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The purpose of this paper is to provide an update on the effectiveness of psychotherapy with persons with intellectual disabilities.

This paper focused on summarizing the conclusions of other reviews published in the last ten years, including a recent review by the authors.

The paper concludes that there is evidence that psychotherapy with persons with intellectual disabilities is at least moderately effective. Further, there is evidence of effectiveness of psychotherapy for both child and adolescent, and adult populations. There is also evidence that a range of therapeutic interventions are effective and that a spectrum of problems can be addressed via psychotherapy.

This area has received relatively little attention in the research literature and the area lacks a large base of methodologically sound and rigorous studies. There is a need for well‐designed studies, particularly randomized controlled trials (RCTs), and a need for better specification of treatments (e.g. manualized), better outcome measures, and clearer specification of diagnostic categories within the intellectual disability population.

This review provides continued support for the use of psychotherapy with persons with intellectual disabilities.

This review appears to represent the most current overview of research in this area.

Over a decade ago “Psychotherapy and learning disabilities” was published by the UK Royal College of Psychiatrists. It was decided by the Royal College and British Psychological Society’s faculties for people who have ID to revise and update this report. The paper aims to discuss these issues.

Experts in the field were invited to make a contribution on their approach covering method, adaptations, service user views and outcomes.

A great deal has changed in the last decade in terms of service development and research resulting in a much wider range of therapies being made available and there being a growing evidence base.

Further work needs to be carried out to make such information accessible to carers and service users.

The report is a useful resource for professionals involved in the support of the mental health and emotional needs of people who have ID.

The report should help expand the range of therapies available to people who have ID who need then so they can live more fulfilling lives.

The report provide extensive coverage of the range of psychological therapies available to people who have ID along with their evidence base.

By stepping outside of the consumer socialization model (Ward, 1974) which for many years has resembled a ‘body of verified truths’ when it comes to understanding the complex intimacy between young consumers’ identities and the marketplace, this research aims to offer a theoretical and empirical reconsideration of the tangible light and shade, indeterminacy and yet ambition in which these young adolescents’ consumption practices and social contexts are inextricably intertwined.

Five different data collection methods were employed; namely personal diaries, in-depth interviews (which were conducted at two separate intervals), accompanied shopping trips, e-collages and researcher diaries. Each method was chosen so as to fulfil a specific purpose and reflect a specific angle of repose on the lived experience and consumption practices of a liminar – those at the heart of marketing’s newest strategic boundary.

This chapter describes some of the constituent elements of metaconsumption; the proposed theorization of the liminars’ consumption practices and a suggested diversion from ‘the effects’ perspective on young consumers’ socialization.

This chapter adds to those which problematize the tendency to view young consumers’ interactions with consumption as measurable by having to pass through pre-defined stages if they are to become recognized as complete consumers. Instead this research aligns with the perspective that young consumers, like adults, must mediate the shifting milieus of their social lives through engagement with a myriad consumption practices.

This perspective responds to an acknowledged empirical dearth (e.g. Martens, Southerton, & Scott, 2004). However, secondly in line with Arnould & Thompson’s (2005) original motivation that CCT encapsulate those who see our discipline as ripe with the potential for new theory generation and widespread applicability, this research aligns micro understandings and theorizations of children’s social worlds and consumer culture practices with existing meso- and macro-levels of consumption theory.

Forcibly displaced populations face economic, social, and spatial restrictions that impact how they navigate and make sense of their surroundings. In refugee camps, children and youth’s agency may look less dynamic and obvious. In this study, the authors examine the concept of “thin agency” or “everyday agency” in children’s and youth’s daily decisions and actions in a highly restrictive environment. By analyzing written narratives of 55 adolescent girls in Kakuma Refugee Camp, the authors find that children and youth are constantly exercising agency and/or are actively involved in “agentic practices” on a spectrum consisting of three major categories: thinking, action, and change. Hence, the authors propose taking a balanced approach in the field of refugee education that recognizes not only the multiple complex challenges in forced displacement but also the capabilities and strengths embedded in both the personal and social sphere that help children and youth overcome those barriers.

The expansion of research with children offers new opportunities for the development of child-centred practice. Children's participation in research has been championed as a positive way to challenge the processes and practices that affect their everyday lives. Yet opportunities for collaborating with children, and leveraging their voices, remains heavily guided by adult-led priorities. In this chapter, we offer a critique of ‘child-centredness’ and related voice-based and participatory discourses in the absence of a full-fledged engagement with the power imbalances between adults and children. We draw on examples from our research with children on contemporary global challenges (COVID-19 pandemic, health and migration) to expose the ways that adult-led agendas for, and definitions of, participation can affect children's engagement in research. We highlight how children also effect change and display their agency through the sharing of their experiences with adult researchers. The dynamic nature of social change highlights children's considered engagement with contemporary challenges but also the importance of reciprocity and willingness of adults to listen and respond to the issues that children identify as being central to their lives. We attend to the ways our methodological decision-making offers opportunities for leveraging children's perspectives, but also highlight the dangers of reproducing dominant adult/child power relations when seeking to be ‘child-centred’. We conclude by offering some critical questions to prompt further debate in this field, In doing so, we highlight the value of reciprocity and critical reflexivity as necessary first steps towards a more considered engagement with adult/child power relations in ‘child-centred’ research.

Listening to and considering children's voices shows respectful regard for children's needs, interests and experiences, and helps discern what is meaningful for them in a particular subject or situation. Creating opportunities for the expression of children's voices implies child-centred practice: recognising children as active agents, with evolving competences and capacity to understand, think and choose with some degree of autonomy, thus being able to influence decision-making. Therefore, the commitment to listen to children's voices represents a fundamental step towards empowering children and supporting their participation rights. Importantly, children have the right to be heard and to have their voices considered from the earliest ages, in their significant relational contexts, such as early childhood education and care (ECEC). Listening to and valuing children's multiple voices in ECEC can be done in many ways, ensuring the context, children's background, characteristics and preferences are respected. In this chapter, we address the specificities of listening to children's voices and taking them into account in ECEC. We discuss common challenges that may prevent the full expression and consideration of children's voices, and ways to overcome them, to ensure children's meaningful participation in what matters to them and support them in becoming active citizens in society.

The purpose of this paper is to examine guided self-help (GSH), and some of the barriers as to why it is not routinely available for people with intellectual disabilities (IDs).

This paper offers an overview of GSH and the potential benefits of it as an intervention for people with ID with mild depression and/or anxiety.

The current literature reports the successful use and effectiveness of GSH in the general population. However, despite this there is little evidence that it is being used in practice for people with ID.

This paper offers an overview of GSH and advocates for its increasing use for people with ID to help bring about equality in mental healthcare.