Accessible summary We wanted to find out what getting older feels like for people with learning disabilities. We asked seven people with learning disabilities about getting older. Most of the people had noticed changes as they got older. Some felt sad or angry about it. Some worried about getting older. People said that it was important to have good friends and to do useful jobs. Some people did not know much about getting older. Some people wanted to look back over their lives to feel more settled. They might need help with this. Abstract Background: Not enough is currently known about how people with learning disabilities experience and understand the ageing process. This is particularly important as the population of older people with learning disabilities is growing due to increased life expectancy. This article draws on the first author's doctoral research study, which aimed to fill this gap in the literature by exploring how people with learning disabilities experience and make sense of the ageing process and old age. Materials and Methods: Seven people with learning disabilities aged 60 or more were interviewed, and their accounts were analysed using interpretative phenomenological analysis. This approach allows the participant's lived experience to be explored in detail. Participants' accounts were analysed individually, followed by a group analysis. This article presents the results of the group analysis, illustrated by quotes from individuals. Results: The master themes arising from the group analysis were as follows: quality of relationships is central to enjoyment of life, including subthemes on the importance of affection and companionship, distress at lack of closeness and anxiety about ability to satisfy others; powerlessness; needing a sense of purpose; and making sense of getting older, including subthemes on reactions to changes with age, life review and looking to the future. Conclusions: Clinical implications of the findings include the need for services to support older people with learning disabilities in maintaining friendships and meaningful activities. This study demonstrates that some older people with learning disabilities can engage in a process of life review and raises the possibility that learning disability services could play a useful role in facilitating this process. Understanding of the ageing process varied between participants and tended towards a negative, stereotypical view of ageing. The findings suggest that people with learning disabilities could benefit from psychoeducation on the ageing process to aid them in making sense of the changes they experience as they get older.

Purpose The purpose of this paper is to explore significant events in psychotherapy with clients with intellectual disabilities (IDs). Design/methodology/approach Four therapy dyads, each consisting of one client and one therapist, were recruited. Following the brief structured recall procedure (Elliott and Shapiro, 1988), semi-structured interviews focused on helpful events in psychotherapy, using video of particular sessions as a stimulus to help prompt recall of that session. Findings Using interpretative phenomenological analysis, five super-ordinate themes were identified: “The Uniqueness of the Therapeutic Relationship”; “Using adaptations to Express Emotions”; “Client Behaviour/Therapist Behaviour”; “Hope and Paternalism”; and “Meaning-Making”. The results provide additional evidence that significant therapy events occur for clients with IDs. Furthermore, the research enabled insights to be gained about the process of therapy for this client group and for exploration of therapeutic factors that may be involved in facilitating a significant therapy event. Research limitations/implications This study highlights the need for therapists to work in such a way as to facilitate significant events in therapy. Whilst this study was a necessary first step, owing to the non-existence of research in this area, the sample size and qualitative design may limit any wider generalisation of the findings. Originality/value Significant events have not previously been explored in psychotherapy with clients with IDs. This research could therefore make an important contribution to our understanding of the process of psychotherapy for this client group.

Accessible summary Service users who have suffered from anxiety issues were offered relaxation sessions. Three main techniques were used in a creative way. Relaxation methods can help adults with learning difficulties reduce anxiety. SummaryOver an 18‐month period, a group of adult service users with mild to moderate learning disabilities referred to the Leeds and York Partnership NHS Foundation Trust, and who were identified as suffering from anxiety‐related disorders, attended a 12‐week course of relaxation therapy and the results recorded. To remain true to person‐centred values, a creative approach was taken in delivery of the core relaxation techniques. Three core techniques were used: controlled breathing; guided imagery; and progressive muscle relaxation. These were creatively adapted to each individual. Results were recorded using the Clinically Useful Anxiety Outcome Scale (CUXOS) measurement tool and pulse readings taken using a pulse oximeter. The results indicated an overall decrease in physical and psychological symptoms of anxiety. It was concluded that relaxation therapy can be beneficial to this client group, especially when used in a creative and person‐centred way.

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