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This research examined the prevalence, differential treatment and demographic and potential risk factors between two groups of offenders with Intellectual Disabilities (ID) and Intellectual Vulnerabilities (IV) and a non-ID/IV group managed by Multi-Agency Public Protection Arrangements in the South East of England. The sample included 250 offenders, aged between 15 and 70 years, 9 women and 241 men who were managed by level 2 and 3 MAPPA. Two studies were conducted. Study One - The prevalence of the IV group was 25.6%. There were no significant differences between the number of external controls placed on the IV and non-IV groups. There was a significantly greater amount of external controls (police lead orders) placed on the ID group than the non-ID group. The IV group was over 5 times more likely to have language deficits than the non-IV group and twice as likely to have been in care as a child. When controlled for language deficits the IV group were twice as likely to have social skills deficits. Study Two – The MAPPA minutes and files relating to the IV group identified in Study One were examined in more detail. The central issues relating to the IV group were analysed using Thematic Analysis. The main themes and sub themes identified were ‘Intellectual Vulnerability’ and sub themes ‘Mental Health’ and ‘Diversity Considerations,’ ‘Early Life Experiences’ which had sub themes of ‘Abusive Experiences’ and ‘Schooling/Education’ and finally ‘Offending Behaviour’ with the sub themes ‘Substance Misuse’ and ‘Victims Known or Vulnerable.’ The research identifies the issues of diagnosing intellectual disabilities/vulnerabilities accurately and the impact this has on reliable prevalence rates and comparisons. Some recommendations for good practice in working with such offenders within MAPPA are made.

This study is an historical analysis of the education for students with mild intellectual disabilities in Saskatchewan from 1900-2002. The thesis analyzed the beginnings of thought on the construct of intelligence, its hereditarian orientation, and the IQ test that originated in 1904 to measure individual differences in intelligence. The use of the IQ test was traced as it progressed through the eugenics movement that dominated from approximately 1900-1940, as well as the mental hygiene movement that was present during roughly the same time period. The importance of the concept of intelligence and the IQ test was analyzed for how it affected the identification of individuals with an intellectual disability, and how the identification process affected their treatment and education. The classification and educational placement of students identified with an intellectual disability had parallel affects on the curriculum for these students. The changes in attitudes from eugenics and institutionalization of those identified with an intellectual disability and their subsequent deinstitutionalization, beginning in the 1960s, are examined for the effects these attitudinal shifts had on the education for these individuals. Education developed a system of special education that was based on measuring individual differences and making placement and curriculum decisions based upon these results. The education system in Saskatchewan developed from a segregationist philosophy to integration beginning in the 1970s. As the belief in the educability of these individuals and information on how to educate the intellectually disabled increased, a move towards full inclusion of these students began in the 1990s. As early as the 1970s, Saskatchewan Education began to develop specific curriculum guides and policies on the education of students with an intellectual disability. The progression of these documents up to 2002 is analyzed to determine the shifts in curriculum and student placement policy that occurred during this time period. The continuance of a reliance on the IQ test to identify and place students with an intellectual disability in the education system was analyzed. The attempt of Saskatchewan Education to deal with difficulties in providing for an appropriate education for students with an intellectual disability and suggestions for future directions are discussed.

This study is an historical analysis of the education for students with mild intellectual disabilities in Saskatchewan from 1900-2002. The thesis analyzed the beginnings of thought on the construct of intelligence, its hereditarian orientation, and the IQ test that originated in 1904 to measure individual differences in intelligence. The use of the IQ test was traced as it progressed through the eugenics movement that dominated from approximately 1900-1940, as well as the mental hygiene movement that was present during roughly the same time period. The importance of the concept of intelligence and the IQ test was analyzed for how it affected the identification of individuals with an intellectual disability, and how the identification process affected their treatment and education. The classification and educational placement of students identified with an intellectual disability had parallel affects on the curriculum for these students. The changes in attitudes from eugenics and institutionalization of those identified with an intellectual disability and their subsequent deinstitutionalization, beginning in the 1960s, are examined for the effects these attitudinal shifts had on the education for these individuals. Education developed a system of special education that was based on measuring individual differences and making placement and curriculum decisions based upon these results. The education system in Saskatchewan developed from a segregationist philosophy to integration beginning in the 1970s. As the belief in the educability of these individuals and information on how to educate the intellectually disabled increased, a move towards full inclusion of these students began in the 1990s. As early as the 1970s, Saskatchewan Education began to develop specific curriculum guides and policies on the education of students with an intellectual disability. The progression of these documents up to 2002 is analyzed to determine the shifts in curriculum and student placement policy that occurred during this time period. The continuance of a reliance on the IQ test to identify and place students with an intellectual disability in the education system was analyzed. The attempt of Saskatchewan Education to deal with difficulties in providing for an appropriate education for students with an intellectual disability and suggestions for future directions are discussed.

