胁意义框架”用于学习障碍服务。■需要为使用这些服务的人开发更多的资源。英国心理学会于2018年启动了“权力威胁意义框架”(PTMF)，为将某些思维方式、感觉和行为方式视为未经证实的“精神障碍”的“症状”的伪科学精神诊断实践提供了另一种分类系统。在这篇文章中，我们总结了PTMF对我们的吸引力，并描述了我们所做的一些工作，以强调如何应用该框架来支持理解被诊断为智力残疾的人的经历，从而将注意力集中在权力对人们生活的负面影响上。
{"title":"The Power Threat Meaning Framework: Development of a document for use in intellectual disabilities services","authors":"G. Collins, R. Fyson, G. Morgan, K. Runswick-Cole, J. Steel","doi":"10.53841/bpsfpid.2022.20.1.4","DOIUrl":"https://doi.org/10.53841/bpsfpid.2022.20.1.4","url":null,"abstract":"■The Power Threat Meaning Framework was written to help make sense of distress in terms of people’s experiences. It asks ‘what has happened to you?’, NOT ‘what is wrong with you?’■The Power Threat Meaning Framework could be useful for people working with people with learning disabilities and autism■We describe how we have adapted the Power Threat Meaning Framework for use in learning disability services.■More resources need to be developed with people who use these servicesThe Power Threat Meaning Framework (PTMF) was launched by the British Psychological Society in 2018 to offer an alternative classification system to pseudo-scientific practises of psychiatric diagnosis that regard certain ways of thinking, feeling and behaving as ‘symptoms’ of unevidenced ‘mental disorders’. In this article, we summarise what appealed to us about the PTMF and we describe some of the work we have undertaken to highlight how the Framework can be applied to support understanding of the experiences of people with diagnoses of intellectual disability in ways that centre attention to the negative operations of power on peoples’ lives.","PeriodicalId":302131,"journal":{"name":"FPID Bulletin: The Bulletin of the Faculty for People with Intellectual Disabilities","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126969302","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 : 2022-04-01DOI: 10.53841/bpsfpid.2022.20.1.52
E. Cooper, Yimini Low, M. Cawley
{"title":"Event summary: ‘Making space for race’","authors":"E. Cooper, Yimini Low, M. Cawley","doi":"10.53841/bpsfpid.2022.20.1.52","DOIUrl":"https://doi.org/10.53841/bpsfpid.2022.20.1.52","url":null,"abstract":"","PeriodicalId":302131,"journal":{"name":"FPID Bulletin: The Bulletin of the Faculty for People with Intellectual Disabilities","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130320656","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 : 2021-12-01DOI: 10.53841/bpsfpid.2021.19.3.8
Scarlett Thomas
{"title":"Educational experiences of individuals with special educational needs and disabilities","authors":"Scarlett Thomas","doi":"10.53841/bpsfpid.2021.19.3.8","DOIUrl":"https://doi.org/10.53841/bpsfpid.2021.19.3.8","url":null,"abstract":"","PeriodicalId":302131,"journal":{"name":"FPID Bulletin: The Bulletin of the Faculty for People with Intellectual Disabilities","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133168244","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 : 2021-12-01DOI: 10.53841/bpsfpid.2021.19.3.12
{"title":"Abortion and down syndrome: high court challenge on the abortion bill","authors":"","doi":"10.53841/bpsfpid.2021.19.3.12","DOIUrl":"https://doi.org/10.53841/bpsfpid.2021.19.3.12","url":null,"abstract":"","PeriodicalId":302131,"journal":{"name":"FPID Bulletin: The Bulletin of the Faculty for People with Intellectual Disabilities","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123665905","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 : 2021-12-01DOI: 10.53841/bpsfpid.2021.19.3.59
C. Patterson, Jonathan Williams, A. Dowey, Robert Jones
Mindfulness helps people focus on what is happening right now. It can help people to have good mental health.A group of researchers from the USA created a mindfulness-based therapy for people with intellectual disabilities, called Soles of the Feet.Soles of the Feet teaches people with intellectual disabilities to focus on the soles of their feet, instead of focusing on difficult thoughts and feelings.This paper thinks about how Soles of the Feet works for people with intellectual disabilities.
{"title":"Mindfulness-based therapies, Soles of the Feet and people with intellectual disabilities: A conceptual review","authors":"C. Patterson, Jonathan Williams, A. Dowey, Robert Jones","doi":"10.53841/bpsfpid.2021.19.3.59","DOIUrl":"https://doi.org/10.53841/bpsfpid.2021.19.3.59","url":null,"abstract":"Mindfulness helps people focus on what is happening right now. It can help people to have good mental health.A group of researchers from the USA created a mindfulness-based therapy for people with intellectual disabilities, called Soles of the Feet.Soles of the Feet teaches people with intellectual disabilities to focus on the soles of their feet, instead of focusing on difficult thoughts and feelings.This paper thinks about how Soles of the Feet works for people with intellectual disabilities.","PeriodicalId":302131,"journal":{"name":"FPID Bulletin: The Bulletin of the Faculty for People with Intellectual Disabilities","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128387905","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 : 2021-12-01DOI: 10.53841/bpsfpid.2021.19.3.23
Kelli Turner, H. Thomas, Rhiannon D. Williams
Team formulation helps staff understand people they work with better, and agree ideas to support them.Positive monitoring is a way of checking if staff are helping people in the ways agreed by the team.This evaluation aims to see if using team formulation and positive monitoring, has an impact on the care provided to adults with learning disabilities in a locked rehabilitation hospital.Staff found team formulation helpful in understanding the person they were working with better. The helpfulness of setting goals on staffing putting ideas into practice varied.Six out of Seven adults with learning disabilities had less incidents after we used positive monitoring charts
{"title":"Evaluating the impact of team formulation on client care in a rehabilitation hospital for individuals with learning disabilities","authors":"Kelli Turner, H. Thomas, Rhiannon D. Williams","doi":"10.53841/bpsfpid.2021.19.3.23","DOIUrl":"https://doi.org/10.53841/bpsfpid.2021.19.3.23","url":null,"abstract":"Team formulation helps staff understand people they work with better, and agree ideas to support them.Positive monitoring is a way of checking if staff are helping people in the ways agreed by the team.This evaluation aims to see if using team formulation and positive monitoring, has an impact on the care provided to adults with learning disabilities in a locked rehabilitation hospital.Staff found team formulation helpful in understanding the person they were working with better. The helpfulness of setting goals on staffing putting ideas into practice varied.Six out of Seven adults with learning disabilities had less incidents after we used positive monitoring charts","PeriodicalId":302131,"journal":{"name":"FPID Bulletin: The Bulletin of the Faculty for People with Intellectual Disabilities","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128895297","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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