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This study explored the relationships between a number of constructs in the lives of people with intellectual disabilities. Adverse interpersonal experiences (AIEs) were defined as negative experiences during childhood which were directly related to the actions of, or relationships with, others (e.g., bullying, bereavement, relationship breakdown). Early interpersonal experiences are widely accepted to have a significant impact on people's thoughts, feelings and behaviours (Hughes et al., 2016;Simpson et al., 2011). Self-esteem has been defined as an individual's positive or negative attitude towards the self (Rosenberg et al., 1995), with high self-esteem referring to a 'highly favourable global evaluation of the self' and low self-esteem a conversely low self-assessment (Baumeister et al., 2003). Shame is an emotion characterised

Purpose There is a growing evidence base for cognitive behavioural therapy (CBT) as a treatment for psychogenic non-epileptic seizures (PNES) in the general population. Despite the relatively high proportion of individuals with PNES who have an intellectual disability (ID) there is a paucity of literature on the use of CBT for PNES in this population. The purpose of this paper is to describe the use of an adapted CBT approach to treat PNES in a woman with mild ID. Design/methodology/approach The intervention used a CBT approach that included both the client and her mother, her primary care giver, throughout the therapy sessions. It involved 13 1-hour sessions over 20 weeks. Findings Over the course of the intervention the client experienced a reduction in seizure activity. Both the client and her mother reported increases in her perceived ability to cope with the seizures. Originality/value This report describes an adapted CBT-based intervention for individuals with PNES in the context of ID. It is the first report to include the involvement of a care-giver in adapting this approach for individuals with ID.

Purpose The purpose of this paper is to present a case study using a systemic team formulation approach, in the context of supporting a women with intellectual disabilities with a history of trauma. Design/methodology/approach A reflective stance is used to describe the process of assessment, hypothesising, formulation and intervention in a single case study design. Findings Feedback from care staff suggests that they found a team formulation approach helpful to improve their understanding of the service user they support. Practical implications The paper discusses how systemic team formulation can draw on trauma-informed care principles in the context of supporting an individual with an intellectual disability. Future research should aim to replicate the approach for findings to be applied more broadly. COVID-19 has meant clinical working has had to be adapted, clinicians should carefully consider how collaborative and meaningful work can continue to be facilitated within the current parameters. Originality/value This case study contributes to the literature in the use of systemic team formulation interventions within an intellectual disability context, drawing on trauma-informed care principles and reflecting on adapted working within the COVID-19 pandemic.

The Reflecting Team (RT) has been a common companion of systemic practitioners since Tom Andersen first described its use (Andersen, 1987). Despite the widespread acceptance of such ideas in modern Systemic Practice, there is limited research into the RT method.We hoped to contribute to the broader research aim of exploring how and why reflecting team conversations lead to change by addressing the following question: is it possible to reliably categorise the utterances of the RT to form a framework? We used a content analysis to analyse and categorise over three hours of reflecting team conversations from four different clinical teams. This resulted in the identification of eleven discrete categories including: 'they asked a question to you as a family', 'they highlighted something positive and they commented on their own emotions'. We go on to discuss potential applications of this Reflecting Team Utterances Framework and our reflections on the process.