‘Livewell with Dementia? An Evaluation of a Pilot Post-diagnostic Psychoeducation Group for People Diagnosed with Dementia’

Background: This pilot study reports the evaluation of 30 post-diagnostic, five-week structured psychoeducational intervention groups for people recently diagnosed with dementia, facilitated across Livewell CIC, Plymouth, UK.Method: Two-hundred-and-thirteen individuals were recruited using a convenience sampling methodology. A total of 167 participants (Females N=86, 51.50%, mean age 78.72, ± 8.70; Males N=81, 48.50%, mean age 78.20, ±8.21, overall mean age = 78.47, ±8.45) attended at least one session. Eighty participants completed the programme over a 12-month period.Results: Pre- and post-baseline questionnaires were analysed descriptively. Weekly sessions were analysed using an exploratory qualitative descriptive research design. Post-group evaluation revealed that the group improved participants’ understanding of dementia and provided a safe space to discuss the impact of a dementia diagnosis.Conclusion: This pilot study provides evidence of the value of post-diagnostic group therapy in offering a safe space for people with dementia to discuss the impact of their diagnosis

Adapting compassion focused therapy for an adult with a learning disability—A case study

Accessible summary: Compassion focused therapy is a talking therapy. It helps people be kind to themselves. We do not know whether this therapy can help people with learning disabilities. Here, we talk about what happened when a man with a learning disability had the therapy. We hope that other people will use the therapy too. This will improve therapy for people with learning disabilities. Abstract: Background Joe was referred to the Community Learning Disabilities Team (CLDT) for support around low mood and overeating. Initial formulation suggested compassion focused therapy (CFT) as an intervention. The evidence base for using CFT with people with learning disabilities is currently limited. Materials and Methods Adaptations were made to the CFT framework, accounting for Joe's learning disability. A case study design was used to investigate the effectiveness of intervention. Joe attended 13 sessions of assessment, formulation and intervention. Client feedback was incorporated to assess suitability of the CFT approach and adaptations made. Results and Conclusions Changes in scores on outcome measures were limited. However, findings from this exploratory study suggest that CFT can be meaningfully adapted for use within the field of learning disabilities. Implications for clinical practice and directions for future research are discussed.</p