Pub Date : 2021-06-16DOI: 10.1108/AMHID-02-2021-0007
E. Webb, A. Greenwood, Abbey Hamer, V. Sibley
Purpose Forensic health-care workers are frequently exposed to behaviours that challenge and traumatic material, with notably high levels in developmental disorder (DD) services. The provision of support is key in alleviating distress and improving work functioning. This paper aims to incite clarity on whether staff in DD services are more likely to access trauma support. The prevailing needs and outcomes for this population are also explored. Design/methodology/approach Data was extracted retrospectively from a database held by an internal trauma support service (TSS) for staff working in a secure psychiatric hospital. Overall, 278 permanent clinical staff accessed the TSS between 2018 and 2020, 102 (36.7%) of whom worked in an adult DD forensic inpatient service. Findings Staff working in DD services were over-represented in referrals to the TSS with a greater number of referrals per bed in DD services than in non-DD services (0.94 vs 0.33). DD staff were comparatively more likely to access support for non-physical, psychologically traumatic experiences. Psychological needs and outcomes following support were comparable between staff across services. Practical implications The findings highlight the more frequent need for trauma support of staff in forensic inpatient DD settings. Embedding a culture of safety and openness, and establishing appropriate and responsive models of staff support reflect key priorities for inpatient DD health-care providers, for the universal benefit of the organisation, workforce and service users. Originality/value This study offers novel insight into levels of access to support for staff working with people with DDs.
{"title":"Profiling referrals to a trauma support service: needs and outcomes for staff working in a secure adult developmental disorder pathway","authors":"E. Webb, A. Greenwood, Abbey Hamer, V. Sibley","doi":"10.1108/AMHID-02-2021-0007","DOIUrl":"https://doi.org/10.1108/AMHID-02-2021-0007","url":null,"abstract":"\u0000Purpose\u0000Forensic health-care workers are frequently exposed to behaviours that challenge and traumatic material, with notably high levels in developmental disorder (DD) services. The provision of support is key in alleviating distress and improving work functioning. This paper aims to incite clarity on whether staff in DD services are more likely to access trauma support. The prevailing needs and outcomes for this population are also explored.\u0000\u0000\u0000Design/methodology/approach\u0000Data was extracted retrospectively from a database held by an internal trauma support service (TSS) for staff working in a secure psychiatric hospital. Overall, 278 permanent clinical staff accessed the TSS between 2018 and 2020, 102 (36.7%) of whom worked in an adult DD forensic inpatient service.\u0000\u0000\u0000Findings\u0000Staff working in DD services were over-represented in referrals to the TSS with a greater number of referrals per bed in DD services than in non-DD services (0.94 vs 0.33). DD staff were comparatively more likely to access support for non-physical, psychologically traumatic experiences. Psychological needs and outcomes following support were comparable between staff across services.\u0000\u0000\u0000Practical implications\u0000The findings highlight the more frequent need for trauma support of staff in forensic inpatient DD settings. Embedding a culture of safety and openness, and establishing appropriate and responsive models of staff support reflect key priorities for inpatient DD health-care providers, for the universal benefit of the organisation, workforce and service users.\u0000\u0000\u0000Originality/value\u0000This study offers novel insight into levels of access to support for staff working with people with DDs.\u0000","PeriodicalId":44693,"journal":{"name":"Advances in Mental Health and Intellectual Disabilities","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2021-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43573730","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 : 2021-06-07DOI: 10.1108/AMHID-12-2020-0032
Nicola Gregson, C. Delaney
Purpose The purpose of this paper is to present a case study using a systemic team formulation approach, in the context of supporting a women with intellectual disabilities with a history of trauma. Design/methodology/approach A reflective stance is used to describe the process of assessment, hypothesising, formulation and intervention in a single case study design. Findings Feedback from care staff suggests that they found a team formulation approach helpful to improve their understanding of the service user they support. Practical implications The paper discusses how systemic team formulation can draw on trauma-informed care principles in the context of supporting an individual with an intellectual disability. Future research should aim to replicate the approach for findings to be applied more broadly. COVID-19 has meant clinical working has had to be adapted, clinicians should carefully consider how collaborative and meaningful work can continue to be facilitated within the current parameters. Originality/value This case study contributes to the literature in the use of systemic team formulation interventions within an intellectual disability context, drawing on trauma-informed care principles and reflecting on adapted working within the COVID-19 pandemic.
