Mind Matters: a psychoeducation programme for individuals with intellectual disabilities and co-morbid diagnoses of mental disorder

Pages34-40
DOIhttps://doi.org/10.1108/JIDOB-07-2016-0011
Date13 March 2017
Published date13 March 2017
AuthorSarah Ashworth,Krista Jansen,Lydia Bullock,Paul Mooney
Subject MatterHealth & social care,Learning & intellectual disabilities,Offending behaviour,Sociology,Sociology of crime & law,Deviant behaviour,Education,Special education/gifted education,Emotional/behavioural disorders
Mind Matters: a psychoeducation
programme for individuals with intellectual
disabilities and co-morbid diagnoses of
mental disorder
Sarah Ashworth, Krista Jansen, Lydia Bullock and Paul Mooney
Abstract
Purpose The purpose of this paper is to describe a feasibility study into the development and pilot of a
psychoeducational group for people with intellectual disability and co-morbid mental disorder (including
mental illness and personality disorder) within forensic settings.
Design/methodology/approach –“Mind Matters, a psychoeducational programme for people with an
intellectual disability and co-morbid mental disorders is a group based programme in a medium secure
hospital, adapted and developed to be suitable for people with intellectual disability therapist multidisciplinary
approach was key to its development. An open group on a 16-bedded ward for individuals with mild to
moderate intellectual disability and co-morbid mental illness was delivered over a six-week period.
Findings The group was positively received in pilot by participants and members of the clinical teams.
Attendanceand engagement of participants werekey measures of the success of the programme.In addition
to the apparent increased social skills and motivation to engage with future psychological intervention.
Practical implications The authors believe that this approach benefitted both the group members and
staff on ward, reinforcing strategies for maintaining positive mental health. It also stimulated engagement,
discussion about mental disorders including mental illness, personality disorder and intellectual disabilities.
Originality/value This paper shows how a psychoeducational approach to mental disorder and mental
health in individuals with an intellectual disability is possible, beneficial and well received.
Keywords Mental health, Psychology, Forensic, Mental disorder, Intellectual disabilities,
Psychoeducational
Paper type Technical paper
Introduction
Regarding intellectual disability populations, evidence has historically been sparse in its
evaluation and exploration of approaches other than behavioural interventions (Sturmey, 2004).
In general, people with intellectual disabilities are a heterogeneous population that require a
multidisciplinary evaluation and careful, well-planned intervention. Despite this heterogeneity,
patterns of problems often co-occur (Johnson, 1995). This can include comorbidity of other
mental health problems such as personality disorders, other neurological disorders and mental
illnesses (Irvine and Beail, 2016). Although the epidemiological research indicates a broad range
of prevalence estimates (Irvine and Beail, 2016) regarding such comorbidity due to the variety of
populations, methodologies and definitions utilised.
Psychoeducation refers to the education offered to individuals with mental health conditions to help
empower them and deal with their condition more appropriately. Psychoeducation is among the
most effective of the evidence-based practices that have emerged in both clinical trials and
community settings (Lukens and McFarlane, 2004). Often psychoeducational training involves
individuals with mood disorders (such as depression), psychotic disorders (such as schizophrenia)
Received 27 July 2016
Revised 12 December 2016
Accepted 16 December 2016
Sarah Ashworth is a
Psychological Therapist at the
Division of Psychiatry and
Applied Psychology, School of
Medicine, Centre for Forensic
and Family Psychology,
The University of Nottingham,
Nottingham, UK and
Psychology Department,
Partnerships in Care Midlands,
Nottingham, UK.
Krista Jansen is a Forensic
Psychologist in Training and
Lydia Bullock is a Forensic
Psychologist in Training, both
at the Division of Psychiatry and
Applied Psychology, School of
Medicine, Centre for Forensic
and Family Psychology, The
University of Nottingham,
Nottingham, UK.
Paul Mooney is a Regional
Lead Psychologist at the
Psychology Department,
Partnerships in Care,
Nottingham, UK.
PAGE34
j
JOURNAL OF INTELLECTUAL DISABILITIES AND OFFENDING BEHAVIOUR
j
VOL. 8 NO.1 2017, pp. 34-40, © Emerald Publishing Limited, ISSN 2050-8824 DOI 10.1108/JIDOB-07-2016-0011

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