What makes generalist mental health professionals effective when working with people with an intellectual disability? A family member and support person perspective

Weise, Janelle; Fisher, Karen R.; Trollor, Julian N.

doi:10.1111/jar.12420

Cited by 13 publications

(10 citation statements)

References 27 publications

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“… 25 People with intellectual disabilities should be included in the training of healthcare providers as ‘experts by experience’. 25 – 27 However, while such training may be essential, it may not be routinely undertaken owing to resource constraints. 22 …”

Section: Resultsmentioning

confidence: 99%

Barriers and facilitators to primary health care for people with intellectual disabilities and/or autism: an integrative review

Doherty¹,

Atherton

Boland³

et al. 2020

BJGP Open

109

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BackgroundGlobally, people with intellectual disabilities and/or autism experience health inequalities. Death occurs at a younger age and the prevalence of long-term morbidities is higher than in the general population. Despite this, their primary healthcare access rates are lower than the general population, their health needs are often unmet, and their views and experiences are frequently overlooked in research, policy, and practice.AimTo investigate the barriers and facilitators reported by individuals with intellectual disabilities, autism, or both, and/or their carers, to accessing and utilising primary health care for their physical and mental health needs.Design & settingAn integrative review was undertaken, which used systematic review methodology.MethodElectronic databases MEDLINE, Embase, CINAHL (Cumulative Index to Nursing and Allied Health Literature), and Cochrane were searched for relevant studies (all languages) using a search strategy. Two researchers independently screened the results and assessed the quality of the studies.ResultsSixty-three international studies were identified. Six main themes relating to barriers and facilitators emerged from an analysis of these studies. The main themes were: training; knowledge and awareness; communication; fear and embarrassment; involvement in healthcare decision-making; and time. All the themes were underpinned by the need for greater care, dignity, respect, collaborative relationships, and reasonable adjustments. Opposing barriers and facilitators were identified within each of the main themes.ConclusionAdolescents and adults with intellectual disabilities and/or autism experience several barriers to accessing and utilising primary health care. The findings highlight the reasonable adjustments and facilitators that can be implemented to ensure that these individuals are not excluded from primary health care.

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Section: Resultsmentioning

confidence: 99%

Barriers and facilitators to primary health care for people with intellectual disabilities and/or autism: an integrative review

Doherty¹,

Atherton

Boland³

et al. 2020

BJGP Open

109

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“…; Weise et al . ). This goal is reflected in diverse initiatives to strengthen the presence and contribution of people with first‐hand experience of recovery from mental illness and mental health service use (Michalak et al .…”

Section: Introductionmentioning

confidence: 97%

Changing attitudes: The impact of Expert by Experience involvement in Mental Health Nursing Education: An international survey study

Happell¹,

Platania‐Phung²,

Scholz

et al. 2018

Int J Mental Health Nurs

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Reform to nursing education is essential to ensure future generations of nurses are strongly positioned to value, know, and deliver strength‐based, recovery‐oriented mental health practice. A promising pathway to effectively drive reform is the coproduction of curricula by nursing academics and people with lived experience of recovery from mental distress referred to as Experts by Experience. The Co‐production in Mental Health Nursing Education (COMMUNE) project is an international collaboration for development and implementation of consumer coproduced curricula. This study evaluated the inclusion of Expert by Experience‐led mental health nursing education on nursing students' attitudes to people labelled with mental illness, mental health nursing, and consumer participation. A repeated self‐report measures design was implemented in Australia, Ireland, and Finland to ascertain level of generalizability of consumer involvement within undergraduate nursing programmes. Data were collected from nursing students (n = 194) immediately before and after the education module, using three self‐report instruments on attitudes (Mental Health Nurse Education Survey, Consumer Participation Questionnaire, and Opening Minds Scale). Data were analysed using descriptive and inferential statistics. Eighty‐nine per cent of the 27 points of change reflected more favourable and accepting attitudinal change. Of these, 41% were significant at Bonferroni adjusted alpha of 0.0025. There was a statistically significant increase in preparedness for practice in the mental health field in each of the three countries. The most pronounced change is related to the social and systemic inclusion of people with a diagnostic label and recovery‐oriented care more broadly.

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“…Another key finding was the importance of mental health professionals being able to acknowledge their professional limitations. Full results of this consultation have been submitted for publication (Weise, Fisher and Trollor, 2017, under review).…”

Section: Resultsmentioning

confidence: 99%

“…Further, recruiting family members for the focus groups was challenging due to unexpected last minute changes in their availability. Alternative methods of consultation may have enhanced participation including, for example, smaller focus groups in more diverse locations, individual interviews in person or via the telephone, or an online survey (Weise, Fisher and Trollor, 2017, under review).…”

Section: Discussionmentioning

confidence: 99%

“…Focus groups were used because it is a method that has been shown to encourage interaction and explore what people think about a topic, and why (Kitzinger, 1995; Willis et al , 2009). A paper which includes a detailed methodology has been submitted for consideration (Weise, Fisher and Trollor, 2017, under review). In summary, participants were recruited through contact with NSW organisations who distributed a recruitment poster to potential participants.…”

Section: Methodsmentioning

confidence: 99%

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Development and dissemination of a core competency framework

Trollor

Eagleson

Weise

et al. 2017

JMHTEP

Self Cite

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Purpose The purpose of this paper is to describe and critique the methodology used to develop a core competency framework for mental health professionals working with people with an intellectual disability and co-occurring mental ill health. Design/methodology/approach A multi-phase, multi-method design was used to collect qualitative and quantitative data, including a scoping survey, modified online Delphi, and consultation with multiple stakeholders. The implementation phase involved a launch forum and workshop, toolkit development, and evaluation strategy. Findings Results from the scoping survey and consultation process informed the development of a core competency framework with 11 domains. An accompanying toolkit was also developed with practical guidance to assist with the implementation of the core competencies. In total, 93 professionals attended the launch forum, and the framework has been downloaded 998 times during the first year it has been available. Research limitations/implications Detailed information specific to each profession cannot be included when a whole of workforce approach is used. The ways in which to use the framework in conjunction with other core competency frameworks is discussed. Practical implications This framework can be utilised by mental health workers including clinicians, managers, service developers, and educators, from multiple professional backgrounds. The approach taken can also be used by others to develop similar frameworks. Originality/value This is the first core competency framework, to the authors’ knowledge, specifically designed for public mental health professionals from varied backgrounds working with people with an intellectual disability. Consulting with multiple stakeholders, not just experts, elicited new information that may otherwise have been overlooked.

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What makes generalist mental health professionals effective when working with people with an intellectual disability? A family member and support person perspective

Abstract: Family/support persons identified a range of attributes of effective mental health professionals to support people with intellectual disability. Further research is necessary, particularly from the perspective of people with intellectual disability.

Cited by 13 publications

References 27 publications

Barriers and facilitators to primary health care for people with intellectual disabilities and/or autism: an integrative review

Barriers and facilitators to primary health care for people with intellectual disabilities and/or autism: an integrative review

Changing attitudes: The impact of Expert by Experience involvement in Mental Health Nursing Education: An international survey study

Development and dissemination of a core competency framework

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