{"title":"Drawing in not encouraging away: systemic team formulation to support the trauma-informed care of a lady with intellectual disabilities, in the context of COVID-19","authors":"Nicola Gregson, C. Delaney","doi":"10.1108/AMHID-12-2020-0032","DOIUrl":"https://doi.org/10.1108/AMHID-12-2020-0032","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to present a case study using a systemic team formulation approach, in the context of supporting a women with intellectual disabilities with a history of trauma.\u0000\u0000\u0000Design/methodology/approach\u0000A reflective stance is used to describe the process of assessment, hypothesising, formulation and intervention in a single case study design.\u0000\u0000\u0000Findings\u0000Feedback from care staff suggests that they found a team formulation approach helpful to improve their understanding of the service user they support.\u0000\u0000\u0000Practical implications\u0000The paper discusses how systemic team formulation can draw on trauma-informed care principles in the context of supporting an individual with an intellectual disability. Future research should aim to replicate the approach for findings to be applied more broadly. COVID-19 has meant clinical working has had to be adapted, clinicians should carefully consider how collaborative and meaningful work can continue to be facilitated within the current parameters.\u0000\u0000\u0000Originality/value\u0000This case study contributes to the literature in the use of systemic team formulation interventions within an intellectual disability context, drawing on trauma-informed care principles and reflecting on adapted working within the COVID-19 pandemic.\u0000","PeriodicalId":44693,"journal":{"name":"Advances in Mental Health and Intellectual Disabilities","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2021-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44538652","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 : 2021-06-07DOI: 10.1108/AMHID-10-2020-0026
S. Igier, Valérie Pennequin
Purpose Studies on intellectual disabilities describe difficulties at the cognitive level but little about the other factors that can impact the individual’s performance. The aim of this research was thus to assess the effects of the socio-emotional context on the performance of adults with intellectual disabilities in a cognitive task. The main hypothesis was that people with intellectual disabilities will not have the cognitive ability to see the socioemotional environment as a potential resource, and that they could not use it to mobilize their cognitive resources to try and improve their performance and adopt more positive behavior. Design/methodology/approach A total of 32 people with moderate to severe intellectual disabilities were recruited. They performed a categorization task and were then given their results. Throughout the test, the psychologist observed the participants’ behavior and, more specifically, their emotional expressions, their pro-social behavior and their respect for social rules. Findings The results support the hypotheses, with better performance among participants who adopted pro-social behaviors, respected the rules and displayed positive emotional expressions. These results highlight the central role played by others in the ability of adults with intellectual disabilities to adapt to a given situation. Research limitations/implications This study was conducted by a psychologist, which could have biased the relationship with the participants. A complementary study is in progress to measure the effects. Practical implications These findings have implications for cognitive remediation tasks aimed at mobilizing the cognitive resources of adults with intellectual disabilities. Originality/value To the best of the authors’ knowledge, this is the only study to evaluate the role of the socio-emotional environment on the performance of adults with intellectual disabilities.
