Adult learning disabilities

2019 ◽  
Vol 12 (11) ◽  
pp. 651-655
Author(s):  
Rabia Aftab ◽  
Abrar Anam
Keyword(s):  
Mental Health ◽  
Learning Disabilities ◽  
Adult Learning ◽  
Health Inequalities ◽  
Life Skills ◽  
Barriers To Access ◽  
Healthcare It ◽  
Mental Health Foundation ◽  
The Uk

People with a learning disability (LD) find it harder to learn certain life skills. The problems experienced vary from person to person, but may include learning new things, communication, managing money, reading, writing and personal care. Evidence indicates that people with LDs have poorer health than people without a LD, and have differences in health status that are, to an extent, avoidable. The health inequalities faced by people with LDs in the UK usually start early in life, and often result from barriers to access of timely, appropriate and effective healthcare. It is, therefore, essential at annual checks to opportunistically screen and holistically manage health inequalities. LD is a priority in the National Health Service’s Long Term Plan. Although a LD (depending upon severity) generally becomes apparent in early childhood, this article focuses on LDs in adults. LD and ‘intellectual disability’ are terms used interchangeably and recognised by the Mental Health Foundation.

scholarly journals Working with elderly carers of people with learning disabilities and planning for the future

2000 ◽  
Vol 6 (1) ◽  
pp. 41-48 ◽  
Author(s):  
Jane Hubert ◽  
Sheila Hollins
Keyword(s):  
Mental Health ◽  
Learning Disabilities ◽  
Old Age ◽  
Later Life ◽  
Elderly Parents ◽  
The Past ◽  
The Future ◽  
Mental Health Foundation ◽  
The Uk ◽  
Expanding Population

The majority of people with learning disabilities in the UK live at home with their families, usually with their parents (Mental Health Foundation, 1996) or – more commonly in later life – with one parent, usually their mother. Nowadays, people with learning disabilities live much longer than they did in the past, with the result that there is also an expanding population of elderly parents who are continuing to care for a son or daughter well into old age.

Gay, Bisexual and other Men who have Sex with Men (GBMSM) remote mental health help-seeking during Covid-19

2021 ◽  
Author(s):  
Jamie Frankis ◽  
Dimitra Strongylou ◽  
Ross Andrew Kincaid ◽  
Ruth McKenna ◽  
Lisa McDaid ◽  
...  
Keyword(s):  
Mental Health ◽  
Help Seeking ◽  
Mixed Methods Study ◽  
Minority Status ◽  
Behaviour Change Wheel ◽  
Sequential Mixed Methods ◽  
Sex With Men ◽  
The Uk ◽  
Severe Anxiety

Gay, bisexual and other men who have sex with men (GBMSM) experience far worse mental health (MH) than wider society. This disparity was exacerbated by additional ‘unique to sexual minority status’ COVID-19 stressors. This sequential, mixed-methods study examined MH help-seeking among GBMSM in the UK and Ireland during the first COVID-19 lockdown. Quantitative survey data (n=1,368), analysed with logistic regression, suggested GBMSM experiencing moderate-to-severe anxiety and those with a past MH diagnosis were most likely to seek MH support. Thematic analysis of qualitative interview (n=18) data identified multiple barriers and enablers to GBMSM seeking MH help, who focused on GBMSM-facing organisations and population-wide online resources. Finally, the behaviour change wheel was used to generate theoretically informed recommendations to promote MH help-seeking among GBMSM in Scotland. We discuss how applying these recommendations in the short, medium and long term will begin to address GBMSM’s MH needs, post COVID-19.

scholarly journals Mental health and poverty in the UK – time for change?

2015 ◽  
Vol 12 (2) ◽  
pp. 27-28 ◽  
Author(s):  
Jed Boardman ◽  
Nisha Dogra ◽  
Peter Hindley
Keyword(s):  
Mental Health ◽  
Income Inequality ◽  
Health Services ◽  
Detrimental Effect ◽  
Mental Health Problems ◽  
Poverty And Inequality ◽  
Population Mental Health ◽  
Long Term Consequences ◽  
The Uk

Poverty and income inequality have increased in the UK since the 1970s. Poverty and mental ill-health are closely associated and disadvantage can have long-term consequences. In addition, the recent recession and austerity measures have had a detrimental effect on people with mental health problems and the mental health of the population. Mental health services can play a role in addressing the problems of poverty and inequality.

Health promotion and mental health

2018 ◽  
pp. 141-172
Author(s):  
Colin Palfrey
Keyword(s):  
Mental Health ◽  
Health Promotion ◽  
Mental Illness ◽  
Mental Health Promotion ◽  
Post Traumatic Stress ◽  
Obsessive Compulsive ◽  
Scottish Health Survey ◽  
Promotion Strategies ◽  
Mental Health Foundation ◽  
The Uk

This chapter examines health promotion campaigns and policies designed to raise the profile of mental health, and more specifically to help those suffering from mental illness. It begins with an overview of mental illnesses such as schizophrenia, depression, anxiety, obsessive compulsive disorder, post-traumatic stress disorder, eating disorders, and personality disorders. It then considers the NHS policy on mental health; the mental health promotion strategies in the UK, including the Scottish Health Survey of 2016, the All Wales Mental Health Promotion Network, and the Mental Health Foundation report in Northern Ireland; the implications of the coexistence of physical and mental illness for policy makers and practitioners; and mental health charities such as Anxiety UK, Centre for Mental Health, Rethink Mental Illness, SANE and Time to Change. The chapter also discusses various mental health promotion strategies throughout the UK, locations for mental health promotion, and economic evaluations of mental health promotion.

