Mental health services and young people with intellectual disability: is it time to do better?

McCarthy, Jane; Boyd, J. Wesley

doi:10.1046/j.1365-2788.2002.00401.x

Cited by 72 publications

(49 citation statements)

References 9 publications

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“…In such cases, behavioral crisis can reflect a disparity between the needs of the person with ID, and the service system's provision of supports. These healthcare inequities have been identified in many countries (Dekker & Koot, 2003;Frahn, et al 2006;Krauss, Gulley, Sciegaj, & Wells, 2003;McCarthy & Boyd, 2002;Ouellette-Kuntz, 2005). In Australia for instance, it is estimated that although 40% of children with ID are identified with comorbid psychopathology, only 10% receive mental health care (Einfeld et al, 2006), an inequity that certainly predisposes an individual to behavioral crisis.…”

mentioning

confidence: 99%

Service Utilization Patterns in Parents of Youth and Adults With Intellectual Disability Who Experienced Behavioral Crisis

Weiss

Lunsky

2010

J. of Mental Hlth. Res. in Intellectual Disabilities

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mentioning

confidence: 99%

Service Utilization Patterns in Parents of Youth and Adults With Intellectual Disability Who Experienced Behavioral Crisis

Weiss

Lunsky

2010

J. of Mental Hlth. Res. in Intellectual Disabilities

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“…Authors from many industrialized nations, including Canada, have identified mental health care in this population as an addressable health inequity (Dekker & Koot, 2003;Irish College of Psychiatrists, 2004;Krauss, Gulley, Sciegaj, & Wells, 2003;McCarthy & Boyd, 2002;Ouellette-Kuntz, 2005;Oullette-Kuntz et al, 2005).…”

mentioning

confidence: 99%

Psychology graduate student training in developmental disability: A Canadian survey.

Weiss¹,

Lunsky²,

Morin³

2010

Canadian Psychology / Psychologie canadienne

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Psychology graduate student training in developmental disability has received very little attention in North America, and no study has examined the state of training for clinical and counselling psychologists in Canada, despite their involvement in the controlled act of diagnosis and their use of standardised instruments used regularly with this population. This study sought to examine psychology graduate student training in the area of developmental disability across Canada. We invited students from every Canadian Psychological Association accredited Clinical Psychology, Clinical Neuropsychology, and Counselling Psychology program to participate in an online survey, distributed through university email lists. Three hundred and three students reported on the developmental disability content within their training and coursework, their perception of the adequacy of that content, and their ideas for program improvement. Results indicated that the majority of students believed it important to have training in developmental disability, yet struggled to obtain adequate didactic and experiential opportunities. The lack of sufficient training was most pronounced for students whose training was adult-focussed, but was also high for students with a lifespan or child focus. We discuss different possibilities for increasing developmental disability training opportunities, including integrating its content within courses on assessment and diagnosis, psychotherapy, and ethics, and providing students with supervision from psychologists who work with this population. This is in sharp contrast to training in the U.K., where each doctoral student in clinical psychology completes a 6-month placement in a DD community team (British Psychological Society, 2005). To our knowledge, only one article exists with regard to graduate student training in DD, which was from the perspective of professional paediatric psychologists (La Greca, Stone, Drotar, & Maddux, 1988).The global definition of developmental disability that we adopted for this project is that put forth by a Canadian national coalition of service providers, advocates, and researchers, which notes that: "Children, youth and adults who have significantly greater difficulty than most people with intellectual and adaptive functioning and have had such difficulties from a very Psychology graduate student 4 early age (or the developmental period prior to age 10). Adaptive functioning means carrying out everyday activities such as communication and interacting with others, managing money, doing household activities and attending to personal care. This definition of developmental disability also includes children, youth and adults with developmental disorders such as Fetal Alcohol Spectrum Disorders or Autism Spectrum Disorders (National Coalition on Psychology training in DD is important for a number of reasons. The most obvious way that psychologists are relevant to this population is in making a diagnosis of either pervasive developmental disorder or intellectual dis...

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“…Comorbid disorders among children with ID have been least understood and have not garnered the attention of most research on individuals with disabilities to date (Campbell and Malone 1991;McCarthy and Boyd 2002). General psychiatric and health care services lack adequate experience and knowledge in the assessment and treatment of individuals with ID (Sturmey et al 2007).…”

Section: Interventions and Clinical Implicationsmentioning

confidence: 99%

Psychopathology: ADHD, Autism Spectrum Disorders, and Other Conditions Present in Early Childhood

Neece

Christensen

Berkovits

et al. 2015

Comorbid Conditions in Individuals With Intellectual Disabilities

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Mental health services and young people with intellectual disability: is it time to do better?

Abstract: The development of mental health services for this vulnerable group with complex psychiatric and behaviour disorders has been poor for a number of reasons, including lack of recognition at the primary care level and insufficient numbers of trained professionals within specialist services.

Cited by 72 publications

References 9 publications

Service Utilization Patterns in Parents of Youth and Adults With Intellectual Disability Who Experienced Behavioral Crisis

Service Utilization Patterns in Parents of Youth and Adults With Intellectual Disability Who Experienced Behavioral Crisis

Psychology graduate student training in developmental disability: A Canadian survey.

Psychopathology: ADHD, Autism Spectrum Disorders, and Other Conditions Present in Early Childhood

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