{"title":"Links of socio-emotional context on performance in categorization task of adults with moderate to severe intellectual disabilities","authors":"S. Igier, Valérie Pennequin","doi":"10.1108/AMHID-10-2020-0026","DOIUrl":"https://doi.org/10.1108/AMHID-10-2020-0026","url":null,"abstract":"\u0000Purpose\u0000Studies on intellectual disabilities describe difficulties at the cognitive level but little about the other factors that can impact the individual’s performance. The aim of this research was thus to assess the effects of the socio-emotional context on the performance of adults with intellectual disabilities in a cognitive task. The main hypothesis was that people with intellectual disabilities will not have the cognitive ability to see the socioemotional environment as a potential resource, and that they could not use it to mobilize their cognitive resources to try and improve their performance and adopt more positive behavior.\u0000\u0000\u0000Design/methodology/approach\u0000A total of 32 people with moderate to severe intellectual disabilities were recruited. They performed a categorization task and were then given their results. Throughout the test, the psychologist observed the participants’ behavior and, more specifically, their emotional expressions, their pro-social behavior and their respect for social rules.\u0000\u0000\u0000Findings\u0000The results support the hypotheses, with better performance among participants who adopted pro-social behaviors, respected the rules and displayed positive emotional expressions. These results highlight the central role played by others in the ability of adults with intellectual disabilities to adapt to a given situation.\u0000\u0000\u0000Research limitations/implications\u0000This study was conducted by a psychologist, which could have biased the relationship with the participants. A complementary study is in progress to measure the effects.\u0000\u0000\u0000Practical implications\u0000These findings have implications for cognitive remediation tasks aimed at mobilizing the cognitive resources of adults with intellectual disabilities.\u0000\u0000\u0000Originality/value\u0000To the best of the authors’ knowledge, this is the only study to evaluate the role of the socio-emotional environment on the performance of adults with intellectual disabilities.\u0000","PeriodicalId":44693,"journal":{"name":"Advances in Mental Health and Intellectual Disabilities","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2021-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41772083","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 : 2021-02-26DOI: 10.1108/AMHID-08-2020-0019
S. Ashworth, C. Robinson, Donna Harrison, Natalie Brotherton
Purpose This paper aims to present the process of reviewing, adapting and evaluating, the second edition of the I Can Feel Good programme (Ashworth et al., 2018) and adapted DBT programme facilitated at a low-security psychiatric hospital for men with intellectual disability. Through the presentation of programme development, evaluation and revision, a more thorough and transparent understanding of the process involved can be disseminated. Design/methodology/approach The programme lasted approximately 14 months and covered all four modules. N = 5, all-male, ages ranged between 23 and 57 years old. All detained under the MHA (1983) with a primary diagnosis of Mild ID with comorbid psychiatric diagnoses including mental illness, autism spectrum disorders and personality disorder. To evaluate routine effectiveness a pre-post comparison within groups design was used. A standardised GAS approach provided a template to score the degree to which identified goals were achieved over the intervention for participants. Findings Wilcoxon signed-rank tests were used due to data not meeting parametric assumptions regarding normal distribution. Except for the mindfulness module, all modules saw pre to post programme psychometric results in the desired direction, evidencing skills acquisition. Coping in crisis and managing feelings modules outcomes neared statistical significance, with the module of people skills demonstrating statistical significance (p < 0.05). Originality/value Upon examination of the results, it appears as though the second edition pilot programme, displayed initially promising results. The clinical and statistical aspects of the programme are explored, in the hope that clinicians may consider the programme’s application and utility within various clinical contexts, in addition to gaining insight into the process of programme development and refinement.
{"title":"We can still feel good: evaluation of the I can feel good programme second edition in a low secure unit","authors":"S. Ashworth, C. Robinson, Donna Harrison, Natalie Brotherton","doi":"10.1108/AMHID-08-2020-0019","DOIUrl":"https://doi.org/10.1108/AMHID-08-2020-0019","url":null,"abstract":"\u0000Purpose\u0000This paper aims to present the process of reviewing, adapting and evaluating, the second edition of the I Can Feel Good programme (Ashworth et al., 2018) and adapted DBT programme facilitated at a low-security psychiatric hospital for men with intellectual disability. Through the presentation of programme development, evaluation and revision, a more thorough and transparent understanding of the process involved can be disseminated.\u0000\u0000\u0000Design/methodology/approach\u0000The programme lasted approximately 14 months and covered all four modules. N = 5, all-male, ages ranged between 23 and 57 years old. All detained under the MHA (1983) with a primary diagnosis of Mild ID with comorbid psychiatric diagnoses including mental illness, autism spectrum disorders and personality disorder. To evaluate routine effectiveness a pre-post comparison within groups design was used. A standardised GAS approach provided a template to score the degree to which identified goals were achieved over the intervention for participants.