This study aimed to build an understanding of the internal and external factors that affect the bereavement process in people with intellectual disabilities (PWID). This was achieved by drawing on my previously published works, by analysing the research of others and by applying a critical clinical reflection to examples from my practice as a dramatherapist with PWID, through the use of vignettes. The study is uniquely concerned with what can be learned by exploring the significance of the attachment relationship, the complexity of dependency and the effect of living with the primary trauma of disability on bereavement and grieving. A comprehensive analysis of the existing research revealed that there is little understanding of the normal bereavement process in PWID and that there is a high incidence of complicated grief. The critical reflection on practice enabled me to enlarge upon the emergent theory of complex grief and to identify important components. By applying the lens of attachment theory a greater awareness of how grief can become complicated has been reached that can inform the design of more responsive services for PWID. This study has highlighted that there are both internal and external reasons which may explain some of the emerging evidence that points to an abnormally high incidence of complicated grief in PWID (Brickel and Munir 2008 and Dodd and Guerin 2009), A new model of psychodynamic disability psychotherapy has emerged from this study, which proposes to include the supportive network as a component of the therapeutic treatment for PWID. The model and findings from this study can be used to inform the development of appropriate bereavement support for PWID. The findings can be further used in order to promote more supportive and effective practice from Health and Social Care Professionals towards families when a baby with intellectual disabilities is born.

The aim of this thesis is to analyze social inclusion among young adults with intellectual disabilities in small towns and rural community settings. The specific context is three small towns in south eastern Ontario in 2006/2007. A phenomenological study relying on a hermeneutics cycle is undertaken to derive an understanding from multiple sources. In the first instance, policy documents related to the province's approach to supports for adults with intellectual disabilities, the research literature on experiences of adults with intellectual disabilities in rural communities, and conceptual models of social inclusion were reviewed. Seventeen young adults with intellectual disabilities (20 to 28 years of age), their caregivers (n=13) and other community members (n=20) from the three selected towns were interviewed. The interviews included quantitative tools and open-ended questions. Data from the Canadian census were also used to characterize the towns. The data collected led to quantitative (counts, median scores, proportions) and qualitative (significant statements, formulated meanings, themes) analyses for comparisons within and across towns in order to reveal the role of context in social inclusion. The results highlight the importance of context. While similarities exist among the small towns in the region, they each have unique features which impact on the experience of social inclusion for young adults with intellectual disabilities. Key lessons are learned. Attention needs to be given to the availability and proximity of spaces and structures for interaction. The role played by developmental service agencies needs to be examined critically as it may hinder social inclusion and sense of belonging. As community involvement is easier for those seen as similar and sense of community is stronger among those who see themselves as similar, the socio-demographic profile of a town can be an important factor mitigating for or against social inclusion efforts. Finally, since residents of a small town who have a greater need for supports derive more sense of community from knowing that other residents are willing to help those in need, fostering caring communities may be as important as creating services specific to persons with intellectual disabilities. The need for geographers, epidemiologists and other social and life scientists to study persons with intellectual disabilities within the places where they live remains a research area where there is still much to learn and be done. / Thesis (Ph.D, Geography) -- Queen's University, 2012-09-17 12:24:42.783

The present scoping review of the literature was conducted to analyze all studies of assessment and treatment approaches for individuals diagnosed with obsessive compulsive disorder (OCD) and intellectual disabilities (ID). Search terms were used to identify articles published in behavioral journals. The criteria for the articles reviewed included articles that were peer-reviewed and empirical articles. Online search engines used contained information from the Journal of Applied Behavior Analysis, Journal of Experimental Analysis, The Psychological Record, Behavior Analysis in Practice, The Analysis of Verbal Behavior, and The Behavior Analysis. Key words used in the procedural method of searching for information included obsessive compulsive disorder, OCD, obsessions, compulsions, obsessive hand washing, ordering, checking, praying, counting, repetition, delusional beliefs, grandiose thoughts, controlled thoughts, hoarding, anxiety, panic, fears, germs, look feel sound just right, contamination, and excessive worries. The findings included total of 13,785 articles. After screening for duplication and relevant citations, 13 scoping reviews were identified as meeting eligibility criteria. The present paper reviewed what articles were available with respect to assessments and treatments among individuals with obsessive compulsive disorders and individuals with intellectual disabilities. The result of this study was that one article was found meeting the criteria of assessments and treatments among individuals with obsessive compulsive disorder and intellectual disabilities. The indication, as a result of this study, is that the current literature for assessments and treatments of the symptoms of obsessive compulsive disorders and intellectual disabilities is lacking, and future research is indicated.

