Conceptualising the therapeutic alliance: exploring the relevance of Bordin’s model for adults with intellectual disabilities

2020 ◽  
Vol 14 (5) ◽  
pp. 169-179
Author(s):  
Sarah Cameron ◽  
James Swanton ◽  
Dave Dagnan
Keyword(s):  
Therapeutic Alliance ◽  
Intellectual Disabilities ◽  
Design Methodology ◽  
Qualitative Methodology ◽  
Content Type ◽  
People With Intellectual Disabilities ◽  
Therapy Alliance ◽  
Adults With Intellectual Disabilities ◽  
The Impact ◽  
Therapeutic Model

Purpose This study aims to explore the applicability of Bordin’s model of therapeutic alliance in talking therapies for people with intellectual disabilities. Design/methodology/approach People with intellectual disabilities and therapists in six therapy dyads were interviewed using a qualitative methodology. Data were analysed using thematic analysis to explore how people with learning disabilities constructed the dimensions of therapeutic alliance. Content analysis was then used to focus on therapy bond, therapy tasks and goals to explore the agreement on these dimensions between the therapist and client. Findings People with intellectual disabilities reported their experience of therapy in a way that initially validates the alliance dimensions of Bordin’s model. There was clear overlap within most dyads in the description of the characteristics of the bond, the tasks undertaken and the goals of therapy. Some therapists described additional goals based on their therapeutic model that were not clearly described by the client working with them. Research limitations/implications This study is limited by only including six therapy dyads; however, the results suggest further research on the impact of therapy alliance and how goals and tasks are agreed would be valuable. Originality/value Very few studies have explicitly examined the client’s view of therapy alliance.

A systematic review of adverse childhood experiences (ACEs) with people with intellectual disabilities: an unsafe gap in the literature

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Chloe Crompton ◽  
Bethany Duncan ◽  
Graham Simpson-Adkins
Keyword(s):  
Systematic Review ◽  
Intellectual Disabilities ◽  
Adverse Childhood Experiences ◽  
World Health ◽  
Inclusion Criteria ◽  
Childhood Experiences ◽  
Content Type ◽  
Adverse Childhood ◽  
People With Intellectual Disabilities ◽  
The Impact

Purpose This paper aims to systematically review the available evidence that explores adverse childhood experiences (ACEs) in people with intellectual disabilities (PwID). It is important to systematically review this literature as, to date, there is little known about the number of studies in this area, despite the World Health Organization declaring ACE prevention and support as a global public health priority. Design/methodology/approach Published studies were identified from electronic database searches. Key journals and reference lists were also hand searched. Findings Two studies met the inclusion criteria and the prevalence and frequency of ACEs experienced by participants of these studies analysed. Overall, due to the small number of studies meeting the inclusion criteria, it is difficult to establish any meaningful conclusions. Originality/value This appears to be the first systematic review to try and identify a research base looking at the prevalence of ACEs within a PwID population. Findings suggest that this is a highly neglected area of research, and the authors hope to have identified that further evidence is required to draw clearer conclusions about the impact of ACEs on PwID.

Commentary on “A family’s battle to understand ‘challenging behaviour’”

2017 ◽  
Vol 22 (2) ◽  
pp. 105-108
Author(s):  
Joann Kiernan
Keyword(s):  
Intellectual Disabilities ◽  
Design Methodology ◽  
Local Communities ◽  
Challenging Behaviour ◽  
Content Type ◽  
People With Intellectual Disabilities ◽  
Individuals With Intellectual Disabilities

Purpose The purpose of this paper is to provide a commentary on issues raised in the paper “A family’s battle to understand ‘challenging behaviour’”. Design/methodology/approach Drawing on literature associated with issues identified in the paper this commentary will reflect on the evidence associated with providing specialist support to people with intellectual disabilities and challenging behaviour. Findings Families, individuals and services are unable to access timely and appropriate specialist support for individuals with intellectual disabilities and challenging behaviour. As individuals go on to develop behaviours associated with a lack of intervention their levels of vulnerability increase due to their exclusion from services and their local communities. Originality/value The commentary provides a discussion on the issues faced by individuals and their families in relation to intellectual disabilities and challenging behaviour.

scholarly journals Exploring coping strategies of carers looking after people with intellectual disabilities and dementia

2014 ◽  
Vol 8 (5) ◽  
pp. 292-301 ◽  
Author(s):  
Bhathika D. Perera ◽  
Penny J. Standen
Keyword(s):  
Focus Groups ◽  
Intellectual Disabilities ◽  
Coping Strategies ◽  
Qualitative Methodology ◽  
Vital Role ◽  
Family Carers ◽  
Narrative Strategy ◽  
Content Type ◽  
Face To Face ◽  
People With Intellectual Disabilities

