Pub Date : 2024-07-16DOI: 10.53841/bpsfpid.2024.22.2.38
Michelle Brooks, Reshma Hirani
This article seeks to describe the work undertaken in the Anti-Racism Project (ARP) developed by the Barnet Learning Disabilities Service Psychology Team in response to our awareness of the double or intersectional stigma (Turan et al., 2019) experienced by those we work with who are people of colour, living with a learning disability, and dealing with racism. In order to support the people who carry the weight of this intersectionality without access to ways of making sense of their lived experience, the project sought to create the conditions and offer the learning tools necessary to access and normalise this very important conversation for people with a learning disability. The weekly feedback demonstrated participants gained insight and confidence when tackling and discussing these complex and sensitive issues with each other and an eagerness to continue this journey if the opportunity were offered.■This article tells you about our anti- racism project (ARP)■ARP is a project to help people with a learning disability understand racism and how it affects us.■We want to share our understanding of racism with each other people and in the community.■We aim to find ways to stand up against racism.
本文试图描述巴尼特学习障碍服务心理小组（Barnet Learning Disabilities Service Psychology Team）在 "反种族主义项目"（Anti-Racism Project，ARP）中所开展的工作，以回应我们对有色人种、学习障碍者和种族主义者所经历的双重或交叉污名（Turan 等人，2019 年）的认识。为了支持那些背负着这种交叉性的沉重负担，却无法获得了解其生活经历的途径的人们，该项目试图创造条件，提供必要的学习工具，让学习障碍者能够接触到这一非常重要的对话，并使之正常化。每周的反馈表明，参与者在处理和相互讨论这些复杂而敏感的问题时，增长了见识和信心，而且如果有机会，他们渴望继续这一旅程。
{"title":"The Anti Racism Project: A pilot group for people of colour with a learning disability to raise awareness and make sense of the lived experience of racism","authors":"Michelle Brooks, Reshma Hirani","doi":"10.53841/bpsfpid.2024.22.2.38","DOIUrl":"https://doi.org/10.53841/bpsfpid.2024.22.2.38","url":null,"abstract":"This article seeks to describe the work undertaken in the Anti-Racism Project (ARP) developed by the Barnet Learning Disabilities Service Psychology Team in response to our awareness of the double or intersectional stigma (Turan et al., 2019) experienced by those we work with who are people of colour, living with a learning disability, and dealing with racism. In order to support the people who carry the weight of this intersectionality without access to ways of making sense of their lived experience, the project sought to create the conditions and offer the learning tools necessary to access and normalise this very important conversation for people with a learning disability. The weekly feedback demonstrated participants gained insight and confidence when tackling and discussing these complex and sensitive issues with each other and an eagerness to continue this journey if the opportunity were offered.■This article tells you about our anti- racism project (ARP)■ARP is a project to help people with a learning disability understand racism and how it affects us.■We want to share our understanding of racism with each other people and in the community.■We aim to find ways to stand up against racism.","PeriodicalId":507252,"journal":{"name":"FPID Bulletin: The Bulletin of the Faculty for People with Intellectual Disabilities","volume":" 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141832007","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 : 2024-07-16DOI: 10.53841/bpsfpid.2024.22.2.58
Fiona Patrick, Joseph Benbow, Shaw Tearle, Helen Fletcher, Reena Vohora
Dementias, such as Alzheimer’s disease, affect around 88% of people with Down’s Syndrome (DS) by the age of 65. In the general population, dementia is identified by comparing individual’s scores on neuropsychological assessments against age- and education- matched controls. This is not possible for people with DS due to complex reasons. The introduction of baseline cognitive testing of individuals with DS at the age of 30, to later use to identify cognitive decline and dementia, has been recommended. This project explores the possible impact of introducing baseline assessments in a Community Learning Disability service and provides recommendations.■Dementia can cause people to forget things and lose skills.■Dementia affects lots of people with Down’s Syndrome as they get older.■It can help people with Dementia if we find out about it earlier. We can do this by having information about someone’s abilities when they are younger to compare with later. This is called having a baseline assessment.■We looked at how many people with Down’s Syndrome and Dementia were known to our service. We also talked to health professionals.■We found that health professionals want to offer baseline assessments to people with Down’s Syndrome. However, there might be some challenges, like having enough staff to do the assessments.■We made some recommendations.The Learning Disability Team should offer baseline assessments for people with Down’s Syndrome.hese should only be done if the person and /or their carers want it.We need to know more about what people with Down’s Syndrome think about this.
