scholarly journals Short-term PsychoEducation for Carers To Reduce Over Medication of people with intellectual disabilities (SPECTROM): study protocol

BMJ Open ◽  
2020 ◽  
Vol 10 (4) ◽  
pp. e037912 ◽  
Author(s):  
Shoumitro Deb ◽  
Bharati Limbu ◽  
Mike Crawford ◽  
Tim Weaver
Keyword(s):  
Intellectual Disabilities ◽  
Field Test ◽  
Complex Interventions ◽  
Training Programme ◽  
Care Staff ◽  
Related Information ◽  
Relevant Stakeholder ◽  
People With Intellectual Disabilities ◽  
Training Programmes ◽  
The Uk

IntroductionPsychotropic medications that are primarily licenced for the treatment of psychiatric disorders are used widely (32%–85%) among people with intellectual disabilities (ID) often for the management of problem (challenging) behaviour in the absence of a psychiatric disorder. Care staff play a pivotal role in the prescribing process. Currently, no staff training programme exists to address the issue of overprescribing of psychotropic medication in people with ID, thus highlighting an urgent need for developing a psychoeducational programme (PEP) specifically designed to address this issue. We propose to develop a PEP for care staff using the methodology described in the UK Medical Research Council guide for complex interventions.Methods and analysisThe development of the PEP will involve (1) gathering information on available relevant training programmes, (2) running four focus groups with care staff and other professionals to establish the content and format of the PEP, and (3) organising a co-design event involving all relevant stakeholders to discuss the format of the PEP. A core project team will develop the PEP under guidance from the PEP Development Group which will consist of 10–12 relevant stakeholder representatives. Feedback from selected stakeholders on a draft PEP will allow us to refine the PEP before implementation. The PEP will have web-based modules supplemented by face to face training sessions. When the final draft is ready, we will field test the PEP on six to eight care staff from community care homes for people with ID. After completing the field test, we will run a focus group involving participants in the PEP to get feedback on the PEP.Ethics and disseminationEthics approval for this study was waived by the UK Health Regulatory Authority as the study does not collect any patient related information and only include care staff outside the UK NHS. This will be the first ever such universally freely available PEP supported by training manual and slides.

Involving people with intellectual disabilities in the formal assessment of psychiatrists’ skills

2016 ◽  
Vol 33 (S1) ◽  
pp. S16-S16
Author(s):  
S. Soni ◽  
I. Hall ◽  
P. Doulton ◽  
P. Bowie
Keyword(s):  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Healthcare Professionals ◽  
Quality Of Healthcare ◽  
Simulated Patients ◽  
Formal Assessment ◽  
People With Intellectual Disabilities ◽  
Competing Interest ◽  
Training Programmes ◽  
The Uk

PurposeIt is widely recognised that people with intellectual disabilities receive a poorer quality of healthcare than their non-disabled counterparts. Training for healthcare professionals in intellectual disability is often scant or non-existent. The purpose of this work is to explore the usefulness of employing actors with intellectual disabilities as simulated patients in the assessment of trainee psychiatrists.Design/methodology/approachThe development of a structured clinical exam “station” designed to assess the ability of trainee psychiatrists to communicate with a simulated patient played by an actor with an intellectual disability is described. The paper also assesses the potential benefits of this kind of assessment and the experience of actors and examiners taking part in this process.FindingsThe station was found to perform well in discriminating between candidates of various abilities and was well received by actors, examiners and observers. The station is now routinely used in the formal assessment of trainee psychiatrists in the UK.Practical implicationsThe use of people with intellectual disabilities in training and assessment appears to be advantageous in terms of improving knowledge, attitudes and skills amongst healthcare professionals and gives increased opportunities for people with intellectual disabilities to undertake valued social roles.Originality/valueFew institutions currently employ actors with intellectual disabilities as simulated patients as part of their training programmes and as a result there is little in the way of literature on this subject. This paper describes an alternative approach to teaching and assessment which falls in line with recommendations from the UK Department of Health to involve service users in the training of healthcare professionals.Disclosure of interestThe authors have not supplied their declaration of competing interest.

scholarly journals Group-based cognitive–behavioural anger management for people with mild to moderate intellectual disabilities: cluster randomised controlled trial

