Improving Access to Psychological Therapies (IAPT): are they applicable to people with learning disabilities?

Journal article


Dodd, K., Joyce, T., Nixon, J., Jennison, J. and Heneage, C. 2011. Improving Access to Psychological Therapies (IAPT): are they applicable to people with learning disabilities? Advances in Mental Health and Learning Disabilities. 5 (2), pp. 29-34. https://doi.org/10.5042/amhid.2011.0110
AuthorsDodd, K., Joyce, T., Nixon, J., Jennison, J. and Heneage, C.
Abstract

The Improving Access to Psychological Therapies (IAPT) programme was established to treat people with mild to moderate depression and anxiety and bring them to recovery. Although the Positive Practice Guide for people with intellectual disabilities was published in 2009, no geographical areas are listed as having a special interest in specifically rolling out IAPT to people with intellectual disabilities. Issues related to whether current IAPT services can meet the needs of people with intellectual disabilities are considered, along with adaptations that would be needed to ensure the service is accessible and meets the needs of people with intellectual disabilities.

Year2011
JournalAdvances in Mental Health and Learning Disabilities
Journal citation5 (2), pp. 29-34
PublisherPier Pavilion
ISSN2044-1282
Digital Object Identifier (DOI)https://doi.org/10.5042/amhid.2011.0110
Publication dates
PrintMar 2011
Publication process dates
Deposited20 Feb 2012
Output statusPublished
Permalink -

https://repository.canterbury.ac.uk/item/86840/improving-access-to-psychological-therapies-iapt-are-they-applicable-to-people-with-learning-disabilities

  • 98
    total views
  • 0
    total downloads
  • 5
    views this month
  • 0
    downloads this month

