Developing inclusive environments in mental health provision for people with disabilities
| Published date | 14 June 2013 |
| Pages | 103-111 |
| DOI | https://doi.org/10.1108/JMHTEP-07-2012-0021 |
| Date | 14 June 2013 |
| Author | Graham Whitehead,Adam Barnard |
| Subject Matter | Health & social care |
Developing inclusive environments in
mental health provision for people with
disabilities
Graham Whitehead and Adam Barnard
Graham Whitehead and Adam
Barnard are based at the
School of Social Sciences,
Nottingham Trent University,
Nottingham, UK.
Abstract
Purpose – The increased use of mental health interventions employing cognitive behavioural therapy (CBT)
over the last decade raises the significant theme of the efficacy of such treatments for people with
disabilities. Recent evidence-based studies regarding the application of cognitive behavioural interventions
for people with disabilities have highlighted issues concerning access to services, questions of engagement
and efficacy of the cognitive aspects of CBT practice and service models and forms of delivery.The purpose
of this paper is to explore these themes with particular emphasis on barriers to accessibility for this
population and provide consideration of ethical and effectivepractice aspects of psychological interventions
in response to the recent World Health Organisation recommendations on disability provision.
Design/methodology/approach – The paper considers the development of the “enabling environments”
theme for people with disabilities within a mental health context within Europe, with a view to exploring
barriers to social inclusion and service user autonomy. The paper is designed to review and enhance
existing literature in the field and to question the philosophical position of cognitive-behavioural approaches
to mental health provision in a European context.
Findings – Consideration is given to the use and application of CBT and evidence-based practice (EBP)
and considers efficacy in mental health provision for this population. Consideration is also given to the
efficacy and appropriateness of short-term interventions for this population.
Research limitations/implications – As a conceptual paper,the limitations of the discussion are that the
views expressed are solely those of the authors but the paper usefully develops consideration of the existing
literature in the field and discusses the implications of developing inclusive practice in mental health
provision for this population.
Practical implications – The issues discussed in the paper offer significant questions relevant to the
delivery of mental health provision for people with disabilities from a European perspective. Practical
implications relate to the development of inclusive practice for practitioners in the delivery of these services.
Social implications – The social implications of the paper are significant, as the issues discussed raise
questions about how mental health services approach their provision for people with disabilities. From a
social context, the conceptual discussion offers insights useful to develop effective mental health provision
and promote service user responsibility and autonomy.
Originality/value – As a conceptual paper, the originality of the submission relates to questioning the
efficacy of more recent developments in the mental health field re: philosophy of approach and method and
recommendations are offered by the authors which may impact service delivery, the focus of relevant
evidence-based practice and service user autonomy.
Keywords Disabled people, Mental Health services, Europe, Inclusion, Enabling environments,
Short-term interventions, Cognitive-behavioral therapy, Evidence based-practice
Paper type Conceptual paper
Introduction
The increased use of cognitive behavioural models in mental health interventions over the past
decade in the EU member states raises the question of the appropriateness and efficacy of
DOI 10.1108/JMHTEP-07-2012-0021 VOL. 8 NO. 2 2013, pp. 103-111, CEmerald Group Publishing Limited, ISSN 1755-6228
j
THE JOURNAL OF MENTAL HEALTH TRAINING, EDUCATION AND PRACTICE
j
PAGE 103
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