Commentary on "The use of cognitive behaviour therapy to treat depression in people with learning disabilities: a systematic review"

Purpose – The purpose of this paper is to provide a commentary on “The use of cognitive-behaviour therapy to treat depression in people with learning disabilities: a systematic review”. Design/methodology/approach – Drawing on the literature, as well as both clinical and research experience, some reasons are outlined for the lack of attention given to psychological therapies to treat depression amongst people with intellectual disabilities (IDs). Findings – More research is needed, but existing evidence is promising regarding the effectiveness of adapted cognitive-behaviour therapy for depression amongst people with IDs. Originality/value – The commentary draws attention to the scope for developing a range of effective cognitive, behavioural and cognitive-behavioural treatments

A frequency-independent boundary element method for scattering by two-dimensional screens and apertures

We propose and analyse a hybrid numerical-asymptotic $hp$ boundary element method for time-harmonic scattering of an incident plane wave by an arbitrary collinear array of sound-soft two-dimensional screens. Our method uses an approximation space enriched with oscillatory basis functions, chosen to capture the high frequency asymptotics of the solution. Our numerical results suggest that fi�xed accuracy can be achieved at arbitrarily high frequencies with a frequency-independent computational cost. Our analysis does not capture this observed behaviour completely, but we provide a rigorous frequency-explicit error analysis which proves that the method converges exponentially as the number of degrees of freedom $N$ increases, and that to achieve any desired accuracy it is sufficient to increase $N$ in proportion to the square of the logarithm of the frequency as the frequency increases (standard boundary element methods require $N$ to increase at least linearly with frequency to retain accuracy). We also show how our method can be applied to the complementary "breakwater" problem of propagation through an aperture in an infinite sound-hard screen

Can a computerised training paradigm assist people with intellectual disabilities to learn cognitive mediation skills? A randomised experiment

Aims: The aim was to examine whether specific skills required for cognitive behavioural therapy (CBT) could be taught using a computerised training paradigm with people who have intellectual disabilities (IDs). Training aimed to improve: a) ability to link pairs of situations and mediating beliefs to emotions, and b) ability to link pairs of situations and emotions to mediating beliefs. Method: Using a single-blind mixed experimental design, sixty-five participants with IDs were randomised to receive either computerised training or an attention-control condition. Cognitive mediation skills were assessed before and after training. Results: Participants who received training were significantly better at selecting appropriate emotions within situation-beliefs pairs, controlling for baseline scores and IQ. Despite significant improvements in the ability of those who received training to correctly select intermediating beliefs for situation-feelings pairings, no between-group differences were observed at post-test. Conclusions: The findings indicated that computerised training led to a significant improvement in some aspects of cognitive mediation for people with IDs, but whether this has a positive effect upon outcome from therapy is yet to be established

The Relationship Between Problem-Solving Ability and Self-Harm Amongst People with Mild Intellectual Disabilities

The purpose of this study was to investigate the relationship between depression, hopelessness, problem-solving ability and self-harming behaviours amongst people with mild intellectual disabilities (IDs). Methods Thirty-six people with mild IDs (77.9% women, Mage = 31.77, SD = 10.73, MIQ = 62.65, SD = 5.74) who had a history of self-harm were recruited. Participants were asked to complete measures of depression, hopelessness and problem-solving ability. Results Cutting was most frequently observed, and depression was prevalent amongst the sample. There was a significant positive relationship between depression and hopelessness, while there was no significant relationship between self-harm and depression or hopelessness. Problem-solving ability explained 15% of the variance in self-harm scores. Conclusions Problem-solving ability appears to be associated with self-harming behaviours in people with mild IDs

Effectiveness of cognitive behavioural therapy for people who have autistic spectrum disorders: A systematic review and meta-analysis