People with intellectual disabilities are increasingly being diagnosed with cancer due, in part, to increases in life expectancy for this population. Despite the growing number of people with cancer and intellectual disabilities, the cancer-related experiences of people with intellectual disabilities are under-researched. Person-centred approaches to research are needed to better understand the needs and psychosocial outcomes of people with cancer and intellectual disabilities. This thesis aims to better understand the cancer-related experiences of people with intellectual disabilities, and the impact on the people who support them. The thesis comprises four related studies: (1) a systematic review of psychosocial experiences of cancer in people with intellectual disabilities; (2) a qualitative study of cancer experiences in people with intellectual disabilities using thematic analysis informed by grounded theory; (3) a survey of UK oncology nurses' attitudes and care perceptions towards people with intellectual disabilities; and (4) a feasibility study of an intervention to improve healthcare professionals' perceptions of communicating with people with cancer and intellectual disabilities. Five themes emerged from the ten papers included in the systematic review: delayed diagnosis; information, communication, and understanding; negative psychological consequences; negative physical consequences; and social support. Six of the ten papers included data from the same ethnographic study of 13 people, highlighting a paucity of empirical research regarding the psychosocial cancer experiences of people with intellectual disabilities. The qualitative study indicated that people with intellectual disabilities were often excluded from conversations about their diagnosis, treatment, and ongoing care, and expressed confusion and anxiety about their cancer. Attempts to protect them from distress inhibited communication, but where additional support was offered, participants engaged more meaningfully in their experience and this should, therefore, be encouraged. In the qualitative study, oncology nurses were reported to be important figures in the care of patients with intellectual disabilities. The survey of oncology nurses highlighted that caring for cancer patients with intellectual disabilities may intensify their already difficult role; however, previous experience may ameliorate negative consequences. This sample identified their need for training about communicating with people with intellectual disabilities. The first three studies informed the development of a novel, brief, online, video-based intervention for healthcare professionals working with people with intellectual disabilities and cancer. The feasibility trial of this intervention indicated that there were problems with recruitment, high attrition, and intervention adherence. These problems were, most likely due to participants finding the content and delivery method to be unacceptable. It is clear that the intervention is not feasible in its current format, and that further theoretical and modelling work is needed before the intervention is feasibility tested again ahead of a definitive trial. This body of work has demonstrated that people with intellectual disabilities and cancer face multiple barriers to accessing cancer care, including informative and understandable communication with healthcare professionals. With appropriate support, psychological and physical outcomes can be improved for people with intellectual disabilities and cancer, but caring for people with cancer and intellectual disabilities can be challenging for paid and informal carers, and oncology staff. Difficulties with communication are bi-directional, and improving communication might be an appropriate first step to improving cancer experiences for this population, but developing effective interventions presents numerous feasibility challenges.

Literature to date suggests that child coping is often a direct result of coping assistance provided by parents. Findings have not considered aspects of the stressor that may impact what the parent suggests; specifically, the child’s role, and the controllability of the stressor particularly for children with intellectual disabilities. The current study examines how the child’s disability status and parental perceptions of the child’s control over a peer problem influence the type of coping suggestions parents offer and how specific types of coping assistance affect the outcome of the coping situation. Results indicated that mothers of children with mental retardation provided more passive coping assistance and perceived their children as having less control over peer problems. Coping assistance was not directly linked to problem outcomes which suggests future studies should incorporate measures of factors such as direct parent and teacher assistance and child’s willingness or ability to implement coping suggestions.

Adolescence marks a time of increased social freedoms and opportunities to participate in new productive and leisure activities. As compared to typically developing high school students, those with intellectual disabilities (ID) can face more barriers to involvement in these activities. This study examined the involvement of high school students with and without ID in productive and leisure activities. Furthermore, it identified factors related to involvement, and it examined students’ satisfaction with their social interactions. Forty-seven typically developing high school students completed in-person interviews, and 45 of the students’ parents completed telephone interviews. Archival data from 63 parents of high school students with ID and 41 students with ID were also used. Students provided information about their satisfaction with social interactions, and, additionally, typically developing students provided information about the productive and leisure activities in which they participated. Parents in both groups provided information about their adolescents’ adaptive functioning and maladaptive behaviour, and parents of students with ID also provided information about the productive and leisure activities in which their adolescent participated. Results showed that typically developing students were more likely to be involved in employment and unstructured leisure activities than students with ID; however, there was no difference in involvement between the two groups for volunteer and structured leisure activities. Adaptive functioning was related to involvement in structured and unstructured leisure activities. Maladaptive behaviour was related to involvement in productive activities. Typically developing adolescents had a greater number of general daily interactions than adolescents with ID, and they were more satisfied with the quality of these interactions than students with ID. There was no difference in the quantity of close personal interactions between the two groups; however, typically developing students were more satisfied with the quality of their close personal interactions than students with ID. Implications and directions for future research are discussed. / Thesis (Master, Psychology) -- Queen's University, 2008-09-18 14:51:50.134