There have been few attempts to build a model of sexual offending for men with intellectual disabilities and hence clarify appropriate intervention. This study examines any commonalities that characterize the offence process of such men. Using a grounded theory approach, qualitative interviews with sex offenders with intellectual disabilities are analyzed to generate a model of the offence process. Data from qualitative interviews with clinicians is used to triangulate offender participants' data. The subsequent model highlights the importance of individual's attitudes and beliefs and the impact that they have at all stages of the offence process. It raises issues concerning the variation in the process that is seen within and between offences. Additionally, it identifies a marked lack of awareness of any "decency insult" in these offenders, an inability to empathize with society's view of sex offending. A clear implication is that thorough assessment and formulation are likely to be the key to successful and appropriate intervention.

Background. A variety of research designs have been employed to explore the efficacy of the wide range of interventions for sex offenders with learning disabilities. This paper reviews these studies to consider the efficacy of such treatments. Methods. Computerized searches and less formal literature gathering led to the identification of 31 studies that reported outcome. Results. Many of the studies are methodologically flawed through failure to use a control group, small sample size, variations in inclusion criteria and definitions of learning disabilities and sexual offending, and lack of standardized outcome measures. Some credible studies have found better and more durable attitudinal change with treatment lasting at least two years. Conclusion. It is suggested that this area of work has still to establish a rigorous evidence base. The review concludes with some suggestions for future research and a consideration of the continued importance of this research.

There have been few attempts to build a model of sexual offending for men with intellectual disabilities and hence clarify appropriate intervention. This study examines any commonalities that characterize the offence process of such men. Using a grounded theory approach, qualitative interviews with sex offenders with intellectual disabilities are analyzed to generate a model of the offence process. Data from qualitative interviews with clinicians is used to triangulate offender participants' data. The subsequent model highlights the importance of individual's attitudes and beliefs and the impact that they have at all stages of the offence process. It raises issues concerning the variation in the process that is seen within and between offences. Additionally, it identifies a marked lack of awareness of any "decency insult" in these offenders, an inability to empathize with society's view of sex offending. A clear implication is that thorough assessment and formulation are likely to be the key to successful and appropriate intervention.

In light of the National Service Framework (NSF) for Children, Young People and Maternity Services recommendations for psychological services in schools, three clinical psychologists reflect on their experiences of working in Behaviour and Education Support Teams (BESTs).