Purpose Referrals to specialist eating disorder services from the South Asian (SA) community are under-represented, despite research suggesting that disordered eating attitudes and behaviours of SA people are similar to the population in general. The study aimed to identify the reasons for this and sought to inform ways to encourage help-seeking. Design/Methodology/Approach A qualitative methodology was used to investigate barriers to help-seeking for eating disorders among the SA community. A key informant focus group was conducted with clinicians working within the local specialist eating disorder service (participants n=16, 12 female, 4 male). Six focus groups were conducted with members of the SA community in Leicester, UK, (participants n=28, 23 female, 5 male) recruited from a local university, two charities and Children, Young People & Family Centres. Findings A number of themes emerged as possible factors for delaying early access to help: lack of knowledge about eating disorders and their potential seriousness; ideals regarding body shape; family living circumstances, and the role of food in the community. Participants acknowledged stigma among their community associated with mental health issues, including eating disorders, and concerns about confidentiality when approaching services, particularly primary care. Originality/value General practitioners and specialist services need to be aware of the potential barriers to help-seeking for eating disorders as early specialist help is recommended for effective treatment. An educational campaign around eating disorders specifically designed with the SA community in mind may improve awareness, reduce stigma and promote early help-seeking.

Background It is recognised that Black, Asian and Minority Ethnic (BAME) populations are generally underrepresented in research studies. The key objective of this work was to develop an evidence based, practical toolkit to help researchers maximise recruitment of BAME groups in research. Methods Development of the toolkit was an iterative process overseen by an expert steering group. Key steps included a detailed literature review, feedback from focus groups (including researchers and BAME community members) and further workshops and communication with participants to review the draft and final versions. Results Poor recruitment of BAME populations in research is due to complex reasons, these include factors such as inadequate attention to recruitment strategies and planning, poor engagement with communities and individuals due to issues such as cultural competency of researchers, historical poor experience of participating in research, and lack of links with community networks. Other factors include language issues, relevant expertise in research team and a lack of adequate resources that might be required in recruitment of BAME populations. Conclusions A toolkit was developed with key sections providing guidance on planning research and ensuring adequate engagement of communities and individuals. Together with sections suggesting how the research team can address training needs and adopt best practice. Researchers highlighted the issue of funding and how best to address BAME recruitment in grant applications, so a section on preparing a grant application was also included. The final toolkit document is practical, and includes examples of best practice and ‘top tips’ for researchers.

Children and young people with learning disabilities and mental health problems from black and minority ethnic communities face barriers in accessing services. This paper describes a mapping of services used by young people with learning disabilities and mental health problems from Pakistani and Bangladeshi communities. Overall the participants accessed primary health care services through their GPs, had contact with Social Services for support and benefits and the voluntary sector for culturally appropriate services. Most participants did not access statutory child or adult mental health services, or professionals such as psychologists or behaviour nurse specialists. Families reported key barriers such as lack of awareness of services, language difficulties in communication and lack of culturally sensitive services.

This article explores some of the existing research on the use of touch with people with learning disabilities. This literature review was undertaken prior to a project to develop a staff training package to increase knowledge of touch. The first part reviews the role of touch in human development and its possible contribution in behavioural manifestations. The second part discusses touch in terms of its therapeutic role and other aspects of its use in behaviour management. The review indicates that there may be an identifiable need for increasing staff perceptions of their use of touch and helping them develop an awareness of the influence of their practice with this group of service users.

Transition planning using a person-centred approach has, in the main, failed to shape service provision. We offer an alternative based on an ecological understanding of human development linked to public health approaches that prioritise whole system planning. A total of 43 young people with intellectual disabilities, in Bradford, England, who were approaching transition from school or college were recruited to a qualitative study. Their ethnic breakdown was as follows: 16 white British, 24 Pakistani, 2 Bangladeshi and 1 Black African. Each young person was interviewed twice, at recruitment and a year later, to observe any changes in their social networks during transition. Interviews were undertaken with a semi-structured interview schedule and with the pictorial approach of Talking Mats. Both the networks the young people live within, and their sense of what the future might hold for them, are described and linked to Bronfenbrenner's ecological model of human development. The importance of the family and school is emphasised, as is the absence of engagement in leisure activities and work. Transition planning needs to start with mapping the systems individuals live within, areas of strength should be supported and parts of the system, which are not fit for purpose for these young people, should be prioritised for interventions.