{"title":"Implications of introducing baseline assessments to the dementia pathway for individuals with Down’s Syndrome in the Buckinghamshire Community Learning Disability Health Team (CLDHT)","authors":"Fiona Patrick, Joseph Benbow, Shaw Tearle, Helen Fletcher, Reena Vohora","doi":"10.53841/bpsfpid.2024.22.2.58","DOIUrl":"https://doi.org/10.53841/bpsfpid.2024.22.2.58","url":null,"abstract":"Dementias, such as Alzheimer’s disease, affect around 88% of people with Down’s Syndrome (DS) by the age of 65. In the general population, dementia is identified by comparing individual’s scores on neuropsychological assessments against age- and education- matched controls. This is not possible for people with DS due to complex reasons. The introduction of baseline cognitive testing of individuals with DS at the age of 30, to later use to identify cognitive decline and dementia, has been recommended. This project explores the possible impact of introducing baseline assessments in a Community Learning Disability service and provides recommendations.■Dementia can cause people to forget things and lose skills.■Dementia affects lots of people with Down’s Syndrome as they get older.■It can help people with Dementia if we find out about it earlier. We can do this by having information about someone’s abilities when they are younger to compare with later. This is called having a baseline assessment.■We looked at how many people with Down’s Syndrome and Dementia were known to our service. We also talked to health professionals.■We found that health professionals want to offer baseline assessments to people with Down’s Syndrome. However, there might be some challenges, like having enough staff to do the assessments.■We made some recommendations.The Learning Disability Team should offer baseline assessments for people with Down’s Syndrome.hese should only be done if the person and /or their carers want it.We need to know more about what people with Down’s Syndrome think about this.","PeriodicalId":507252,"journal":{"name":"FPID Bulletin: The Bulletin of the Faculty for People with Intellectual Disabilities","volume":" 41","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141832226","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 : 2024-07-16DOI: 10.53841/bpsfpid.2024.22.2.69
Iain Campbell, Mark Rose, Warren Dunger
Individuals with an Intellectual Disability are at an increased risk of Dementia. This risk is even more pronounced in those with Down’s Syndrome. New cognitive measures are needed to reliably screen, monitor and diagnose dementia quicky using standardised assessment procedures. This study aimed to explore the feasibility and acceptability of a new cognitive measure, the ‘Newocogutive Battery for Intellectual Disabilities’ (NBID). This included obtaining service user feedback to ensure co-production, inform administration times, as well as identify initial floor and ceiling effects across test items. Early findings suggest good face validity, feasibility, and acceptability of this measure, which aims to address limitations with current assessment practices for individuals with Intellectual Disabilities.Easy to read summary■Dementia is a condition that can affect people as they get older.■This is an illness in the brain that can make it harder to remember or do things.■People with an intellectual disability can be at higher risk of developing dementia. This risk is even higher if individuals have Down’s Syndrome.■It is helpful to have tests that look for changes in thinking skills. They let us know if someone might have dementia and need help.■We have made a new test to look at thinking skills. We hope this will be helpful in the future for diagnosing dementia.■We asked people with Down’s Syndrome to let us know what was good and what we should change about the test.■We have learnt how to make the test better. We will now try the new test with more people.
