Evaluating an anxiety group for people with learning disabilities using a mixed methodology

Abstract

Accessible SummaryWe held an anxiety group for people with learning disabilities The group ran for 6 weeks and eight people came After the group, we found out if people felt better. We did this by asking them what was good about the group and asking them to fill out questionnaires. SummaryThe effectiveness of group therapy for people with learning disabilities and anxiety management issues is reviewed. People with learning disabilities face increased levels of psychological distress compared to the general population, yet are often faced with a lack of social support and poor coping techniques to manage their distress. A 6-week cognitive behavioural therapy (CBT) anxiety management group was delivered to eight adults with a mild learning disability by a trainee psychologist and an assistant psychologist. Participants' ages ranged from 17 to 73 years. All participants lived in the local community. Not all participants had a specific anxiety diagnosis, but all required anxiety management input. A mixed methodology using quantitative and qualitative analysis of group outcomes was used. The outcomes from this group suggest that the intervention was successful in treating anxiety for people with learning disabilities. Measures included the Quality of Life Scale, the Glasgow Anxiety Scale and the Health of the Nation Outcome Scale-Learning Disability Version. Interpretative Phenomenological Analysis (IPA) was also used. Data from interviews were coded and analysed thematically. The main themes that emerged included group versus individual input, helpful aspects of the group, talking in front of other people, group composition (including age differences), support partners, and written materials. The outcomes for this group suggest that the intervention was successful in treating anxiety for people with learning disabilities. Practical applications of group therapies for these clients are considered, and recommendations for future groups made. Quantitative and qualitative evaluation methods are compared.

Strong and Safe: a healthy relationships and empowerment group for women with disabilities

“…Most groups reviewed within this literature review were run with two group leaders (Ghafoori, Ratanasiripong, &Holladay, 2010;Marwood & Hewitt, 2012;Salmon & Abell, 1996;Stoddart, Burke, &Temple, 2002 Group organization. Group organization is flexible and will often reflect the purpose of the group, member and leader availability and resource restraints.…”

“…Longhurst et al (2009) ran their Autism Spectrum Disorder group for sessions that were between 45 minutes to an hour long, five days per week for entire semesters. Marwood and Hewitt (2012)'s CBT anxiety group for persons with disabilities lasted for six sessions. Stoddart, et al (2002) ran an eight session bereavement group for adults with learning disabilities, for an hour and a half each session.…”

“…However, most adult based groups were composed of both male and female members with varying ages (Ghafoori et al, 2010;Marwood & Hewitt, 2012;Salmon & Abell, 1996;Stoddart et al, 2002).…”

“…Some suggested that it was important to respect the individual's autonomy and confidentiality and to therefore exclude carers from the sessions (Haddock and Jones, 2006). Others suggested the importance of including carers to provide assistance to group leaders and to increase the likelihood of success in behaviour change as the presence of carers in session allowed for reinforcement and support at home (Haddock & Jones, 2006;Marwood & Hewitt, 2012;Stoddart et al, 2002).…”

“…Aside from therapeutic factors of group, there were some studies that demonstrated group may be an effective treatment of a number of mental health and emotional concerns for persons with learning disabilities (Marwood & Hewitt, 2012;Stoddart et al, 2002). For example, Marwood and Hewitt (2012) demonstrated that a CBT psychoeducational group was effective at treating anxiety in persons with learning disabilities.…”