2013 ◽  
Vol 203 (4) ◽  
pp. 288-296 ◽  
Author(s):  
Paul Willner ◽  
John Rose ◽  
Andrew Jahoda ◽  
Biza Stenfert Kroese ◽  
David Felce ◽  
...  
Keyword(s):  
Intellectual Disabilities ◽  
Anger Management ◽  
Care Staff ◽  
Treatment Manual ◽  
Service Users ◽  
Anger Control ◽  
Cluster Randomised ◽  
Cognitive Behavioural ◽  
People With Intellectual Disabilities

BackgroundMany people with intellectual disabilities find it hard to control their anger and this often leads to aggression which can have serious consequences, such as exclusion from mainstream services and the need for potentially more expensive emergency placements.AimsTo evaluate the effectiveness of a cognitive–behavioural therapy (CBT) intervention for anger management in people with intellectual disabilities.MethodA cluster-randomised trial of group-based 12-week CBT, which took place in day services for people with intellectual disabilities and was delivered by care staff using a treatment manual. Participants were 179 service users identified as having problems with anger control randomly assigned to either anger management or treatment as usual. Assessments were conducted before the intervention, and at 16 weeks and 10 months after randomisation (trial registration: ISRCTN37509773).ResultsThe intervention had only a small, and non-significant, effect on participants' reports of anger on the Provocation Index, the primary outcome measure (mean difference 2.8, 95% Cl −1.7 to 7.4 at 10 months). However, keyworker Provocation Index ratings were significantly lower in both follow-up assessments, as were service-user ratings on another self-report anger measure based on personally salient triggers. Both service users and their keyworkers reported greater usage of anger coping skills at both follow-up assessments and keyworkers and home carers reported lower levels of challenging behaviour.ConclusionsThe intervention was effective in improving anger control by people with intellectual disabilities. It provides evidence of the effectiveness of a CBT intervention for this client group and demonstrates that the staff who work with them can be trained and supervised to deliver such an intervention with reasonable fidelity.

A practical example of an open disclosure process for people with intellectual disabilities in the Republic of Ireland

2021 ◽  
pp. 174462952110189
Author(s):  
Feabhra Mullally ◽  
Deirdre Corby
Keyword(s):  
Intellectual Disabilities ◽  
Service Providers ◽  
Republic Of Ireland ◽  
Open Disclosure ◽  
The Usa ◽  
People With Intellectual Disabilities ◽  
Adults With Intellectual Disabilities ◽  
The Republic ◽  
Communication Needs ◽  
The Uk

Literature pertaining to open disclosure predominantly refers to acute care settings; this is the case in, for example, the UK, Republic of Ireland, Australia, Korea and the USA. There is, however, a dearth of literature regarding open disclosure related to people with intellectual disabilities. A practice example of open disclosure is presented here, following a serious adverse event in an organisation supporting adults with intellectual disabilities. The aim of the process was to openly disclose in a meaningful way to adults with significant intellectual disabilities and communication difficulties. An apology pathway was developed by a multidisciplinary team based on individual communication needs. A suite of resources was developed including easy read-picture agendas and sign language to support increased understanding of the apology. Service users received the apology first, followed by meetings with their families. This practice example has positive implications for service providers for people with intellectual disabilities.

Football teams for people with intellectual disabilities living in the community: “it helps your self-esteem and that, don’t it?”

2017 ◽  
Vol 8 (4) ◽  
pp. 201-211 ◽  
Author(s):  
Rose White ◽  
Katherine Lister ◽  
Kristian Northend ◽  
Stephen Moore ◽  
Kelly Rayner
Keyword(s):  
Intellectual Disabilities ◽  
Personal Growth ◽  
Interpretative Phenomenological Analysis ◽  
Mental Health Problems ◽  
Well Being ◽  
Training Programme ◽  
Social Emotional ◽  
Content Type ◽  
People With Intellectual Disabilities ◽  
Football Training

Purpose People with intellectual disabilities (ID) can be vulnerable to developing mental health problems. It has been found that participating in regular exercise can help to improve emotional well-being, both in typically developing people and those with ID. The purpose of this paper is to investigate the experiences of community clients with ID who have engaged in a football training programme, and the perceived impacts on attitudes, mood and behaviour. Design/methodology/approach Interviews with seven patients from generic or forensic community ID services were conducted. The transcripts were analysed using interpretative phenomenological analysis. Findings Two master themes were identified from the interviews, “Striving” and “Togetherness”. Originality/value The most important factors related to taking part in the football programme were the social, emotional and personal growth associated with being part of a team and general enjoyment of being part of something. Although aspects of football knowledge and physical fitness were still evident, their impact seemed to be less significant. The experience of football was overwhelmingly positive.