{"title":"A feasibility study for a new neurocognitive battery for profiling cognition in people with intellectual disabilities","authors":"Iain Campbell, Mark Rose, Warren Dunger","doi":"10.53841/bpsfpid.2024.22.2.69","DOIUrl":"https://doi.org/10.53841/bpsfpid.2024.22.2.69","url":null,"abstract":"Individuals with an Intellectual Disability are at an increased risk of Dementia. This risk is even more pronounced in those with Down’s Syndrome. New cognitive measures are needed to reliably screen, monitor and diagnose dementia quicky using standardised assessment procedures. This study aimed to explore the feasibility and acceptability of a new cognitive measure, the ‘Newocogutive Battery for Intellectual Disabilities’ (NBID). This included obtaining service user feedback to ensure co-production, inform administration times, as well as identify initial floor and ceiling effects across test items. Early findings suggest good face validity, feasibility, and acceptability of this measure, which aims to address limitations with current assessment practices for individuals with Intellectual Disabilities.Easy to read summary■Dementia is a condition that can affect people as they get older.■This is an illness in the brain that can make it harder to remember or do things.■People with an intellectual disability can be at higher risk of developing dementia. This risk is even higher if individuals have Down’s Syndrome.■It is helpful to have tests that look for changes in thinking skills. They let us know if someone might have dementia and need help.■We have made a new test to look at thinking skills. We hope this will be helpful in the future for diagnosing dementia.■We asked people with Down’s Syndrome to let us know what was good and what we should change about the test.■We have learnt how to make the test better. We will now try the new test with more people.","PeriodicalId":507252,"journal":{"name":"FPID Bulletin: The Bulletin of the Faculty for People with Intellectual Disabilities","volume":" 34","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141832100","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 : 2024-07-16DOI: 10.53841/bpsfpid.2024.22.2.20
Miread O’Kane, Hayley Thomas
There is an emphasis on the importance of ward climate on the experienced safety and therapeutic value of inpatient psychiatric services. However, there is limited research to understand the role of patient-to-patient aggression in ward climate discussions. The implementation of a group intervention to promote discussions about the relationship between feelings and behaviours, including those of others, was evaluated on a locked rehabilitation unit of 12 adult males with intellectual disabilities. Four staff were consulted, who reported that patients who attended the group regularly appeared to have improved in their use of coping skills, and peer relationships. Patient scores on the ESSEN Climate Evaluation Scale, however, were not significantly impacted by attendance at the group. The use of the group intervention may have potential to improve inpatient climate, and ultimately the overall therapeutic experience, however further research will be required to fully understand the impact of the group on the patient experience.■The atmosphere on inpatient wards can affect how safe patients feel.■We ran a group to help men with intellectual disabilities talk about their emotions and behaviours on the ward.■Scores of how safe the men felt did not change but staff reported the group to be helpful.■Staff said the men got on better and used more coping skills.■We think the group can be helpful and would like to explore it further.
{"title":"The impact of a group intervention on ward climate and experienced safety in an inpatient setting","authors":"Miread O’Kane, Hayley Thomas","doi":"10.53841/bpsfpid.2024.22.2.20","DOIUrl":"https://doi.org/10.53841/bpsfpid.2024.22.2.20","url":null,"abstract":"There is an emphasis on the importance of ward climate on the experienced safety and therapeutic value of inpatient psychiatric services. However, there is limited research to understand the role of patient-to-patient aggression in ward climate discussions. The implementation of a group intervention to promote discussions about the relationship between feelings and behaviours, including those of others, was evaluated on a locked rehabilitation unit of 12 adult males with intellectual disabilities. Four staff were consulted, who reported that patients who attended the group regularly appeared to have improved in their use of coping skills, and peer relationships. Patient scores on the ESSEN Climate Evaluation Scale, however, were not significantly impacted by attendance at the group. The use of the group intervention may have potential to improve inpatient climate, and ultimately the overall therapeutic experience, however further research will be required to fully understand the impact of the group on the patient experience.■The atmosphere on inpatient wards can affect how safe patients feel.■We ran a group to help men with intellectual disabilities talk about their emotions and behaviours on the ward.■Scores of how safe the men felt did not change but staff reported the group to be helpful.■Staff said the men got on better and used more coping skills.■We think the group can be helpful and would like to explore it further.","PeriodicalId":507252,"journal":{"name":"FPID Bulletin: The Bulletin of the Faculty for People with Intellectual Disabilities","volume":" 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141832111","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 : 2024-07-16DOI: 10.53841/bpsfpid.2024.22.2.31
Emma Corcoran, Kathryn Evans, Darren Chadwick, Jon Codd
It is important to support carers of people with learning disabilities (LD). Carers of people with physical health conditions have benefited from online peer support, and it therefore likely that carers of people with LD would also benefit from this support. An online support platform for carers of people with LD was launched in an NHS Trust in June 2019, however the referral rates for carers have been consistently low. This project aimed to understand the barriers to staff referring carers to online peer support platforms, and to explore what would need to be done in order to increase staff referral rates. Semi-structured interviews with staff members in the LD Service were conducted, and a focus group also took place with the staff working for the online peer support platform itself. The interviews were analysed and a number of findings were reported, outlining staff perceptions of the service, what the current barriers were to referring and what could be done to improve referrals rates. Strengths, limitations and areas for future research are also discussed.■This paper helps us think about how we can support people helping to care for someone with a learning disability. Some people have found it useful to get support on the Internet.■There is a website called SHaRON that can help people who care for someone with a learning disability, but this isn’t used very much at the moment. We want to encourage more people to use SHaRON.■We interviewed NHS staff who worked on the SHaRON website and staff who worked with people with learning disabilities to see what ideas they had to encourage more people to use SHaRON.■We outlined some things that could be changed to help more NHS staff remember to tell more people they work with about SHaRON.
