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Article
Publication date: 13 March 2017

Sarah Ashworth, Krista Jansen, Lydia Bullock and Paul Mooney

The purpose of this paper is to describe a feasibility study into the development and pilot of a psychoeducational group for people with intellectual disability and co-morbid…

Abstract

Purpose

The purpose of this paper is to describe a feasibility study into the development and pilot of a psychoeducational group for people with intellectual disability and co-morbid mental disorder (including mental illness and personality disorder) within forensic settings.

Design/methodology/approach

“Mind Matters”, a psychoeducational programme for people with an intellectual disability and co-morbid mental disorders is a group based programme in a medium secure hospital, adapted and developed to be suitable for people with intellectual disability therapist multidisciplinary approach was key to its development. An open group on a 16-bedded ward for individuals with mild to moderate intellectual disability and co-morbid mental illness was delivered over a six-week period.

Findings

The group was positively received in pilot by participants and members of the clinical teams. Attendance and engagement of participants were key measures of the success of the programme. In addition to the apparent increased social skills and motivation to engage with future psychological intervention.

Practical implications

The authors believe that this approach benefitted both the group members and staff on ward, reinforcing strategies for maintaining positive mental health. It also stimulated engagement, discussion about mental disorders including mental illness, personality disorder and intellectual disabilities.

Originality/value

This paper shows how a psychoeducational approach to mental disorder and mental health in individuals with an intellectual disability is possible, beneficial and well received.

Details

Journal of Intellectual Disabilities and Offending Behaviour, vol. 8 no. 1
Type: Research Article
ISSN: 2050-8824

Keywords

Article
Publication date: 12 September 2016

Sarah Ashworth and Paul Mooney

There are few reliable psychometric measures of the psychopathology of offenders with intellectual disabilities (ID). However, previous research has indicated that the emotional…

Abstract

Purpose

There are few reliable psychometric measures of the psychopathology of offenders with intellectual disabilities (ID). However, previous research has indicated that the emotional problems scale (EPS) is useful in identifying a range of treatment needs and in predicting risk to self and others. The purpose of this paper is to compare the severity of the emotional and behavioural problems of a small sample of offenders with ID in medium and low secure services, as assessed by EPS. Additionally, the data are tentatively compared with those reported in previous research to precipitate discussion regarding the changes in clinical populations in secure care over time.

Design/methodology/approach

The study collected demographic and EPS data for patients with ID (n=25) on medium secure and a low secure wards. Data were collected as part of routine clinical practice, with EPS forms being completed by nursing and other multi-disciplinary staff.

Findings

It was found that there was no statistically significant difference in EPS scores between medium and low secure patients with ID. The authors also highlight differences between the current sample and the normative data collected by previous research.

Originality/value

The data regarding the psychopathology of medium and low secure patients with ID provide insight into the ever changing resourcing needs and risk profiles of this complex patient group. In addition, there is a dearth of empirical research that comments on the clinical differences observed over time in forensic populations. As the current data differ from pre-existing normative data, the potential shift in populations and also implications for the accuracy of clinical decision making based on the assessment are discussed.

Details

Journal of Intellectual Disabilities and Offending Behaviour, vol. 7 no. 3
Type: Research Article
ISSN: 2050-8824

Keywords

Book part
Publication date: 12 January 2012

Paul Mooney, Joseph B. Ryan, Philip L. Gunter and R. Kenton Denny

In addressing positive general education teaching practices for use with students with or at risk for emotional and behavioral disorders (EBD), the chapter emphasizes teacher…

Abstract

In addressing positive general education teaching practices for use with students with or at risk for emotional and behavioral disorders (EBD), the chapter emphasizes teacher behavior change research that has been informed by applied behavior analytic (ABA) principles. Its central theme is that general education teachers can access research informed by ABA in developing prosocial instructional and management practices. Highlighted teaching practices include fostering correct academic responses from students, increasing active student response, and using contingent praise with regularity. The chapter also discusses functional behavioral assessment, positive behavioral interventions and supports, and controversial behavior change issues surrounding seclusion and restraints and medication, topics related to teaching students with or at risk for EBD in general education settings.

Details

Behavioral Disorders: Identification, Assessment, and Instruction of Students with EBD
Type: Book
ISBN: 978-1-78052-504-4

Keywords

Article
Publication date: 3 May 2016

Sarah Ashworth, Paul Mooney and Ruth Tully

The purpose of this paper is to present the development and evaluation of an original training package for staff members on an awareness of an adapted Dialectical Behaviour…

2212

Abstract

Purpose

The purpose of this paper is to present the development and evaluation of an original training package for staff members on an awareness of an adapted Dialectical Behaviour Therapy programme, the “I Can Feel Good” programme (Ingamells and Morrissey, 2014) designed for individuals with intellectual disabilities (ID) and problems managing emotions. The quality and effectiveness of the training was assessed and is reported in this paper.

Design/methodology/approach

The training was delivered for staff working with individuals with ID in a UK medium-secure psychiatric hospital and was attended by nursing staff. The workshop consisted of six modules: “Introduction to the programme”, “Mindfulness”, “Managing feelings”, “Coping in Crisis”, “People skills” and “Application and summary”. Level of self-reported knowledge, confidence and motivation regarding seven aspects of the training was measured by an evaluation questionnaire completed pre and post training.

Findings

The results of this study showed that following the training there was a significant increase in self-reported knowledge, confidence and motivation regarding the seven aspects of the training. When perceptions of staff behaviours are observed, although in the right direction, this change was found not to be significant.

