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Background:Generic mental health staff often have contact with people with intellectual disabilities when they access mainstream mental health services. To date, there has not been any research conducted in non-western countries to explore their views. This paper investigates the views and experiences of mainstream mental health professionals regarding the mental health services for people with intellectual disabilities in Singapore.Methods:Eight staff members from generic mental health services were interviewed. Thematic analysis was used to identify main themes.Findings:The main themes are related to their work experiences, perceptions of people with intellectual disabilities, ideal staff characteristics and service recommendations.Conclusions:Participants identified a lack of experience and knowledge when working with this population. They highlighted the challenges they face promoting choice and autonomy for people with intellectual disabilities. The discussion includes recommendations for improving staff knowledge through training opportunities, consideration of non-pharmacological approaches and early collaboration with caregivers during the treatment process.

ObjectivesTo explore how much people with Asperger’s syndrome know and understand about early attachment behaviors and whether this knowledge can be increased through a DVD.MethodsAdults with Asperger’s syndrome who were not parents (N= 28) took part in four experimental conditions: Baseline, pre-intervention, post-intervention, and follow-up. Participants watched a DVD and received a booklet summarizing its contents. Participants were asked seven questions about attachment in all four conditions. Measures of trait emotional intelligence, IQ and autistic symptomatology were explored as possible predicting factors.ResultsA significant increase in knowledge of early attachment behaviors was observed at post-intervention for the total knowledge score and four out of the seven attachment questions. This was maintained at follow-up. Trait emotional intelligence, IQ and autistic symptomology did not predict pre-intervention or increase in knowledge.ConclusionsKnowledge and understanding of early attachment behaviors can be improved through the use of a DVD.

Background: Previous research has largely focused on evaluating the impact of teaching practical parenting skills to parents with intellectual disabilities. Teaching them about the importance and nature of early attachment behaviors has not yet been explored. This study investigates whether knowledge of early attachment behavior of young adults with an intellectual disability who are not yet parents, can be increased using an educational DVD.Method: A sample of students with intellectual disabilities (N = 25) were asked to complete the ‘parent-child questionnaire’ at three stages: pre-intervention, post-intervention, and two to three week follow-up. The questions that make up this questionnaire relate to early attachment behaviors.Results: Statistical analyses show that there was a statistically significant increase in knowledge of attachment behavior following the intervention (t(24) = −3.48, p < 0.05) and this increase was maintained at follow-up (t(24) = −3.27, p < 0.05). Increase in knowledge was not significantly associated with any of the demographic factors (gender, age, intelligence quotient, main carer, number of siblings, family history of intellectual disabilities, and previous teaching on childcare).Conclusion: It is concluded that the use of an educational DVD is an effective way of teaching young adults with an intellectual disability about early attachment behaviors between parents and young babies.

Objectives:To explore the perspective of adults with intellectual disabilities from minority ethnic groups, on their relationship with social care services.Methods:Thirty-two adults took part in semi-structured interviews. Transcripts were analyzed within a Pluralist framework, adopting the structure of Template Analysis and then drawing on phenomenological, narrative, and discursive approaches.Results:Our participants were generally positive about the services which they received, which they evaluated primarily in terms of their continuing good relationship(s) with specific workers. Our respondents were sophisticated users of cultural resources and identities; the concept of ‘cultural affordance’ may be useful alternative to ‘cultural competence’. We discuss three distinctive narratives about independence (Stability; Progress; Resistance). Each highlights the importance of maintaining connectedness to others, and the crucial role played by ownership of decision-making.Conclusions:We have developed a set of resources which service providers (and researchers) can use with people with intellectual disabilities, in order to support mutual understanding, service planning and delivery.

BackgroundWhile psychologists working with people with an intellectual disability routinely work with care staff in residential care homes there is a lack of research investigating how psychologists can effectively assess, collaborate, and engage with staff groups.AimsThis research seeks to explore psychologists’ experiences of working with staff in residential care homes in order to develop an understanding of how psychologists manage the work and to help generate clinical solutions to psychological problems.MethodsSeven clinical psychologists and one counseling psychologist were interviewed using a semi-structured interview focusing on participants’ interactions with staff. Interviews were transcribed and analyzed using Interpretative Phenomenological Analysis.FindingsThemes common across participants included ‘development and maintenance of a therapeutic relationship,’ ‘theory and emotion,’ ‘perceived restrictions,’ ‘safety,’ ‘developing an identity as a psychologist,’ ‘support and shared experiences,’ ‘motivation,’ and ‘conflict and the roles of a psychologist.’ConclusionsParticipants experienced several barriers to carrying out effective psychological work with staff in residential care homes. The various ways they have sought to address these are discussed. A preliminary model is proposed to describe what is needed for psychologists to be effective when working with staff in residential care homes.