Abstract:Background
No studies have explored the acceptability of Behavioural Activation and Guided Self‐Help interventions for depression with people who have intellectual disabilities.
Method
Twenty‐five participants were purposively sampled from participants taking part in a trial comparing Behavioural Activation with a Guided Self‐Help intervention. A framework analysis was used to analyse interviews covering participants’ expectations and views of therapy.
Results
Participants were largely positive about both inte… Show more
“…Some participants acknowledged they had to put strategies into practice to experience the benefits of therapy, including those attending Currie et al's (2019) mindfulness-based programme, who discussed incorporating the techniques into everyday life. Some of Knight et al's (2019) participants continued to use session booklets to remind them of helpful strategies.…”
Section: Resultsmentioning
confidence: 99%
“…I don’t like that I am not a child and I just mean that I don’t need to draw daft pictures of wee people…Just because I have problems I don’t need daft wee pictures with loads of colours to make me feel, I don’t need that. (Knight, et al, 2019, p. 827)…”
Section: Resultsmentioning
confidence: 99%
“…In reference to outcomes from therapy, some participants reflect positively that it changed my life (Bexley, 2017; Knight et al, 2019; Lewis et al, 2016). Practical and behavioural changes were acknowledged, such as development of practical skills (Lewis et al, 2016), forming better relationships (Arkless, 2004), improved communication and negotiation skills (Roscoe et al, 2016) and changes to behaviour: ‘I’m a different person now, I used to be all boisterous but I’m not no more, I’ve calmed right down’ (MacMahon et al, 2015, p. 347).…”
Supporting children and young people's mental health is a central aim of the UK government policy, with those with learning difficulties a particularly vulnerable group. This systematic review of research uses published literature to explore how access and participation in therapy might be facilitated for young people with learning difficulties. Twelve studies published 2000-2019 were identified, which described the experiences of access to, and participation in therapy for people with learning difficulties, although notably most of these involved adults. Findings indicated eight themes: pre-therapy, careful contracting, therapy is hard, idiosyncratic needs, therapeutic relationship, group therapy, reviewing therapy and it changed my life. These were organized into three chronological stages: setting up of therapy; therapeutic processes; and therapeutic outcomes. A number of strategies that can promote access and participation are suggested for professionals working therapeutically with young people with learning difficulties, around contracting, clear communication, the therapeutic alliance and the ending of therapy.This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.
“…Some participants acknowledged they had to put strategies into practice to experience the benefits of therapy, including those attending Currie et al's (2019) mindfulness-based programme, who discussed incorporating the techniques into everyday life. Some of Knight et al's (2019) participants continued to use session booklets to remind them of helpful strategies.…”
Section: Resultsmentioning
confidence: 99%
“…I don’t like that I am not a child and I just mean that I don’t need to draw daft pictures of wee people…Just because I have problems I don’t need daft wee pictures with loads of colours to make me feel, I don’t need that. (Knight, et al, 2019, p. 827)…”
Section: Resultsmentioning
confidence: 99%
“…In reference to outcomes from therapy, some participants reflect positively that it changed my life (Bexley, 2017; Knight et al, 2019; Lewis et al, 2016). Practical and behavioural changes were acknowledged, such as development of practical skills (Lewis et al, 2016), forming better relationships (Arkless, 2004), improved communication and negotiation skills (Roscoe et al, 2016) and changes to behaviour: ‘I’m a different person now, I used to be all boisterous but I’m not no more, I’ve calmed right down’ (MacMahon et al, 2015, p. 347).…”
Supporting children and young people's mental health is a central aim of the UK government policy, with those with learning difficulties a particularly vulnerable group. This systematic review of research uses published literature to explore how access and participation in therapy might be facilitated for young people with learning difficulties. Twelve studies published 2000-2019 were identified, which described the experiences of access to, and participation in therapy for people with learning difficulties, although notably most of these involved adults. Findings indicated eight themes: pre-therapy, careful contracting, therapy is hard, idiosyncratic needs, therapeutic relationship, group therapy, reviewing therapy and it changed my life. These were organized into three chronological stages: setting up of therapy; therapeutic processes; and therapeutic outcomes. A number of strategies that can promote access and participation are suggested for professionals working therapeutically with young people with learning difficulties, around contracting, clear communication, the therapeutic alliance and the ending of therapy.This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.