{"title":"Improving referral rates to online support platforms for carers of people with learning disabilities","authors":"Emma Corcoran, Kathryn Evans, Darren Chadwick, Jon Codd","doi":"10.53841/bpsfpid.2024.22.2.31","DOIUrl":"https://doi.org/10.53841/bpsfpid.2024.22.2.31","url":null,"abstract":"It is important to support carers of people with learning disabilities (LD). Carers of people with physical health conditions have benefited from online peer support, and it therefore likely that carers of people with LD would also benefit from this support. An online support platform for carers of people with LD was launched in an NHS Trust in June 2019, however the referral rates for carers have been consistently low. This project aimed to understand the barriers to staff referring carers to online peer support platforms, and to explore what would need to be done in order to increase staff referral rates. Semi-structured interviews with staff members in the LD Service were conducted, and a focus group also took place with the staff working for the online peer support platform itself. The interviews were analysed and a number of findings were reported, outlining staff perceptions of the service, what the current barriers were to referring and what could be done to improve referrals rates. Strengths, limitations and areas for future research are also discussed.■This paper helps us think about how we can support people helping to care for someone with a learning disability. Some people have found it useful to get support on the Internet.■There is a website called SHaRON that can help people who care for someone with a learning disability, but this isn’t used very much at the moment. We want to encourage more people to use SHaRON.■We interviewed NHS staff who worked on the SHaRON website and staff who worked with people with learning disabilities to see what ideas they had to encourage more people to use SHaRON.■We outlined some things that could be changed to help more NHS staff remember to tell more people they work with about SHaRON.","PeriodicalId":507252,"journal":{"name":"FPID Bulletin: The Bulletin of the Faculty for People with Intellectual Disabilities","volume":" 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141832548","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 : 2024-07-16DOI: 10.53841/bpsfpid.2024.22.2.5
Sinead Peacock-Brennan, Zoe McShea
A seasonal horticultural therapy group (‘the Growing Group’) ran yearly in a community adult learning disability service for people with mental health difficulties. The authors evaluated the outcomes of the attendees and explored improvements based on their feedback.This paper summarises a service evaluation across three different years of the Growing Group, combining feedback and outcome measures completed by attendees.The feedback and outcome measures of 15 Growing Group attendees, over three different years, were evaluated. In the first year, measures of self-esteem and wellbeing were collected, this changed to focus on quality of life and goals-based outcomes in later groups. Qualitative feedback from attendees over the three years on their experience of the group was included. Descriptive statistics were completed on the outcome measures, comparing scores at the beginning and end of the group. Qualitative feedback was reviewed using a thematic analytic approach to construct core themes.On average, all measures increased on completion of the group. Goal-based outcomes increased the most. Themes constructed from the qualitative feedback included the importance of connection (between people, with nature and with positive emotions), sense of achievement (in learning sills, and overcoming barriers) and some of the practical changes suggested in the organising future groups.The Growing Group should continue, due to improvements across all measures for attendees. The authors hope by sharing this, other services will consider offering similar groups, with a focus on social connection, in nature, in which attendees have opportunities to develop skills and connect to important values.■We looked at what changed for adults with a learning disability when they attended a gardening group in a field where we grew vegetables.■This service evaluation found that adults with a learning disability felt better after attending a gardening group and were closer to their goals.■People attending the group told us the Growing Group helped them to feel more connected with people and nature, and they felt proud of what they had learnt.