Peer support in community settings: getting back to our roots

2017 ◽  
Vol 21 (3) ◽  
pp. 184-190 ◽  
Author(s):  
David Crepaz-Keay
Keyword(s):  
Mental Health ◽  
Peer Support ◽  
Community Settings ◽  
Community Based ◽  
Community Benefit ◽  
Content Type ◽  
Mental Health Foundation ◽  
The Impact

Purpose The purpose of this paper is to look at peer support in the context of broader communities. Design/methodology/approach It builds on the author’s experience working with the Mental Health Foundation of developing delivering and evaluating several self-management and peer support initiatives in a variety of settings with a range of different peer groups. It will consider what constitutes a peer and a community, and explore the notion of community solutions for community problems. Findings Peer support in community settings has the capacity to address social isolation, build skills and self-esteem and give individuals a better quality of life – it can also add value to whole communities and reframe the way entire groups are considered within them. It has the ability to be both more accessible and less stigmatising and thus reach more people. This also offers community based peer support as a contributor to preventing the deterioration of mental health and potentially reducing the impact of mental ill-health. Social implications The author needs to think more in terms of whole community and get better at improving how the author measures and articulates this community benefit. This will allow us to make better decisions about how best to apply resources for long term whole community gain. Peer support and peer leadership needs to be at the heart of this process. Originality/value This paper places a familiar approach in a different setting placing peer support firmly outside services and within comunities.

scholarly journals Mental health services for adults with learning disabilities

2004 ◽  
Vol 184 (4) ◽  
pp. 291-292 ◽  
Author(s):  
Nick Bouras ◽  
Geraldine Holt
Keyword(s):  
Mental Health ◽  
Mental Illness ◽  
Human Rights ◽  
Learning Disabilities ◽  
Mental Retardation ◽  
Personality Disorders ◽  
Community Care ◽  
Mental Handicap ◽  
Adults With Learning Disabilities ◽  
The Uk

Services for people with learning disabilities have been transformed since the late 1960s by the move from institutional to community care. (Learning disabilities is the term currently used in the UK in preference to mental retardation, developmental disabilities and mental handicap.) Important changes include the progress towards integration, participation, inclusion and choice for people with learning disabilities, which have occurred in the context of the broader civil and human rights movements. It is time to examine the services delivered to people with learning disabilities and comorbid psychiatric disorders (mental illness, personality disorders, behavioural problems with aggression) and the evidence for their effectiveness.

scholarly journals Universal, school-based interventions to promote mental and emotional well-being: what is being done in the UK and does it work? A systematic review

BMJ Open ◽  
2018 ◽  
Vol 8 (9) ◽  
pp. e022560 ◽  
Author(s):  
Karen Mackenzie ◽  
Christopher Williams
Keyword(s):  
Mental Health ◽  
Outcome Measure ◽  
Well Being ◽  
Study Quality ◽  
Methodological Issues ◽  
Positive Effects ◽  
School Based ◽  
School Based Interventions ◽  
The Uk

ObjectivesThe present review aimed to assess the quality, content and evidence of efficacy of universally delivered (to all pupils aged 5–16 years), school-based, mental health interventions designed to promote mental health/well-being and resilience, using a validated outcome measure and provided within the UK in order to inform UK schools-based well-being implementation.DesignA systematic review of published literature set within UK mainstream school settings.Data sourcesEmbase, CINAHL, MEDLINE, PsycINFO, PsychArticles, ASSIA and Psychological and Behavioural Sciences published between 2000 and April 2016.Eligibility criteriaPublished in English; universal interventions that aimed to improve mental health/emotional well-being in a mainstream school environment; school pupils were the direct recipients of the intervention; pre-post design utilised allowing comparison using a validated outcome measure.Data extraction and synthesis12 studies were identified including RCTs and non-controlled pre-post designs (5 primary school based, 7 secondary school based). A narrative synthesis was applied with study quality check.1ResultsEffectiveness of school-based universal interventions was found to be neutral or small with more positive effects found for poorer quality studies and those based in primary schools (pupils aged 9–12 years). Studies varied widely in their use of measures and study design. Only four studies were rated ‘excellent’ quality. Methodological issues such as small sample size, varying course fidelity and lack of randomisation reduced overall study quality. Where there were several positive outcomes, effect sizes were small, and methodological issues rendered many results to be interpreted with caution. Overall, results suggested a trend whereby higher quality studies reported less positive effects. The only study that conducted a health economic analysis suggested the intervention was not cost-effective.ConclusionsThe current evidence suggests there are neutral to small effects of universal, school-based interventions in the UK that aim to promote emotional or mental well-being or the prevention of mental health difficulties. Robust, long-term methodologies need to be pursued ensuring adequate recording of fidelity, the use of validated measures sensitive to mechanisms of change, reporting of those lost to follow-up and any adverse effects. Further high-quality and large-scale research is required across the UK in order to robustly test any long-term benefits for pupils or on the wider educational or health system.

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