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This paper builds upon the research of Arnold et al. (2024), further exploring factors which increase or decrease the likelihood of trainee psychologists choosing to work in the Intellectual Disability speciality on qualifying. This research was conducted in light of difficulties in the recruitment of psychologists in ID services despite the expansion of clinical psychology trainee cohorts. A qualitative design was used, whereby data was analysed via qualitative content analysis. Results demonstrate that support, interests, social inequalities, and career development (amongst other factors) are important in determining likeliness to work in ID services. These findings add to the quantitative findings of Arnold et al. (2024). On comparing results of these two studies, contradictions were noted, and thus further research is recommended to explore explicit and implicit attitudes. Recommendations are made for doctoral programmes, ID services and the BPS's Faculty for People with Intellectual Disabilities. [ABSTRACT FROM AUTHOR]

This article hopes to offer some guidance regarding remote working with people with Intellectual Disabilities (ID) during the Covid-19 pandemic. This includes offering individual therapy, managing risk, working indirectly and in consultative capacities. [ABSTRACT FROM AUTHOR]

The coronavirus (Covid-19) pandemic has led health services to change the way they support people with intellectual disabilities and their carers. Therefore, this novel service evaluation aimed to find out what service users thought about telephone, video or in-person psychology appointments during and after the Covid-19 pandemic. Overall, 45 adults with intellectual disabilities and their carers completed our mixed-methods questionnaire. Service users reported that they found video sessions easy and helpful. Despite an overall positive experience of video and telephone psychology input, most service users reported a preference for in-person psychology sessions after the Covid-19 pandemic. However, 27 per cent of service users also reported that they would appreciate flexibility in the modality of therapy delivery, with a preference for both remote and in-person appointments. Therefore, it is recommended that clinicians take a person-centred approach to offering appointments, by ensuring service users are aware of the available options and asking what their preference is. The findings also suggest the importance of ongoing practice-based evidence using accessible measures, whereby service users are involved to gain a broader understanding of experiences of digital technologies in clinical practice. Further research should also ensure that there is a disability-inclusive response to all decisions regarding one’s care and that the best provision of digital mental healthcare is provided to people with intellectual disabilities and their carers. [ABSTRACT FROM AUTHOR]

This paper considers current workforce issues facing psychological professionals working in NHS services, examining the challenges, and identifying opportunities to better meet the needs of autistic people and people with an intellectual disability (PwID) across the lifespan. The aim of this paper is to identify and publicly articulate the need for a coherent approach to guide the practice of psychological professionals when helping autistic people and/or PwID. It should be noted that the scope of the paper is limited to autism and intellectual disability. In addressing these broad groups and their co-occurring conditions and needs, we anticipate that many principles could be applied to other neurodevelopmental conditions. We also note the significant potential challenges in linking intellectual disability and autistic populations, hence have attempted – in drawing together a working group to write this paper – to ensure representation from a range of psychological professionals including those in policy, leadership, and training roles, those working in specialist or generic mental health services and undertaking clinical research across the lifespan. Objectives: ■ To help define and support clear action so that all sectors welcome and adequately support people with neurodevelopmental differences, including autistic people and/or PwID. ■ To play a role in the development, planning and evaluation of new psychological professions roles such as the Clinical Associates in Psychology (CAPS) and Education Mental Health Practitioners (EMHPs). ■ To reflect on the obstacles to recruiting to autism and learning disability services and to propose approaches to developing a sustainable psychological workforce in these areas. ■ To recognise where good examples of education and training programmes exist to address training, confidence and competence for all psychological professionals working with those who may be autistic and/or have an ID, and consider how to establish a more consistent approach to education, training and CPD across the workforce. ■ To engage in policy discussions around the current gaps, such as the demand for diagnostic assessments and support which significantly outstrips capacity, whilst highlighting unrealised opportunities, through for example, a systematic approach to training. ■ To advocate for the need for the voice of autistic people and PwID and their families/carers which is often absent from the design and offer of help. [ABSTRACT FROM AUTHOR]

The article discusses changes for people with intellectual disabilities and the clinical psychologists working with them. It mentioned that the process of deinstitutionalisation gained pace in 1980. Topics discussed includes the use of clinical psychologists in leadership roles and the development of behavioural approaches in the management of behaviour that challenges in hospital settings.

The article provides recommendations for good practice that are based on the experiences of service users whose behaviour is challenging or those with intellectual disabilities. Topics include the concepts of challenging behaviour within the framework of positive behaviour support (PBS), service user experience within care services, and overall recommendations for services of people with intellectual disabilities.