{"title":"The Growing Group: A service evaluation of community horticultural therapy for adults with a learning disability and mental health difficulties","authors":"Sinead Peacock-Brennan, Zoe McShea","doi":"10.53841/bpsfpid.2024.22.2.5","DOIUrl":"https://doi.org/10.53841/bpsfpid.2024.22.2.5","url":null,"abstract":"A seasonal horticultural therapy group (‘the Growing Group’) ran yearly in a community adult learning disability service for people with mental health difficulties. The authors evaluated the outcomes of the attendees and explored improvements based on their feedback.This paper summarises a service evaluation across three different years of the Growing Group, combining feedback and outcome measures completed by attendees.The feedback and outcome measures of 15 Growing Group attendees, over three different years, were evaluated. In the first year, measures of self-esteem and wellbeing were collected, this changed to focus on quality of life and goals-based outcomes in later groups. Qualitative feedback from attendees over the three years on their experience of the group was included. Descriptive statistics were completed on the outcome measures, comparing scores at the beginning and end of the group. Qualitative feedback was reviewed using a thematic analytic approach to construct core themes.On average, all measures increased on completion of the group. Goal-based outcomes increased the most. Themes constructed from the qualitative feedback included the importance of connection (between people, with nature and with positive emotions), sense of achievement (in learning sills, and overcoming barriers) and some of the practical changes suggested in the organising future groups.The Growing Group should continue, due to improvements across all measures for attendees. The authors hope by sharing this, other services will consider offering similar groups, with a focus on social connection, in nature, in which attendees have opportunities to develop skills and connect to important values.■We looked at what changed for adults with a learning disability when they attended a gardening group in a field where we grew vegetables.■This service evaluation found that adults with a learning disability felt better after attending a gardening group and were closer to their goals.■People attending the group told us the Growing Group helped them to feel more connected with people and nature, and they felt proud of what they had learnt.","PeriodicalId":507252,"journal":{"name":"FPID Bulletin: The Bulletin of the Faculty for People with Intellectual Disabilities","volume":" 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141831782","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 : 2024-07-16DOI: 10.53841/bpsfpid.2024.22.2.49
Lara Erritt
People with intellectual disabilities are at greater risk of developing dementia yet they experience multiple barriers to accessing diagnosis and support. The present review explores the additional barriers to dementia support that may be faced by people with intellectual disabilities from minoritised ethnic backgrounds and proposes that more research is conducted around the unique challenges experienced by this population.■People with intellectual disabilities are more likely to get dementia, a type of memory problem.■People with intellectual disabilities come from different ethnic backgrounds.■It might be harder for people with an intellectual disability from certain ethnic backgrounds, such as people who identify as Black or Asian, to get the support they need for dementia.■We need more research on this to make things better for people with intellectual disabilities from all ethnic backgrounds.
{"title":"Dementia diagnosis for people with intellectual disabilities from minoritised ethnic backgrounds: Barriers and implications","authors":"Lara Erritt","doi":"10.53841/bpsfpid.2024.22.2.49","DOIUrl":"https://doi.org/10.53841/bpsfpid.2024.22.2.49","url":null,"abstract":"People with intellectual disabilities are at greater risk of developing dementia yet they experience multiple barriers to accessing diagnosis and support. The present review explores the additional barriers to dementia support that may be faced by people with intellectual disabilities from minoritised ethnic backgrounds and proposes that more research is conducted around the unique challenges experienced by this population.■People with intellectual disabilities are more likely to get dementia, a type of memory problem.■People with intellectual disabilities come from different ethnic backgrounds.■It might be harder for people with an intellectual disability from certain ethnic backgrounds, such as people who identify as Black or Asian, to get the support they need for dementia.■We need more research on this to make things better for people with intellectual disabilities from all ethnic backgrounds.","PeriodicalId":507252,"journal":{"name":"FPID Bulletin: The Bulletin of the Faculty for People with Intellectual Disabilities","volume":" 19","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141832189","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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