Rudolf Steiner and the development of Anthroposophical Music Therapy

2015 ◽  
Author(s):  
Andrea Intveen
Keyword(s):  
Music Therapy ◽  
Intellectual Disabilities ◽  
Historical Development ◽  
Diagnosis And Treatment ◽  
Scope Of Practice ◽  
Rudolf Steiner ◽  
People With Intellectual Disabilities ◽  
Remedial Work ◽  
Training Programmes ◽  
Musical Elements

This chapter provides an overview of the basic tenets of anthroposophical music therapy (AnMt) by presenting its historical development and current scope of practice. The AnMt approach has its foundations in anthroposophy, a doctrine developed by Rudolf Steiner (1861–1925). AnMt developed as a therapy practice incurative educationwhich is an interdisciplinary anthroposophical approach to remedial work with people with intellectual disabilities (König 1966). AnMt’s therapeutic processes, including referral, diagnosis, and treatment, will be described here along with reference to the early and current training programmes. The specific musical elements and instruments used in AnMt are highlighted to provide information about some of the unique aspects of this approach.

Reported Barriers to the Implementation of Person-Centred Planning for People with Intellectual Disabilities in the UK

2007 ◽  
Vol 20 (4) ◽  
pp. 297-307 ◽  
Author(s):  
Janet Robertson ◽  
Chris Hatton ◽  
Eric Emerson ◽  
Johan Elliott ◽  
Barbara McIntosh ◽  
...  
Keyword(s):  
Intellectual Disabilities ◽  
People With Intellectual Disabilities ◽  
The Uk

scholarly journals University Education for People with Intellectual Disabilities. Evaluation of a Training Experience in Spain

Disabilities ◽  
2021 ◽  
Vol 1 (4) ◽  
pp. 388-405
Author(s):  
Rosa M. Díaz-Jiménez ◽  
Teresa Terrón-Caro ◽  
M. Dolores Yerga-Míguez
Keyword(s):  
Intellectual Disabilities ◽  
New Technologies ◽  
Radical Change ◽  
Training Programme ◽  
Training System ◽  
University Education ◽  
Training Experience ◽  
Community Associations ◽  
People With Intellectual Disabilities ◽  
The University

Despite the substantial increase in the access of people with disabilities to higher education, university institutions continue to be an exclusive environment for people with intellectual disabilities. This paper aims to present a training programme for the employment and university inclusion of young people with intellectual disabilities at the Pablo de Olavide University in Seville, Spain, under the title “Training for the employment and autonomous life of people with intellectual disabilities”, which was launched in the academic year 2017–2018 and has already completed four editions. The programme includes a hybrid training system with specific university training oriented towards employment and autonomy together with inclusive training in subjects of various university degrees. The training is provided by interdisciplinary university lecturers together with support staff specialised in intervention with people with intellectual disabilities who come from experienced community associations. Other components of the experience include internships in companies, individualised academic tutoring of students, family accompaniment, and community inclusion with the use of the university residence as accommodation. Cognitive accessibility and new technologies are not lacking as supports in the process. This work shows the assessment of the fundamental actors of this experience during the four years of its development, and as a conclusion, it shows a high overall satisfaction with the programme and the radical change observed in the lives of people with intellectual disabilities after their time at the university.

scholarly journals Deaths of people with intellectual disabilities in the UK

The Lancet ◽  
2014 ◽  
Vol 383 (9920) ◽  
pp. 853-855 ◽  
Author(s):  
Philip McCallion ◽  
Mary McCarron
Keyword(s):  
Intellectual Disabilities ◽  
People With Intellectual Disabilities ◽  
The Uk
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