Producing accessible information for people with intellectual disabilities has been seen as a priority for the past 20 years. Easy‐read resources are now widely available and several guidelines have been produced to support their development. However, little is known about the effectiveness of easy‐read resources and the specific components that make it effective. A systematic review of the literature in electronic databases (Medline, Embase, BNI, CINAHL, HMIC, PsycINFO, ERIC, PubMed, and Cochrane Library) conducted between November 2013 and January 2014 yielded 11 publications that attempted to evaluate the impact of easy‐read resources. The large variation in methodology among studies prevented a direct comparison of results; however, there were mixed findings concerning the impact of adding illustrations to written text on comprehension. A reader's level of familiarity with symbols emerged as an important factor, particularly with more abstract symbol systems that require some learning. Photographs and illustrations were generally found to be helpful, although it was acknowledged that these can be confusing and clear explanations are needed to ensure the correct message is conveyed. The format and level of difficulty of the text played an important role in the overall accessibility of information and particular linguistic features were associated with increased understanding. The methodological limitations of these studies were also considered and used to inform recommendations for future research. More attention needs to be focused on evaluating and distributing easy‐read information, as well as producing it.

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Consultation is identifieda sacore skillt hat clinicalp sychologistsa re expected to deliver; however therei sl ittler esearch that has identified how the recipients of the consultation understand or experiencet hisc onsultation. Thea im of thisr esearch wast oe xplore,u sing grounded theorym ethodology, how mental health and socialc ares taffe xperienced psychologicalc onsultationp rovided by ac linicalp sychologist.T he research findings indicate that consultation is generally feltt ob eapositivea nd helpfulv ehicle in improving work practice.C onsultation tended to be seen as ac ollaborative processb etween consultant and consultee with psychologistsb eing viewed as experts in thea reao fm ental health. More specifically,c onsultees tended to initially requesta nd expectc ognitive ideas but ultimately gained mostb enefitf romm oree motional processes, such as being listened to and affirmation of theirown knowledge. Implications for further research were discussed.

Within secure psychiatric services, nurses trained to work with people with learning disabilities are often called upon to deal with those experiencing psychosis; a role that they are not routinely prepared for in generic learning disability nurse training. Psycho-social interventions (PSI) are recommended as an adjunct to routine pharmacological treatment for people experiencing psychosis. There is a small literature that suggests that PSI has utility with people with learning disabilities. As part of a wider evaluation of the introduction of a PSI framework to a 10-bedded medium-secure unit for men with learning disabilities and mental health problems, 13 members of nursing staff completed the 'Management of Schizophrenic Patients Checklist'. The responses were analysed using a grounded theory approach. Principle themes identified are described. The therapy vs. security quandary frequently reported in forensic psychiatry was evident in responses. The findings are guiding a programme of training and ongoing supervision within the service and are discussed in the context of wider therapeutic issues and institutional environment.

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This paper reviews the literature pertaining to the practice and experience of restraint and seclusion in inpatient psychiatric settings. These are physical practices typically used by nursing staff in order to manage violence within such services.The available quantitative literature demonstrates the variability in the prevalence of the practices and attitudes towards them. Qualitative research has focussed on the experience of the practices and the different but largely negative impacts they have. Many of these qualitative studies produce interesting and valuable findings; however the literature does not account for the role that language may play in constructing the experience and meaning of the practices for those involved. This and other limitations in the research are described and direction for further research indicated.

Engagement in supervision is a professional requirement for clinical psychologists in the UK (Division of Clinical Psychology 2014). There is, however, little guidance regarding how psychologists should be taught the skills required to be a supervisor, or how these skills should be evaluated. This article starts by reviewing the development of national guidance for the training of clinical psychologists as supervisors. Nationally agreed learning objectives for supervisor training are presented. The article then describes how this guidance was operationalised within a region of the UK, and how this has been developed over a number of years. The training and its evaluation processes are outlined and mapped against the learning objectives, with suggestions for future developments.