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Accessible summary: The papers this time are all about the well‐being of people with learning disabilities.Some papers are about emotional well‐being, such as feeling secure, dealing with stress and anger, coping when someone dies, having a good life and planning for death.Some papers are about physical well‐being, particularly keeping healthy and what some medicines can do to us. One paper is about having the money needed to keep well and live a good life.There is now an easy read guide to what the journal is about and how to judge papers for the journal. You can follow us on Twitter too, @BJLD_Wiley. [ABSTRACT FROM AUTHOR]

Accessible summary: This study looked for information about the quality of life of adolescents with Down syndrome.We found two studies about quality of life that included the voice of the adolescent with Down syndrome. Most of the research includes parents' voices. Parents' views are important, but we need to also include adolescents with Down syndrome in research about their lives.Friends, family and independence are important to adolescents with Down syndrome.More information on quality of life is needed to help us understand more about their individual needs. Background: There is a wealth of research on adolescents with Down syndrome (DS) covering a large range of topics such as obesity, speech and language, education and health‐related quality of life. However, for quality of life, much of the available literature for adolescents with DS relies on parent proxy reporting. This results in more research on parent's perspectives rather than from the individuals with DS themselves. Aim: This study aimed to examine the literature to identify the literature that included the voice of adolescents with DS in research about quality of life. It aimed to address the research question: What evidence exists in relation to the perspectives of adolescents with DS about their quality of life? Method: A scoping review allowed for an extensive range of research and nonresearch material to be gathered. Search terms were identified, followed by searches of five electronic databases, Google scholar and Lenus (Irish Health Repository). Two researchers conducted the review. Studies were selected through inclusion/exclusion criteria. A chart summarised information from the selected studies. Results: A total of 596 articles were marked for title and abstract screening. Forty‐five articles were included for full‐text review. Forty‐three of these met exclusion criteria, resulting in two articles which included the voices of adolescents with DS themselves. For adolescents with DS, participation socially and in their communities was important as well as friendships, family relationships and functional independence. These themes need to be further explored. Conclusion: The UN Convention on the Rights the Person with Disabilities argues strongly for participation (United Nations [2006], UN convention on the rights of persons with disabilities). This paper highlights the lack of and need for further empirical quality‐of‐life research with adolescents with DS from their own perspectives. [ABSTRACT FROM AUTHOR]

Accessible summary: Dialectical Behaviour Therapy (DBT) is a therapy to help people manage their feelings.We ran a DBT group for people with an intellectual disability. The group seemed to help people feel better and manage their feelings, even after the group ended.The group was 2 years ago. We talked to three people who went to the group to see what people still remembered from the group and if DBT was still helping them.We think having a top‐up session might help people to remember and practise ideas from the group. Background: This paper reports quantitative and qualitative follow‐up data from three participants who attended a Dialectical Behaviour Therapy (DBT) group for people with an intellectual disability. Materials and Methods: Quantitative data regarding psychological well‐being, psychological distress (measured using the Psychological Therapies Outcome Scales; PTOS) and quality of life (measured using the Health of the Nation Outcome Scales—Learning Disability; HONOS‐LD) are reported for pre‐group, post‐group and at 6‐month and 2‐year follow‐up. Interviews were conducted with participants post‐group and at 2‐year follow‐up. Data were analysed using thematic analysis. Results: Improvements in scores on measures of psychological well‐being, psychological distress and quality of life appear to be maintained at 6‐month follow‐up, but scores at 2‐year follow‐up suggest a return to baseline. Qualitative self‐report data suggest a number of interesting ways participants adapted and individualised techniques from the group, as well as suggesting possible barriers to maintaining change in the longer term. Conclusions: Clinical implications are considered to improve effectiveness of similar interventions, as well research implications in order to improve knowledge about the longer term impact of group DBT interventions. [ABSTRACT FROM AUTHOR]

Accessible summary A 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 was 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., Often supporters do not 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 more could be done to help this to happen., Abstract Background: Adults with mild or moderate learning difficulties identified a need for more opportunities to access appropriate emotional support. Materials and Methods: A narrative literature review was undertaken. 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. Results: The 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. Conclusion: The value that people with learning difficulties place on support from others with learning difficulties, that is peer support, emerges as a theme and an argument is presented for further inclusive research in this area. [ABSTRACT FROM AUTHOR]