This article, titled "Guest Editors of this issue," discusses the impact of the recent NHS Long Term Workforce Plan on clinical psychologists and NHS services in the UK. The special edition of Clinical Psychology Forum focuses on the policy drivers for the psychological workforce, the challenges they face, and how clinical psychologists can contribute. The edition also includes papers on related topics such as retention of psychological professionals, diversity and inclusion, growing the workforce in physical health settings, and supporting specific populations. Unfortunately, a Northern Ireland perspective could not be included. The article is written by Adrian Whittington and Sarah Lack. [Extracted from the article]

The accuracy with which current IQ tests appear to be able to categorise people as having a true intellectual ability below 70 depends on the assumptions that are made about how this accuracy should be assessed. [ABSTRACT FROM AUTHOR]

This article describes a prison-based service for men with personality needs. A background to the service is provided alongside staff's reflections on service implementation. First-person resident accounts offer the reader an insight into the perspective of the residents. [ABSTRACT FROM AUTHOR]

'The central task is to study the endless interactions of internal and external factors, and how one is inluencing the other, not only during childhood but during adolescence and adult life as well.' John Bowlby (1988) cited in Tizard (2009) Attachment theory is largely excluded from positive behaviour support (PBS), but this means that we ignore an important risk factor and outcome measure. In so doing, we distance ourselves from the clients' experience of love and loss. The theoretical narratives conceptualise relationships incompatibly. Yet attachment insecurity is an important determinant of behaviour disturbance, probably even more so in people with intellectual disabilities. Security is mediated through the attachment behaviours of key carers. It is possible to incorporate attachment theory easily into PBS interventions and the beneits may be signiicant for the individuals receiving behaviour support plans. [ABSTRACT FROM AUTHOR]

The article discusses the positive and safe agenda and the policy base of positive behaviour support (PBS) from the perspective of a Skills for Care project team. Topics include the role of PBS in supporting people who display or are at risk of displaying behaviour which challenges services, the types of support that reduce and prevent challenging behaviour in people who have learning disability, and a list of projects that support people with dementia and other mental health problems.

Reflections on facilitating an ACT/mindfulness based group for parents of children who have developmental disabilities are presented. These focus on a shared process, a deepened personal practice for facilitators, enhanced mindful reflection and changes to clinical practice. [ABSTRACT FROM AUTHOR]

Aim: We describe the theoretical model underlying our interventions in metacognition and self-regulated learning (SRL). Our studies are the only ones in which all SRL components are trained in various learning domains and transfer between these domains is explicitly addressed, and that use both offline and online measures to evaluate the effects of the intervention. Method: Pre-experimental and quasi-experimental studies in regular classes were conducted. Offline and online measures were used to evaluate the effects of the interventions. Findings: Self-regulated learning can be enhanced in students with learning difficulties and intellectual disabilities, as well as in typically developing students. Improved SR behaviours are accompanied by improved academic performance. Limitations: Typical problems associated with data collecting using questionnaires (offline) were encountered. On the other hand, online measures require an important investment of resources. Therefore, the number of participants was limited in the observational studies, which makes generalisation more difficult. Furthermore, it must be acknowledged that quasi-experimental studies are difficult to realise in a natural context. Conclusions: Interventions based on metacognition and self-regulated learning can be effectively implemented in various natural settings. The results of our first series of studies are very positive, but more studies with control groups and delayed post-test to assess maintenance of the learned skills are needed. [ABSTRACT FROM AUTHOR]

Corker (2003) describes counselling as a potentially oppressive process. Given the recent launch of the largescale voluntary sector-led Moving People Programme (MPP) which aims to reduce stigmatisation experienced by people with mental health difficulties (Mind, 2007), as well as the fact that the cost of stigmatisation is estimated to be vast (Mason et al., 2001), it seems timely to consider how mental health professionals might be contributing to the process of discrimination. In an attempt to address the marginalisation of people with a diagnosis of personality disorder, the Department of Health issued two specific documents in 2003: 'Personality disorder: No longer a diagnosis of exclusion', and 'The personality disorder capabilities framework - Breaking the cycle of rejection'. The former has meant increased numbers of people with personality disorder being seen within mental health services while the latter acknowledges that better understanding of personality disorder is required in order to interrupt the cycle of rejection often experienced by people with personality disorders due to negative attitudes and practices within agencies. My experience of working in the NHS is that the single most vilified population of service users are those with a diagnosis of Borderline Personality Disorder (BPD). This paper aims to consider how and why discrimination towards people with a diagnosis of BPD is so endemic and argues for the importance of the central humanist orientation of counselling psychology in ameliorating stigmatisation in practice. The paper concludes with some research implications and suggestions for potential ways forward. [ABSTRACT FROM AUTHOR]

The article presents a study concerning the work success of employed males with high-grade mental defects in a hospital in Dartford, England. They underwent intelligence and general locomotor coordination tests, while their employability was estimated between nine months. It reveals that Rail Walking and Progressive Matrices Tests are best predictors of employment success, while intelligence does not emerge as a cause. The emotional stability of the defectives show that they are easily more employable and have greater general locomotor coordination and manual dexterity than others.