“…A larger trial of the present intervention in a similar sample of people with at least subclinical symptoms of reduced well-being is required to more adequately compare both the interventions. A shared finding, however, is that participants with intellectual disabilities in both studies reported a desire for more sessions or an overall longer intervention [36].…”
BackgroundThe availability of both digital and traditional mental well-being interventions is rising, but these interventions typically do not consider people with intellectual disabilities as potential users.ObjectiveThe study aimed to explore the acceptability and feasibility of a new digital intervention, developed with and for people with intellectual disabilities, to improve their subjective well-being.MethodsUsing a single-group pre-post design, participants with intellectual disabilities and their caregivers completed the 4-week intervention. Mixed methods questionnaires assessed the acceptability of the intervention, in addition to self-report and proxy-report measures of subjective well-being and behavioral problems.ResultsA total of 12 men with mild to moderate intellectual disabilities enrolled in and completed the study alongside 8 caregivers. Participant acceptability of the intervention was high, and feedback covered multiple aspects of the intervention, including (1) program concept and design, (2) program content, and (3) intervention usage. Self-rated mood barometers indicated mood improvements for 5 participants, deteriorations for 2 participants, and no observed changes for the remaining participants. Statistical analyses yielded no difference from pretest (median=79; range 39-86) to posttest (median=79; range 21-96) for subjective well-being in people with intellectual disabilities (W=10.5; P=.17) and for behavioral problems (W=14; P=.05).ConclusionsPeople with intellectual disabilities and their caregivers are receptive to using digital well-being interventions, and this research shows such interventions to be feasible in routine practice. Given the acceptability of the intervention, its potential efficacy can now be evaluated in people with intellectual disabilities and symptoms of reduced mental well-being.
“…A larger trial of the present intervention in a similar sample of people with at least subclinical symptoms of reduced well-being is required to more adequately compare both the interventions. A shared finding, Vereenooghe & Westermann JMIR FORMATIVE RESEARCH XSL • FO RenderX however, is that participants with intellectual disabilities in both studies reported a desire for more sessions or an overall longer intervention [36].…”
BACKGROUND
The availability of both digital and traditional mental well-being interventions is rising, but these interventions typically do not consider people with intellectual disabilities as potential users.
OBJECTIVE
The study aimed to explore the acceptability and feasibility of a new digital intervention, developed with and for people with intellectual disabilities, to improve their subjective well-being.
METHODS
Using a single-group pre-post design, participants with intellectual disabilities and their caregivers completed the 4-week intervention. Mixed methods questionnaires assessed the acceptability of the intervention, in addition to self-report and proxy-report measures of subjective well-being and behavioral problems.
RESULTS
A total of 12 men with mild to moderate intellectual disabilities enrolled in and completed the study alongside 8 caregivers. Participant acceptability of the intervention was high, and feedback covered multiple aspects of the intervention, including (1) program concept and design, (2) program content, and (3) intervention usage. Self-rated mood barometers indicated mood improvements for 5 participants, deteriorations for 2 participants, and no observed changes for the remaining participants. Statistical analyses yielded no difference from pretest (median=79; range 39-86) to posttest (median=79; range 21-96) for subjective well-being in people with intellectual disabilities (W=10.5; <italic>P</italic>=.17) and for behavioral problems (W=14; <italic>P</italic>=.05).
CONCLUSIONS
People with intellectual disabilities and their caregivers are receptive to using digital well-being interventions, and this research shows such interventions to be feasible in routine practice. Given the acceptability of the intervention, its potential efficacy can now be evaluated in people with intellectual disabilities and symptoms of reduced mental well-being.
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