Originality/value

This study highlights the potential for staff training to increase awareness of newly adapted therapeutic programmes for individuals with ID. The staff training may increase their ability and willingness to facilitate the running of such programmes and ability to support learning transfer in group members.

Details

Advances in Mental Health and Intellectual Disabilities, vol. 10 no. 3
Type: Research Article
ISSN: 2044-1282

Keywords

Article
Publication date: 4 March 2014

Laura Willets, Paul Mooney and Nicholas Blagden

The social climate of psychiatric institutions correlates with multiple outcomes related to staff and patients. Research into social climate in Learning Disability services is…

Abstract

Purpose

The social climate of psychiatric institutions correlates with multiple outcomes related to staff and patients. Research into social climate in Learning Disability services is limited. Staff and patients in Learning Disability services have documented both positive and negative experiences. No research has directly compared the social climate of Learning Disability and non-Learning Disability psychiatric services. The purpose of this paper is to understand how these compare. The study will also compare staff and patient views of social climate and the impact of security on social climate in Learning Disability services.

Design/methodology/approach

A total of 64 patients and 73 staff, from Learning Disability and non-Learning Disability psychiatric hospitals completed the Essen Climate Evaluation Schema (EssenCES) measure of social climate.

Findings

Patients in Learning Disability and non-Learning Disability services did not differ in their perceptions of social climate. Staff in non-Learning Disability services had a more positive perception of social climate than staff in Learning Disability services. Patients and staff did not differ in their views on climate. Security was negatively related to patients’ Experienced Safety.

Originality/value

The findings suggest that staff perceive that the deficits associated with Learning Disabilities may limit patients’ therapeutic experience and relationships with their peers. Despite this, patients with Learning Disabilities feel supported by their peers, have positive views of the treatment process and feel as safe as non-Learning Disabled psychiatric patients.

Details

Journal of Intellectual Disabilities and Offending Behaviour, vol. 5 no. 1
Type: Research Article
ISSN: 2050-8824

Keywords

Content available
Book part
Publication date: 12 January 2012

Abstract

Details

Behavioral Disorders: Identification, Assessment, and Instruction of Students with EBD
Type: Book
ISBN: 978-1-78052-504-4

Article
Publication date: 12 September 2016

Colin Dale

The purpose of this paper is to describe the discovery of the application of DNA profiling to the criminal justice system.

316

Abstract

Purpose

The purpose of this paper is to describe the discovery of the application of DNA profiling to the criminal justice system.

Design/methodology/approach

Researching the origins of the discovery of the application of DNA to the criminal justice system via an analysis of the first case in which it was applied to.

Findings

It was discovered that the first application of DNA profiling to the criminal justice system meant that a young man with intellectual disabilities was saved from wrongful prosecution. The case study also raises ethical issues concerning the mass screening of targeted populations by way of DNA.

Originality/value

The case study is descriptive in nature and draws from earlier work describing the events which unfolded.

Details

Journal of Intellectual Disabilities and Offending Behaviour, vol. 7 no. 3
Type: Research Article
ISSN: 2050-8824

Keywords

Content available
Article
Publication date: 13 March 2017

Colin Dale

295

Abstract

Details

Journal of Intellectual Disabilities and Offending Behaviour, vol. 8 no. 1
Type: Research Article
ISSN: 2050-8824

Book part
Publication date: 30 October 2023

Kernysha L. Rowe

A recent study reported Black women are frequently labeled unprofessional due to hair presentation, 1.5 times more likely to be sent home citing “unprofessional hair,” and 80…

Abstract

A recent study reported Black women are frequently labeled unprofessional due to hair presentation, 1.5 times more likely to be sent home citing “unprofessional hair,” and 80% likely to alter their natural hair texture (Dove, 2019) through chemicals or heat to fit into organizational norms. Meanwhile, conversations about hair discrimination and bias remain whispers in The Ivory Tower. Despite this study, contemporary research regarding higher education and the politics of Black women, Black hair, and hair texture is sparse. The lack of representation in higher education organizations and lack of literature suggest that Black, higher education professional women are at risk of experiencing chilly work environments that could impact belonging, career trajectory, and earning potential. Some individuals outside the African Diaspora may consider the notion of a physical characteristic, like hair, to be insignificant, let alone a salient identity for Black women. However, my experience as a higher education practitioner and scholar states differently. I assert higher education institutions continue to perpetuate and reproduce oppressive dynamics that specifically target Black women and Black hair when hair discrimination and bias are left out of the conversation to address diversity and inclusion concerns. This chapter introduces a historical context of Black hair discrimination; explores my lived experiences navigating Black hair, hair texture, and professionalism in higher education; outlines challenges for higher education institutions and prioritizes Black women alongside diversity and inclusion efforts.

Article
Publication date: 1 October 1996

John Lloyd

Outlines the author’s experiences and the lessons learnt from work in the field of management training for doctors and other medical personnel. Explains the policy of using a dual…

2286

Abstract

Outlines the author’s experiences and the lessons learnt from work in the field of management training for doctors and other medical personnel. Explains the policy of using a dual approach: economic concepts and ideas in practical situations. States that by adopting this participative, problem‐solving approach and involving the discipline of economics in tandem with other skills and subjects, it addresses some of the issues which medical personnel face in their places of work.

Details

Health Manpower Management, vol. 22 no. 5
Type: Research Article
ISSN: 0955-2065

Keywords

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