\u0000\u0000\u0000Findings\u0000Wilcoxon signed-rank tests were used due to data not meeting parametric assumptions regarding normal distribution. Except for the mindfulness module, all modules saw pre to post programme psychometric results in the desired direction, evidencing skills acquisition. Coping in crisis and managing feelings modules outcomes neared statistical significance, with the module of people skills demonstrating statistical significance (p < 0.05).\u0000\u0000\u0000Originality/value\u0000Upon examination of the results, it appears as though the second edition pilot programme, displayed initially promising results. The clinical and statistical aspects of the programme are explored, in the hope that clinicians may consider the programme’s application and utility within various clinical contexts, in addition to gaining insight into the process of programme development and refinement.\u0000","PeriodicalId":44693,"journal":{"name":"Advances in Mental Health and Intellectual Disabilities","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2021-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45162821","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 : 2021-02-15DOI: 10.1108/AMHID-10-2020-0022
Mercedes H. Nuñez-Polo, M. Alonso-Rodríguez, A. Dolado, J. Ayuso-Mateos, A. Martorell
Purpose Anxiety disorder is a common mental health problem in people with intellectual disabilities. Although this affects their quality of life, in Spain, there are no validated tools to evaluate the symptomatology of anxiety in people with intellectual disabilities. The aim of this study is to validate the Glasgow Anxiety Scale for people with an intellectual disability (GAS-ID) in the Spanish population. Design/methodology/approach The Spanish version of the GAS-ID was produced by back translation and was administered to 120 adults with intellectual disabilities. The psychometric analyses included internal consistency using the Cronbach’s alpha coefficient, inter-rater and test-retest reliability were determined using intra class correlation and Pearson correlation coefficients and, finally, factor analysis with Varimax rotation to confirm the construct validity of the questionnaire. Findings Cronbach’s alpha was 0.86 for the overall questionnaire. The intraclass correlation coefficient showed a good level of agreement in both test-retest (0.90) and inter-rater (0.91) analysis and the Pearson correlation showed a good significance in all dimensions and in the total scale. Varimax rotation factor analysis revealed four well-defined factors. Originality/value The GAS-ID is a feasible and reliable instrument for assessing anxiety symptoms in adults with mild and moderate intellectual disabilities, offering better diagnoses and therefore a more accurate treatment for the Spanish population with intellectual disabilities.
{"title":"Glasgow anxiety scale for people with an intellectual disability (GAS-ID): validation for Spanish population","authors":"Mercedes H. Nuñez-Polo, M. Alonso-Rodríguez, A. Dolado, J. Ayuso-Mateos, A. Martorell","doi":"10.1108/AMHID-10-2020-0022","DOIUrl":"https://doi.org/10.1108/AMHID-10-2020-0022","url":null,"abstract":"\u0000Purpose\u0000Anxiety disorder is a common mental health problem in people with intellectual disabilities. Although this affects their quality of life, in Spain, there are no validated tools to evaluate the symptomatology of anxiety in people with intellectual disabilities. The aim of this study is to validate the Glasgow Anxiety Scale for people with an intellectual disability (GAS-ID) in the Spanish population.\u0000\u0000\u0000Design/methodology/approach\u0000The Spanish version of the GAS-ID was produced by back translation and was administered to 120 adults with intellectual disabilities. The psychometric analyses included internal consistency using the Cronbach’s alpha coefficient, inter-rater and test-retest reliability were determined using intra class correlation and Pearson correlation coefficients and, finally, factor analysis with Varimax rotation to confirm the construct validity of the questionnaire.\u0000\u0000\u0000Findings\u0000Cronbach’s alpha was 0.86 for the overall questionnaire. The intraclass correlation coefficient showed a good level of agreement in both test-retest (0.90) and inter-rater (0.91) analysis and the Pearson correlation showed a good significance in all dimensions and in the total scale. Varimax rotation factor analysis revealed four well-defined factors.\u0000\u0000\u0000Originality/value\u0000The GAS-ID is a feasible and reliable instrument for assessing anxiety symptoms in adults with mild and moderate intellectual disabilities, offering better diagnoses and therefore a more accurate treatment for the Spanish population with intellectual disabilities.\u0000","PeriodicalId":44693,"journal":{"name":"Advances in Mental Health and Intellectual Disabilities","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2021-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46226869","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 : 2021-01-11DOI: 10.1108/AMHID-06-2020-0015
R. Searle, Ianiv Borseti
The purpose of this paper is to determine the effectiveness of an adapted dialectical behaviour therapy (DBT) treatment programme for individuals with an intellectual disability, via completion of a service evaluation.,Outcome measurements were competed at pre-, post- and 12 months follow-up, and the effectiveness of the intervention was assessed using a Friedman analysis.,Findings demonstrated that the treatment group showed significant differences in their “psychological distress” scores, but no significant differences were found in their “psychological well-being”, “anxiety” or “quality of life” (WHO-QOL) scores over time.,Overall, the current study adds to the small but growing literature that supports using the skills training group part of DBT as a stand-alone psychological intervention when working with people with an intellectual disability.
