Dialectical behaviour therapy in an inpatient unit for women with a learning disability: Service users’ perspectives

There is a general lack of self-report data from service users with an intellectual disability (ID) about their views of psychological interventions. This research explored the views and experiences of female inpatients, with a diagnosis of a personality disorder and an ID, about dialectical behavio...

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Bibliographic Details
Published in:Journal of intellectual disabilities 2016-09, Vol.20 (3), p.263-280
Main Authors: Roscoe, Paula, Petalas, Michael, Hastings, Richard, Thomas, Cathy
Format: Article
Language:English
Subjects:
Adult
Adults
Behavior Modification
Behavior Therapy - methods
Comorbidity
Data Analysis
Female
Females
Foreign Countries
Hospitals
Humans
Inpatients
Intellectual Disability
Intellectual Disability - epidemiology
Intellectual Disability - therapy
Learning Disabilities
Learning Disorders - epidemiology
Learning Disorders - therapy
Mental Disorders
Metacognition
Middle Aged
Outcomes of Treatment
Patients
Personality Disorders - epidemiology
Personality Disorders - therapy
Personality Problems
Phenomenology
Qualitative Research
Semi Structured Interviews
Treatment Outcome
Young Adult
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Summary:There is a general lack of self-report data from service users with an intellectual disability (ID) about their views of psychological interventions. This research explored the views and experiences of female inpatients, with a diagnosis of a personality disorder and an ID, about dialectical behaviour therapy (DBT). Semi-structured interviews were used with 10 women, recruited from two independent mental health hospitals. The interviews were analysed using interpretative phenomenological analysis. Participants showed varying levels of understanding of DBT. Findings highlight the need for a standardized approach with a suitably adapted structure and curriculum to meet the needs of inpatients with an ID. Factors such as the therapeutic relationship were identified as playing a role in participants’ motivation, engagement and participation in DBT.
ISSN:1744-6295
1744-6309
DOI:10.1177/1744629515614192