Mental Health and Emotional Problems in People with Intellectual Disabilities

Taylor, John L.; Knapp, Martín

doi:10.1002/9781118329252.ch1

Cited by 15 publications

(19 citation statements)

References 38 publications

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“…For people with ID, these adjustments include more frequent and shorter therapy sessions, simpler language and therapeutic methods, more therapist directivity, and greater interactivity, for example through the use of games (Hurley, Tomasulo, & Pfadt, 1998;Whitehouse, Tudway, Look, & Stenfert-Kroese, 2006). The impact of these adjustments remains unclear, as the availability of systematically analysed data regarding potential changes in the uptake of these services by people with ID is limited (Taylor & Knapp, 2013).…”

Section: Introductionmentioning

confidence: 99%

Intellectual disability and computers in therapy: Views of service users and clinical psychologists

Vereenooghe¹,

Gega²,

Langdon³

2017

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Section: Introductionmentioning

confidence: 99%

Intellectual disability and computers in therapy: Views of service users and clinical psychologists

Vereenooghe¹,

Gega²,

Langdon³

2017

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“…Emotional competence can be defined as an individual difference in how effectively people deal with emotions and emotionally charged problems (Ciarrochi & Scott, 2006, p. 232) Although people with learning difficulties can sometimes struggle to recognise emotions, experimental studies demonstrate that those with mild learning difficulties can: recognise and label emotions; discriminate thoughts, feelings, and behaviours and make connections between feelings and life events (see overview in Taylor & Knapp, 2013). Research suggests that working with people to develop their emotional competency could reap benefits in terms of increased life satisfaction.…”

Section: Emotional Competencymentioning

confidence: 99%

“…Despite evidence of emotional unrest, the emotional and mental health needs of adults with learning difficulties have historically received little attention (Taylor & Knapp, 2013).…”

Section: Peer Supportmentioning

confidence: 99%

Creative ways of talking: a narrative literature review concerning emotional support for adults with mild or moderate learning difficulties

MacDonald

2015

Brit J Learn Disabil

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Accessible SummaryA group of adults with mild to moderate learning difficulties said they found it hard at times to find someone to talk to who understands them. They said this is important because everybody should have someone to talk to and share their feelings with. They wanted to know what had been written about this and what research had been done. A literature review was undertaken and found that: The emotional lives of adults with learning difficulties have not been researched very much. Supporters often don't realise that people with learning difficulties would like more opportunities to talk and share their feelings. Adults with learning difficulties are good at supporting each other and that more could be done to help this to happen. SummaryAdults with mild or moderate learning difficulties identified a need for more opportunities to access appropriate emotional support. A narrative literature review provides evidence that emotional unrest exists but receives little attention from supporters due to an emphasis on practical issues associated with an inclusion agenda. The review highlights a lack of research on emotional support for adults and explores reasons for this. Factors associated with dealing with emotional unrest, such as self-esteem / self-awareness, a person's attitude to having learning difficulties, emotional competency and friendship issues are discussed. The value that people with learning difficulties place on support from others with learning difficulties, i.e. peer support, emerges as a theme and an argument is presented for further inclusive research in this area.

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“…Historically, the emotional lives and mental health issues of adults with learning disabilities have received scant attention (Arthur, 2003; Taylor & Knapp, 2013), especially when the policy of institutionalisation was at its zenith (Hatton, 2002). There was an assumption that individuals with learning disabilities lacked awareness of their social situation and hence were not affected by it (Emerson & Jahoda, 2013).…”

Section: Introductionmentioning

confidence: 99%

“…This diversity of estimates results from factors such as specific samples of participants used in studies, varying definitions of mental health problems and different diagnostic methods (Buckles, Luckasson, & Keefe, 2013; Cooper, Smiley, Morrison, Williamson, & Allan, 2007). A number of factors have been associated with an increased risk to the mental health of individuals with learning disabilities including experience of stigmatisation, limited employment and leisure opportunities, lack of self‐determination, difficulties with relationships, poor economic conditions, disablism and low self‐image (Beart, Hardy, & Buchan, 2005; Taylor & Knapp, 2013).…”

Section: Introductionmentioning

confidence: 99%

Narrating personal experience of living with learning disabilities and mental health issues in institutional and community settings: A case study

Sutton

Gates

2020

Brit J Learn Disabil

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Accessible summary This is a case study about a man with learning disabilities who has mental health issues. The case study describes the way that he told a researcher about his life. Thirty years of his earlier life were spent in a long‐stay hospital in England, UK and more recently he has lived in a community setting with five other people. This research is important as it assists us to understand the experiences of people with learning disabilities who have mental health needs. Abstract BackgroundHistorically, the emotional lives and mental health needs of adults with learning disabilities received scant attention, especially when the policy of institutionalisation was at its zenith in the UK. Materials and MethodsThis case study employed biographical narrative interviews based on a psychosocial approach. The main sources of data production were two loosely structured, audio‐taped, interviews with a man with learning disabilities. This approach uses free association to elicit an individual's stories about his lived experiences. Additional information was acquired from consultations with key care staff and clinical records maintained by the man's service provider. ResultsData revealed insights into the biography of this man who had a diagnosed mental health disorder. These data recall his personal journey through the care system which took place during an important historical period encompassing both long‐term institutionalisation in segregated settings, and the subsequent implementation of the policy of community care in the UK. He recalls positive and negative experiences while residing in a long‐stay hospital, and the related thoughts and feelings about his life in a community setting in more recent years. ConclusionThis case study contributes to an increasing body of studies that perceive the use of in‐depth interviewing of individuals with learning disabilities as having high ecological validity in the development of authentic knowledge, not readily available through other methods used in the co‐production of data.

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Mental Health and Emotional Problems in People with Intellectual Disabilities

Cited by 15 publications

References 38 publications

Intellectual disability and computers in therapy: Views of service users and clinical psychologists

Intellectual disability and computers in therapy: Views of service users and clinical psychologists

Creative ways of talking: a narrative literature review concerning emotional support for adults with mild or moderate learning difficulties

Narrating personal experience of living with learning disabilities and mental health issues in institutional and community settings: A case study

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