Search

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]

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.

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]

An introduction is presented in which the editor discusses articles within the issue on topics including the impact of group intervention on psychological processes, the role of life experience in gaining perspective and the effect of self-criticism on mental health recovery.

The article discusses the multi-element framework of positive behaviour support (PBS) which develops an understanding of the meaning behind any challenging behaviour that children and families may pose. Topics include the key components of PBS, the values of PBS working with children and families, and the principles of applied behaviour analysis in which PBS is based.

The article discusses the theoretical foundations of positive behavioural support (PBS). Topics include the common misrepresentations of the central behavioural principles within PBS, the important role for clinical psychologists, and the effectiveness of a functional analysis in achieving positive outcomes.

Employers often claim that graduates are not ready for the world of work as they lack employability skills (Archer & Davison, 2008). One policy response to this claim has been to encourage students to undertake a work placement to enhance success in the competitive job market (The Dearing Report, 1997). The present research investigated whether psychology students, who were enrolled on an undergraduate degree programme that included a one-year work placement, understood the advantages and disadvantages of work placements and perceived its impact on employability. We present questionnaire data from 49 undergraduates at different stages of their degree programme - pre- and post-placement. Generally, students perceived the employability benefits of the work placement. However, there were differences in how these were articulated by pre- and postplacement students, with post-placement students able to use more concrete terms. This suggests that there is some development throughout the applied degree, but emphasis needs to be placed on training students how to demonstrate the skills they have developed through the work placement to potential employers. [ABSTRACT FROM AUTHOR]

An introduction to the periodical is presented in which the editor discusses various topics within the issue including over-medicalization, addiction psychology's contribution and psychology of older people.

The article discusses various reports published within the issue including the psychological theory and background to positive behaviour support (PBS), the use of PBS to support children and families, and the application of PBS in educational settings.