Causal beliefs about intellectual disability and schizophrenia and their relationship with awareness of the condition and social distance

Evidence on mental illness stigma abounds yet little is known about public perceptions of intellectual disability. This study examined causal beliefs about intellectual disability and schizophrenia and how these relate to awareness of the condition and social distance. UK lay people aged 16+(N=1752), in response to vignettes depicting intellectual disability and schizophrenia, noted their interpretation of the difficulties, and rated their agreement with 22 causal and four social distance items. They were most likely to endorse environmental causes for intellectual disability, and biomedical factors, trauma and early disadvantage for schizophrenia. Accurate identification of both vignettes was associated with stronger endorsement of biomedical causes, alongside weaker endorsement of adversity, environmental and supernatural causes. Biomedical causal beliefs and social distance were negatively correlated for intellectual disability, but not for schizophrenia. Causal beliefs mediated the relationship between identification of the condition and social distance for both conditions. While all four types of causal beliefs acted as mediators for intellectual disability, for schizophrenia only supernatural causal beliefs did. Educating the public and promoting certain causal beliefs may be of benefit in tackling intellectual disability stigma, but for schizophrenia, other than tackling supernatural attributions, may be of little benefit in reducing stigma

Factors Associated With Mental Health Disclosure Outside of the Workplace: A Systematic Literature Review

People with mental health problems sometimes have the choice of whether or not to disclose this information to others. The decision to disclose or conceal is likely to depend on various factors. In this systematic review, we examined the findings of studies looking at factors affecting adults’ decisions to disclose or conceal a mental health problem outside of the workplace. Key databases (PsycINFO, Scopus, and Web of Science) revealed 19 relevant articles published between January 2005 and August 2015. Common factors affecting disclosure or concealment included anticipated stigma, characteristics of the target, relationship with the target, mental health of the discloser, rules and beliefs about mental health problems, and fears about control and identity. Demographic factors were not strongly associated with disclosure decisions. We also found that measures used to understand mental health disclosure may fail to capture the complexity of the process. Implications for future research and policy are discussed, including the need for palpable public support for people with mental health problems, the need for health care professionals to establish better relationships with service users, and the value of respecting nondisclosure

Submission to the UN Day of General Discussion on the Right to Education for Persons with Disabilities, 15th April 2015

This submission addresses the progress of inclusive education for children and young people with intellectual disabilities around the globe. As part of our submission we present data from a survey of disability organisations and experts (researchers and academics in the field of (intellectual) disability) completed in early 2015

Measures of readiness for cognitive behavioural therapy in people with intellectual disability: A systematic review

BACKGROUND AND AIMS: Cognitive behavioural therapy (CBT) is a promising treatment for mental health problems in people with intellectual disabilities but some may not be suited or ready. This review critically evaluates the quality and utility of measures of CBT readiness in people with intellectual disabilities. METHODS AND PROCEDURES: Twelve studies of six measures based on three aspects of CBT readiness were identified through systematic review. OUTCOMES AND RESULTS: Across measures, measurement quality was largely poor or un-assessed. Only one study evaluated measurement change over the course of CBT. Not all participants with intellectual disabilities could ‘pass’ readiness measures and performance may be affected by levels of language and cognitive functioning. There was some evidence that CBT readiness is trainable with brief interventions. CONCLUSIONS AND IMPLICATIONS: Before using readiness measures in a clinical context, further work is needed to extend initial evidence on recognising cognitive mediation as a CBT readiness ability. Given the lack of consensus as to the definition of CBT readiness and the heterogeneity of CBT interventions, future research could also focus on developing readiness measures using a bottom up approach, developing measures within the context of CBT interventions themselves, before further refining and establishing their psychometric properties. WHAT THIS PAPER ADDS: This paper is the first to systematically review measures of skills thought necessary to be ready for cognitive behavioural therapy in intellectual disabilities. The findings suggest that while readiness skills may be trainable with brief interventions, the available measures of these skills have not been fully evaluated for quality. Levels of functioning on these measures have yet to be established relative to those without intellectual disabilities and critically, there is very little evidence as to whether these skills are important in cognitive behavioural therapy process and outcome. We suggest that future research could focus on those constructs where there is preliminary evidence for utility such as recognising cognitive mediation and also on developing the concept of readiness perhaps by developing measures within the context of specific CBT interventions. Until this is done, clinicians should exercise caution in using these measures to assess readiness for cognitive behavioural therapy in people with intellectual disabilities

Is access to clinical psychology training in the UK fair? the impact of educational history on application success

Whether social and not just ethnic diversity within the profession needs increasing is hard to judge without solid evidence. This study investigated whether access to clinical psychology training is 'fair' with regard to the potential effect of educational advantage