{"title":"Adapted dialectical behaviour therapy skills group service evaluation","authors":"R. Searle, Ianiv Borseti","doi":"10.1108/AMHID-06-2020-0015","DOIUrl":"https://doi.org/10.1108/AMHID-06-2020-0015","url":null,"abstract":"The purpose of this paper is to determine the effectiveness of an adapted dialectical behaviour therapy (DBT) treatment programme for individuals with an intellectual disability, via completion of a service evaluation.,Outcome measurements were competed at pre-, post- and 12 months follow-up, and the effectiveness of the intervention was assessed using a Friedman analysis.,Findings demonstrated that the treatment group showed significant differences in their “psychological distress” scores, but no significant differences were found in their “psychological well-being”, “anxiety” or “quality of life” (WHO-QOL) scores over time.,Overall, the current study adds to the small but growing literature that supports using the skills training group part of DBT as a stand-alone psychological intervention when working with people with an intellectual disability.","PeriodicalId":44693,"journal":{"name":"Advances in Mental Health and Intellectual Disabilities","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2021-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42253501","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 : 2020-10-30DOI: 10.1108/amhid-06-2020-0013
Rachel Craven, Lyn Shelton
Purpose This study aims to evaluate the clinical effectiveness of the Mindfulness module of the “I Can Feel Good” programme, an adapted dialectical behaviour therapy (DBT) informed skills programme for a group of intellectually disabled offenders (IDOs). Design/methodology/approach The programme module was delivered to a group of five male IDOs detained under the Mental Health Act 1983 (Revised 2007) at an intellectual disability (ID) rehabilitation hospital based in the UK. The mindfulness module was 12 sessions in length, and it was evaluated using the emotional problems scale (EPS) and the cognitive and affective mindfulness scale-revised (CAMS-R) self-assessment and observational scale. These measures were administered pre- and post-module and used the staff report scales as a primary source of evaluation. Findings Non-parametric testing revealed that there was a reduction in scores post module on the externalising behaviour problem scale of the EPS and increased scores on the CAMS-R observational scale, which would indicate clinical improvement in the IDO’s behavioural presentation, although it was not statistically significant. The internalising behaviour problem scale showed increased signs of anxiety post module, this could be related to increased self-awareness. The CAMS-R self-reported measure indicated reduced mindfulness qualities following the module. Originality/value The results indicate that following the mindfulness module, there was a reduced level of challenging behaviour displayed by the patients with increased signs of emotional regulation. There was also an observed reduction in symptoms of depression and low self-esteem post module.
{"title":"Assessing the effectiveness of the “I Can Feel Good” programme mindfulness module for a group of detained intellectually disabled patients","authors":"Rachel Craven, Lyn Shelton","doi":"10.1108/amhid-06-2020-0013","DOIUrl":"https://doi.org/10.1108/amhid-06-2020-0013","url":null,"abstract":"\u0000Purpose\u0000This study aims to evaluate the clinical effectiveness of the Mindfulness module of the “I Can Feel Good” programme, an adapted dialectical behaviour therapy (DBT) informed skills programme for a group of intellectually disabled offenders (IDOs).\u0000\u0000\u0000Design/methodology/approach\u0000The programme module was delivered to a group of five male IDOs detained under the Mental Health Act 1983 (Revised 2007) at an intellectual disability (ID) rehabilitation hospital based in the UK. The mindfulness module was 12 sessions in length, and it was evaluated using the emotional problems scale (EPS) and the cognitive and affective mindfulness scale-revised (CAMS-R) self-assessment and observational scale. These measures were administered pre- and post-module and used the staff report scales as a primary source of evaluation.\u0000\u0000\u0000Findings\u0000Non-parametric testing revealed that there was a reduction in scores post module on the externalising behaviour problem scale of the EPS and increased scores on the CAMS-R observational scale, which would indicate clinical improvement in the IDO’s behavioural presentation, although it was not statistically significant. The internalising behaviour problem scale showed increased signs of anxiety post module, this could be related to increased self-awareness. The CAMS-R self-reported measure indicated reduced mindfulness qualities following the module.\u0000\u0000\u0000Originality/value\u0000The results indicate that following the mindfulness module, there was a reduced level of challenging behaviour displayed by the patients with increased signs of emotional regulation. There was also an observed reduction in symptoms of depression and low self-esteem post module.\u0000","PeriodicalId":44693,"journal":{"name":"Advances in Mental Health and Intellectual Disabilities","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/amhid-06-2020-0013","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48101163","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 : 2020-10-12DOI: 10.1108/amhid-07-2019-0019
P. R. Diamond, C. Delaney
Purpose There is a growing evidence base for cognitive behavioural therapy (CBT) as a treatment for psychogenic non-epileptic seizures (PNES) in the general population. Despite the relatively high proportion of individuals with PNES who have an intellectual disability (ID) there is a paucity of literature on the use of CBT for PNES in this population. The purpose of this paper is to describe the use of an adapted CBT approach to treat PNES in a woman with mild ID. Design/methodology/approach The intervention used a CBT approach that included both the client and her mother, her primary care giver, throughout the therapy sessions. It involved 13 1-hour sessions over 20 weeks. Findings Over the course of the intervention the client experienced a reduction in seizure activity. Both the client and her mother reported increases in her perceived ability to cope with the seizures. Originality/value This report describes an adapted CBT-based intervention for individuals with PNES in the context of ID. It is the first report to include the involvement of a care-giver in adapting this approach for individuals with ID.