The aims of this study were to undertake a meta-analytic and systematic appraisal of the literature investigating the effectiveness of cognitive behavioural therapy (CBT) when used with individuals who have autistic spectrum disorders (ASDs) for either a) affective disorders, or b) the symptoms of ASDs. Following a systematic search, 48 studies were included. CBT, used for affective disorders, was associated with a non-significant small to medium effect size, g = .24, for self-report measures, a significant medium effect size, g = .66, for informant-report measures, and a significant medium effect size, g = .73, for clinician-report measures. CBT, used as a treatment for symptoms of ASDs, was associated with a small to medium non-significant effect size, g = .25, for self-report measures, a significant small to medium effect size, g = .48, for informant-report measures, a significant medium effect size, g = .65, for clinician-report measures, and a significant small to medium effect size, g = .35, for task-based measures. Sensitivity analyses reduced effect size magnitude, with the exception of that based on informant-report measures for the symptoms of ASDs, which increased, g = .52. Definitive trials are needed to demonstrate that CBT is an empirically validated treatment for use with people who have ASDs

NRF2 regulates HER1 signaling pathway to modulate the sensitivity of ovarian cancer cells to lapatinib and erlotinib

NF-E2-related factor 2 (NRF2) regulates the transcription of a battery of metabolic and cytoprotective genes. NRF2 and epidermal growth factor receptors (EGFRs/HERs) are regulators of cellular proliferation and determinants of cancer initiation and progression. NRF2 and HERs confer cancers with resistance to several therapeutic agents. Nevertheless, there is limited understanding of the regulation of HER expression and activation and the link between NRF2 and HER signalling pathways. We show that NRF2 regulates both basal and inducible expression of HER1, as treatment of ovarian cancer cells (PEO1, OVCAR3, and SKOV3) with NRF2 activator tBHQ inducing HER1, while inhibition of NRF2 by siRNA knockdown or with retinoid represses HER1. Furthermore, treatment of cells with tBHQ increased total and phosphorylated NRF2, HER1, and AKT levels and compromised the cytotoxic effect of lapatinib or erlotinib. Treatment with siRNA or retinoid antagonised the effect of tBHQ on NRF2 and HER1 levels and enhanced the sensitivity of ovarian cancer cells to lapatinib or erlotinib. Pharmacological or genetic inhibition of NRF2 and/or treatment with lapatinib or erlotinib elevated cellular ROS and depleted glutathione. This extends the understanding of NRF2 and its regulation of HER family receptors and opens a strategic target for improving cancer therapy

Realising potential and recognising paradox: The national induction and mentoring project

Although comprehensive policy and resourcing of beginning teacher induction and mentoring can improve teacher retention and quality, there is growing recognition that combining on-site leadership and policy is integral to providing effective learning for teachers. This has led to an increased interest in melding policy and resources with school and service leadership to promote consistency of beginning teachers’ induction and mentoring experiences. This article describes and provides insights into a project involving four pilots which are trialling the draft national guidelines for effective induction programmes and mentor teacher development. An external evaluation across the four pilots has revealed that national guidelines can be a positive lever for effecting change in induction and mentoring practices. Implementing such change nationally will require leaders to take seriously an educative, transformative approach to learning for both beginning teachers and their mentors

Attentional bias toward negative and positive pictorial stimuli and its relationship with distorted cognitions, empathy, and moral reasoning among men with intellectual disabilities who have committed crimes

The aims of this study were to examine: (a) whether men with intellectual disabilities who have a history of criminal offending attend to affective pictorial stimuli in a biased manner, and (b) whether there is a relationship between an affective attentional bias and offence-supportive cognitions, empathy, and moral development. Forty-six men with intellectual disabilities who had a documented history of criminal offending, and 51 men who also had intellectual disabilities, but no such history, were recruited and asked to complete a computer-based dot-probe task using affective pictorial stimuli with randomisation, along with measures of distorted cognitions, empathy, and moral development. Those with a history of criminal offending endorsed significantly more offence-supportive cognitions, had significantly lower general empathy, and more “mature” moral development, as well as a significant attentional bias toward affective pictorial stimuli. Attentional bias significantly predicted offence-supportive cognitions, and vice versa, having controlled for offence history, and Full-Scale IQ, but this was not the case for empathy or moral development. While the findings require replication, interventions which aim to modify attention bias with this population should be tested