Purpose – Carers play a vital role in looking after people with intellectual disabilities (ID). Caring role can be stressful and challenging in nature. Carers use various coping strategies to deal with stressors. The purpose of this paper is to explore coping strategies of carers looking after people with ID and dementia. Design/methodology/approach – Qualitative methodology was used to explore coping strategies. Focus groups and face-to-face interviews were carried out. These interviews were transcribed and analysed using thematic analysis. Findings – Nine interviews with carers (six paid carers and three family carers) and two focus groups with nursing staff looking after people with ID were carried out. Three key themes of “Narrative”, “Strategy toolbox” and “Compartmentalisation” emerged from analysis. Narrative and strategy took box were further subthemed. Carers had narratives about them and the person they look after. These “narratives” helped them to deal with day to day stressors. They also carried a “strategy toolbox”, which they used when they were in stressful situations. Compartmentalisation helped them to separate their personal life from work life as a carer. Originality/value – Understanding carers’ coping strategies is important when planning services to help carers who play an important role in our society. Professionals can support carers to understand and improve their existing coping skills and help them to thrive in their role as carers.

scholarly journals The Design, Content and Delivery of Relationship and Sexuality Education Programmes for People with Intellectual Disabilities: A Systematic Review of the International Evidence

2020 ◽  
Vol 17 (20) ◽  
pp. 7568
Author(s):  
Michael Brown ◽  
Edward McCann ◽  
Maria Truesdale ◽  
Mark Linden ◽  
Lynne Marsh
Keyword(s):  
Intellectual Disabilities ◽  
Sexuality Education ◽  
Inclusion Criteria ◽  
Quality Appraisal ◽  
Programme Development ◽  
People With Intellectual Disabilities ◽  
Adults With Intellectual Disabilities ◽  
Meta Analyses ◽  
The Impact ◽  
The Relationship

There is growing empirical evidence regarding the relationship and sexuality experiences and needs of children, young people and adults with intellectual disabilities. A total of twelve papers met the inclusion criteria regarding relationship and sexuality education (RSE) programmes specific to the needs of this population. The preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines were followed and quality appraisal undertaken. The four themes identified were principles informing RSE programme development, design and content of RSE programmes, delivery of RSE programmes and evaluation of RSE programmes. The discussion presents areas that need to be addressed to ensure that people with intellectual disabilities, their families, carers and professionals are fully involved in the design and delivery of RSE programmes. Further research is required to identify the impact of the programmes and the sustained outcomes achieved. Recommendations are made regarding the activities required to enable the development of evidence-based and person-centred approaches to relationship and sexuality programmes.

It can still happen here: systemic risk factors that may contribute to the continued abuse of people with intellectual disabilities

2015 ◽  
Vol 20 (3) ◽  
pp. 134-146 ◽  
Author(s):  
Dave Marsland ◽  
Peter Oakes ◽  
Naomi Bright
Keyword(s):  
Intellectual Disabilities ◽  
Systemic Risk ◽  
Design Methodology ◽  
Critical Reflection ◽  
Research Evidence ◽  
Evidence Based ◽  
Review Of Literature ◽  
Content Type ◽  
People With Intellectual Disabilities ◽  
Future Harm

Purpose – The purpose of this paper is to reflect on the response to the scandal of abuse in services for people with intellectual disabilities in the light of research evidence and analysis. Design/methodology/approach – Critical reflection and review of literature. In particular, recent research into possible indicators that a service is at risk of becoming abusive is used to test the hypotheses and implied solutions that are currently being adopted. Findings – That some of the responses to recent scandals are necessary but not sufficient to prevent future harm. Furthermore, some of the proposed solutions may actually increase the likelihood of further abuse. Prevention of abuse requires a broader and more evidence-based response. Originality/value – The synthesis of research and analysis presented here has not been presented previously in the published literature.

Commentary on “An audit of an Intensive Interaction service”

2015 ◽  
Vol 20 (3) ◽  
pp. 117-120
Author(s):  
Peter Baker
Keyword(s):  
At Risk ◽  
Intellectual Disabilities ◽  
Design Methodology ◽  
Service Innovation ◽  
Multiple Disabilities ◽  
Research Experience ◽  
Content Type ◽  
Service Models ◽  
People With Intellectual Disabilities

Purpose – The purpose of this paper is to provide a commentary on “An audit of an Intensive Interaction service”. Design/methodology/approach – Drawing on the literature regarding other related person-centred approaches and clinical and research experience, an argument is made that people with profound intellectual and multiple disabilities are particularly at risk when service innovation does not account for their unique needs. Findings – Practice and service models need to specifically account for the needs of people with profound intellectual and multiple disabilities. Originality/value – The commentary draws attention to the importance of implementation and seeks to draw lessons from well established, service wide approaches for people with intellectual disabilities.