{"title":"Cognitive behavioural therapy for psychogenic non-epileptic seizures in the context of mild intellectual disability: a case study","authors":"P. R. Diamond, C. Delaney","doi":"10.1108/amhid-07-2019-0019","DOIUrl":"https://doi.org/10.1108/amhid-07-2019-0019","url":null,"abstract":"\u0000Purpose\u0000There is a growing evidence base for cognitive behavioural therapy (CBT) as a treatment for psychogenic non-epileptic seizures (PNES) in the general population. Despite the relatively high proportion of individuals with PNES who have an intellectual disability (ID) there is a paucity of literature on the use of CBT for PNES in this population. The purpose of this paper is to describe the use of an adapted CBT approach to treat PNES in a woman with mild ID.\u0000\u0000\u0000Design/methodology/approach\u0000The intervention used a CBT approach that included both the client and her mother, her primary care giver, throughout the therapy sessions. It involved 13 1-hour sessions over 20 weeks.\u0000\u0000\u0000Findings\u0000Over the course of the intervention the client experienced a reduction in seizure activity. Both the client and her mother reported increases in her perceived ability to cope with the seizures.\u0000\u0000\u0000Originality/value\u0000This report describes an adapted CBT-based intervention for individuals with PNES in the context of ID. It is the first report to include the involvement of a care-giver in adapting this approach for individuals with ID.\u0000","PeriodicalId":44693,"journal":{"name":"Advances in Mental Health and Intellectual Disabilities","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/amhid-07-2019-0019","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41491050","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 : 2020-09-29DOI: 10.1108/AMHID-04-2020-0009
J. Chevalère, V. Laurier, M. Tauber, Anna-Malika Camblats, D. Thuilleaux, V. Postal
Purpose When a comprehensive neuropsychological assessment cannot be carried out, a quick and discriminant tool of good psychometric properties can be useful to practitioners. The purpose of this paper is to examine the use of the Montreal Cognitive Assessment (MoCA) in patients with Prader–Willi syndrome (PWS) and to test its reliability for cognitive assessment in a population with intellectual disabilities. Design/methodology/approach Thirty-seven adults with PWS took the MoCA. Reliability of the battery was tested using Cronbach’s alphas. The performance of PWS adults in each subtest was then compared to that of a normative population of healthy adults. Findings The MoCA was found to be unreliable in PWS. The subtests analyses indicated that the PWS sample underperformed the normative population of healthy adults on most subtests of the MoCA. A sub-sample aged between 17and 29 years showed normal performance on Naming and Memory, and a sub-sample aged from 30 to 39 years showed similar performance on Language, Memory and Orientation relative to age-matched normative healthy adults. Research limitations/implications Results showed that the current version of the MoCA, if taken as a whole test for cognitive assessment, does not present with adequate psychometric properties, which the authors interpret as reflecting the heterogeneity in PWS cognitive profiles. If used in PWS, the MoCA may however be useful in examining cognitive functions separately using subtest-based comparisons to normative data. Originality/value This research contributes to a better assessment of cognitive profile in PWS and people with learning disabilities by arguing that the use of psychometric tests should depend more on the specificity of the population under evaluation.
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