A mixed methods evaluation of a compassion-focused therapy group intervention for people with an intellectual disability

IF 1.2 4区医学 Q3 EDUCATION, SPECIAL

British Journal of Learning Disabilities Pub Date : 2023-04-17 DOI:10.1111/bld.12528

Olivia Hewitt, Jon Codd, Karla Maguire, Mathumeera Balendra, Saffiya Tariq

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Abstract

Background

This study investigated the use of a Compassion-Focused Therapy (CFT) group as a psychological intervention for a group of adults with an intellectual disability with a range of psychological issues.

Method

Four clients attended the group, which was facilitated by three trainee Clinical Psychologists. The group consisted of 8 weekly sessions.

Findings

Standardised outcome measures showed an increase in psychological well-being and self-compassion for all participants postintervention. Two participants showed an increase in psychological distress, while two participants reported decreases in this area. Scores on measures of self-criticism fell for two participants, increased for one participant and showed no change for one participant. Qualitative interviews were conducted with postgroup with all group members (clients and facilitators). Thematic analysis identified two superordinate themes relating to the accessibility of the group content, and interpersonal aspects of the group.

Conclusion

The results suggest that clients enjoyed and benefitted from the group. Challenges, such as lack of carer involvement, were identified, and recommendations for future CFT groups are made.

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以同情为中心的治疗组对智障患者干预的混合方法评估

本研究探讨了以同情为中心的治疗(CFT)小组对一组有一系列心理问题的智力残疾成人进行心理干预。方法4名患者参加小组，由3名实习临床心理学家指导。该小组由8周的会议组成。标准化结果测量显示，干预后所有参与者的心理健康和自我同情都有所增加。两名参与者的心理压力有所增加，两名参与者的心理压力有所减少。两名参与者的自我批评得分下降，一名参与者的得分上升，还有一名参与者的得分没有变化。在小组后与所有小组成员(客户和辅导员)进行定性访谈。主题分析确定了与小组内容的可访问性和小组的人际关系方面有关的两个上级主题。结论客户享受并受益于小组活动。发现了缺乏护理人员参与等挑战，并对未来的CFT小组提出了建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

British Journal of Learning Disabilities EDUCATION, SPECIAL-

CiteScore

2.30

自引率

20.00%

发文量

期刊介绍： The British Journal of Learning Disabilities is an interdisciplinary international peer-reviewed journal which aims to be the leading journal in the learning disability field. It is the official Journal of the British Institute of Learning Disabilities. It encompasses contemporary debate/s and developments in research, policy and practice that are relevant to the field of learning disabilities. It publishes original refereed papers, regular special issues giving comprehensive coverage to specific subject areas, and especially commissioned keynote reviews on major topics. In addition, there are reviews of books and training materials, and a letters section. The focus of the journal is on practical issues, with current debates and research reports. Topics covered could include, but not be limited to: Current trends in residential and day-care service Inclusion, rehabilitation and quality of life Education and training Historical and inclusive pieces [particularly welcomed are those co-written with people with learning disabilities] Therapies Mental health issues Employment and occupation Recreation and leisure; Ethical issues, advocacy and rights Family and carers Health issues Adoption and fostering Causation and management of specific syndromes Staff training New technology Policy critique and impact.