Commentary on “Teaching playground expectations to secondary age students with intellectual disabilities attending a special school”

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kathryn Hewett
Keyword(s):  
Intellectual Disabilities ◽  
Staff Training ◽  
Design Methodology ◽  
Special School ◽  
Behaviour Management ◽  
Content Type ◽  
Students With Intellectual Disabilities ◽  
Training And Support ◽  
The Impact

Purpose This paper aims to provide a commentary on the article “Teaching behavioural expectations to secondary age students with intellectual disabilities attending a special school”. Design/methodology/approach The impact on teachers who deal with high levels of behaviours that challenge is explored. Findings The article highlights the importance of proactive, preventative strategies for behaviour management and the need for staff training and support. Originality/value Teachers working with pupils who engage in high levels of behaviours that challenge need training and support.

Oxleas “Can you understand it?” group

2014 ◽  
Vol 8 (4) ◽  
pp. 268-270 ◽  
Author(s):  
Can you understand it group
Keyword(s):  
Intellectual Disabilities ◽  
Design Methodology ◽  
Positive Experience ◽  
Content Type ◽  
Accessible Information ◽  
Group Members ◽  
People With Intellectual Disabilities

Purpose – The purpose of this paper is to describe the development and work of the “Can you understand it?” group, which supports services in developing accessible information for people with intellectual disabilities. Design/methodology/approach – Members describe their experiences of working with the “Can you understand it?” group. Findings – Group members found the group to be a positive experience. They report that they have supported a range of services in making information easier for people with intellectual disabilities to understand. Originality/value – This paper will reinforce the importance of making information accessible to people with intellectual disabilities and that people with intellectual disabilities themselves should be involved in the process to assure quality.

Book clubs for people with intellectual disabilities: the evidence and impact on wellbeing and community participation of reading wordless books

2016 ◽  
Vol 10 (5) ◽  
pp. 275-283 ◽  
Author(s):  
Sheila Hollins ◽  
Jo Egerton ◽  
Barry Carpenter
Keyword(s):  
Intellectual Disabilities ◽  
Picture Books ◽  
Book Club ◽  
Public Libraries ◽  
Shared Reading ◽  
Book Clubs ◽  
Community Settings ◽  
Content Type ◽  
People With Intellectual Disabilities ◽  
The Impact

Purpose The purpose of this paper is to introduce the social and scientific rationale for book clubs, whose members read wordless books together, and give examples of storytelling with picture books in libraries and other community settings for people with intellectual disabilities and autism. Design/methodology/approach The authors consider the impact of book clubs reading picture books without words, alongside an understanding of the underlying neuroscience (see Table I for search strategy). The authors compare differences in the neuroscience of information and emotion processing between pictures and words. Accounts from book club facilitators illustrate these differences in practice. Findings Many readers who struggle with reading and comprehending words, find pictures much easier to understand. Book clubs support community inclusion, as for other people in society. A focus on visual rather than word literacy encourages successful shared reading. Research limitations/implications No research has been published about the feasibility and effectiveness of wordless books in community book clubs or shared reading groups. There is very little research on the impact of accessible materials, despite a legal requirement for services to provide reasonable adjustments and the investment of time and resources in developing storylines in pictures, or “translating” information into easy read formats. Practical implications Book clubs whose members read picture books without words are growing in number, especially in public libraries in the UK. Expansion is dependent on funding to pay for training for librarians and volunteer facilitators. Social implications There is a shortage of fully accessible activities for adults with intellectual disabilities in mainstream community settings with a primarily social purpose. Originality/value To the authors’ knowledge, this is the first paper describing the theory and impact of wordless book clubs for people who find pictures easier to understand than words.

scholarly journals The impact of Covid-19 on access to psychological services

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jack Purrington ◽  
Nigel Beail
Keyword(s):  
Psychological Distress ◽  
Intellectual Disabilities ◽  
Effect Size ◽  
Waiting Times ◽  
Psychological Services ◽  
Service Users ◽  
Content Type ◽  
Referral Rates ◽  
Adults With Intellectual Disabilities ◽  
The Impact

Purpose The novel coronavirus and associated mitigation efforts have produced barriers to accessing services for adults with intellectual disabilities. This paper aims to evaluate the impact of Covid-19 on access to psychological services. The paper evaluates monthly referral rates and psychological distress scores for service users awaiting therapy. Design/methodology/approach A quantitative service evaluation was completed in a psychology service based in the North of England which specialises in supporting adults with intellectual disabilities. A single case experimental design was used to examine the impact of events in March 2020 on referral rates. Descriptive statistics and effect size calculations were used to examine the impact of prolonged waiting times on psychological distress scores. Findings Referral rates were examined comparing a 5-year rolling average monthly referral rate for the 12 months prior to March 2020 with the 12 months following. Findings demonstrate that events starting in March 2020 have had a considerable impact on referral rates and rates have not recovered. Eight service users were contacted to determine the impact of prolonged waiting times with results demonstrating increases in psychological distress of large effect size. Originality/value This is the only paper the authors are aware of examining the impact of the coronavirus on access to services and psychological distress for adults with intellectual disabilities. It is hoped that these findings will be able to inform both policy and practice as services continue to navigate the pandemic.

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