The article presents a study on industrial rehabilitation of the mentally subnormal workers in Great Britain. The problems of re-absorbing mentally defective persons into the working community are less intractable. The aim of this study is to examine certain findings relative to the particular type of industrial rehabilitation unit (IRU) population used and to demonstrate the main problems in rehabilitating the mentally subnormal workers. Furthermore, the conditions of the IRU are ideal for this purpose and replication of these conditions is strongly to be sought for in the hospital context.

The article presents the success of feeble-minded adolescents in their job as industrial workers. A feeble-minded individual is often found to have high intelligence quotient and a problem in character or social conditioning like cognitive and motor deficiency. Adolescents with this kind of defects are poor starters but eventually their motor performance will improve. It is suggested that feeble-minded should be put up in small hotels, treated as out-patients and should be given extended education and occupational guidance.

Dr Heron is a member of the Medical Research Council's Unit for Research in Occupational Adaptation. This paper is an expansion of one presented to the Annual General Meeting of the British Psychological Society in April, 1951. and is a revision of part of a thesis accepted for the degree of Ph.D. in the University of London. [ABSTRACT FROM AUTHOR]

Qualitative research continues to rely heavily on verbal language from solely the participant, which often omits the lived experiences of many people across a range of populations. This paper describes adaptations to an established research methodology, dyadic interviewing, which aims to open up possibilities of hearing unheard voices. Namely, we present an extension to the dyadic interview method as outlined by Caldwell (2014), in which the clinical systemic technique of Internalised Other interviewing is used to further focus in on the perspective of the participant. This method has been used by the authors in a research project with people with intellectual disabilities (Head et al., 2018), which gave people who may not have otherwise participated an opportunity to have their voices heard. A critical analysis of the use of the method is presented, with practical advice on its use. The authors argue that the methodology could be used with a number of populations in clinical and social research. [ABSTRACT FROM AUTHOR]

Background: Within the Intellectual Disability (ID) population, the prevalence rate of dementia is higher than the general population (Chapman et al., 2018). This signifies a heightened demand on carers to support the transition from routine ID-based care to expert dementia care (Ryan et al., 2014). In line with the National Health Service's (NHS) long-term plan (2019), it is vital for carers to access regular training to meet individuals' dementia-related needs. Rationale: The local NHS Community Learning Disability Health Team developed two dementia training packages for paid carers working in residential and supported living facilities. Training package two (TP2) was developed in response to carer feedback obtained from training package one (TP1). This service evaluation aims to investigate the impact of TP2 on participants' knowledge of dementia and post-diagnostic interventions. Furthermore, this evaluation aims to explore whether the quality of training improved between TP1 and TP2. Methodology: Participants who attended TP2 completed a pre and post knowledge measure; data was analysed using a repeated measures t-test. Quality scores were also completed post TP1 and TP2; this data was analysed using an independent t-test. Results: Participants reported statistically significantly higher dementia knowledge and post-diagnostic support knowledge scores following TP2. Compared with TP1, TP2 had statistically higher post-training quality scores. Discussion: Results from TP2 suggest that this dementia training package is viable and useful. The implications of these findings and wider literature are discussed, in addition to a critical review of the evaluation's limitations, strengths and recommendations. [ABSTRACT FROM AUTHOR]

This paper explains the context for secondary accreditations for clinical psychologists, with a focus on the recognised multi-professional marker for competence in CBT, BABCP accreditation. It describes what CBT accreditation is and how clinical psychologists can achieve it at any stage of their career. The meaning of secondary accreditation within our profession is explored and the debate is outlined in the hope that readers will gain greater clarity about the value and benefits of dual accreditation in CBT for clinical psychologists. The views of clinical psychologists at all stages of their career from trainees to service leads are presented. Recent learning and developments from dual accredited clinical psychology doctorates in England are shared including the voices of a recent graduate of a Level 2 accredited doctorate, to provide insights and guidance for other doctorate programmes currently developing Level 2 BABCP accreditation, their supervisors and their trainees. [ABSTRACT FROM AUTHOR]