Export as

Related outputs

"It helps to untangle really complicated situations": 'AS IF' supervision for working with complexity
Haydon-Laurelut, M., Millett, E., Bissmire, D., Doswell, S. and Heneage, C. 2012. "It helps to untangle really complicated situations": 'AS IF' supervision for working with complexity. Clinical Psychology and People with Learning Disabilities. 10 (2), pp. 26-32. https://doi.org/MZCAT-1077
Group work and people with learning disabilities: sharing ideas from clinical practice
Gregory, N., Heneage, C. and Rossiter, R. 2011. Group work and people with learning disabilities: sharing ideas from clinical practice. Faculty for Learning Disabilities/IASSID International Conference. Manchester 01 - 03 Sep 2011
Groups mind map
Heneage, C., Rossiter, R., Phillips, S. and Gregory, N. 2012. Groups mind map. Clinical Psychology and People with Learning Disabilities. 10 (3), pp. 3-7.
Guest editorial
Heneage, C., Gregory, N. and Rossiter, R. 2012. Guest editorial. Clinical Psychology and People with Learning Disabilities. 10 (3), pp. 1-3.
The 'Feeling Better Together' group
Gregory, N. and Heneage, C. 2012. The 'Feeling Better Together' group. Clinical Psychology and People with Learning Disabilities. 10 (3), pp. 21-26.
What do we know about group work in current psychological clinical practice? Feedback from an email survey of clinical psychologists in the UK
Heneage, C. and Neilson, C. 2012. What do we know about group work in current psychological clinical practice? Feedback from an email survey of clinical psychologists in the UK. Clinical Psychology and People with Learning Disabilities. 10 (3), pp. 7-15.
Promoting diversity in clinical psychology: the London initiative
Heneage, C. 2007. Promoting diversity in clinical psychology: the London initiative.
Dimensions of discipline: rethinking practice in secondary schools
Gillborn, D., Nixon, J. and Rudduck, J. 1993. Dimensions of discipline: rethinking practice in secondary schools. London HMSO.
The role of professional judgement in the local inspection of schools: a study of six local education authorities
Nixon, J. and Rudduck, J. 1993. The role of professional judgement in the local inspection of schools: a study of six local education authorities. Research Papers in Education. 8 (2), pp. 135-148. https://doi.org/10.1080/0267152930080202
Professionalism, judgement and the inspection of schools
Nixon, J. and Rudduck, J. 1994. Professionalism, judgement and the inspection of schools. in: Scott, D. (ed.) Accountability and Control in Educational Settings London Cassell. pp. 105-120
Reclaiming coherence: cross-curriculum provision and the national curriculum
Nixon, J. 1991. Reclaiming coherence: cross-curriculum provision and the national curriculum. Journal of Curriculum Studies. 23 (2), pp. 187-192. https://doi.org/10.1080/0022027910230209
Teachers and cross-cultural counselling
Nixon, J. 1993. Teachers and cross-cultural counselling. in: Moon, B. and Mayes, A. (ed.) Teaching and Learning in the Secondary School London Routledge. pp. 147-152
The university as a place of learning: perspectives on the quality debate
Nixon, J. 1995. The university as a place of learning: perspectives on the quality debate. in: Carrotte, P. and Hannond, M. (ed.) Learning in difficult times: issues for teaching in higher education Committee of Vice-Chancellors and Principals of the Universities of the United Kingdom. pp. 46-54
School work, homework and gender
Harris, S., Nixon, J. and Rudduck, J. 1993. School work, homework and gender. Gender and Education. 5 (1), pp. 3-15. https://doi.org/10.1080/0954025930050101
Evaluating the whole curriculum
Nixon, J. 1991. Evaluating the whole curriculum. Milton Keynes, UK Open University Press.
Encouraging learning: towards a theory of the learning school
Nixon, J., Martin, J., McKeown, P. and Ranson, S. 1996. Encouraging learning: towards a theory of the learning school. Open University Press.
Towards a theory of learning
Ranson, S., Martin, J., Nixon, J. and McKeown, P. 1996. Towards a theory of learning. British Journal of Educational Studies. 44 (1), pp. 9-26. https://doi.org/10.1080/00071005.1996.9974055
Professional identity and the restructuring of higher education
Nixon, J. 1996. Professional identity and the restructuring of higher education. Studies in Higher Education. 21 (1), pp. 5-16. https://doi.org/10.1080/03075079612331381417
Nothing about us without us: combining professional knowledge with service user experience in training about mental health and learning disabilities
Heneage, C., Morris, D. and Dhanjal, K. 2010. Nothing about us without us: combining professional knowledge with service user experience in training about mental health and learning disabilities. Mental Health and Learning Disabilities Research and Practice. 7 (2), pp. 119-129.
Training ''IAPT'' psychological wellbeing practitioners about learning disabilities - a joint approach. Part 1: planning and evaluation
Heneage, C., Dhanjal, K. and Morris, D. 2009. Training ''IAPT'' psychological wellbeing practitioners about learning disabilities - a joint approach. Part 1: planning and evaluation. Clinical Psychology and People with Learning Disabilities. 7 (4), pp. 3-7.
Increasing diversity within clinical psychology: the London initiative
Cape, J., Roth, A., Scior, K., Thompson, M., Heneage, C. and Du Plessis, P. 2008. Increasing diversity within clinical psychology: the London initiative. Clinical Psychology Forum. 190, pp. 7-10.
A learning democracy for cooperative action
Ranson, S., Martin, J. and Nixon, J. 1997. A learning democracy for cooperative action. Oxford Review of Education. 23 (1), pp. 117-131.
Towards a learning profession: changing codes of occupational practice within the new management of education
Nixon, J., Martin, J., McKeown, P. and Ranson, S. 1997. Towards a learning profession: changing codes of occupational practice within the new management of education. British Journal of Sociology of Education. 18 (1), pp. 5-28. https://doi.org/10.1080/0142569970180101
Managing the curriculum for the new millenium
Nixon, J. 1995. Managing the curriculum for the new millenium. in: Bell, J. and Harrison, B. (ed.) Vision and Values in Managing Education: Successful Leadership Principles and Practice London David Fulton.
Teaching as a profession of values
Nixon, J. 1995. Teaching as a profession of values. in: Smyth, J. (ed.) Critical Discourses on Teacher Development London, UK Continuum. pp. 215-224