Efnisyfirlit

• Preface
  • References
• Contents
• 1: Introduction
  • Why Did We Write This Book?
  • What Position Are We Coming from?
  • How Did We Write This Book?
  • What Is in This Book?
  • What Next?
  • References
• 2: History and Theory
  • CBT: An Evolving Therapy?
  • The Evidence
  • Deficits and Distortions
  • Making Therapy Meaningful: Asking the  Right Questions
  • Therapy in Context
  • A Theoretical Framework: The Social Self
  • Therapeutic Sessions: An Interpersonal Process
  • Conclusions
  • References
• 3: Current Context
  • Service Responses to People with Intellectual Disabilities and Mental Health Problems
  • Why Such High Prevalence of Mental Health Problems?
  • Access to CBT for People with Intellectual Disabilities
  • CBT Demand Characteristics
  • How Can We Make CBT Accessible for People with Intellectual Disabilities?
    • Recent Research Findings on Clients’ Cognitive Capacity
  • Other Factors: Meeting Halfway?
  • References
• 4: Assessment and Setting the Scene for Cognitive Behaviour Therapy
  • Making a Start
  • Before We Start: Where to Meet?
  • Hearing the Client’s Story and Creating a Safe Place
  • Setting the Scene
  • Finding the Right Pace
  • Is CBT Suitable?
  • Using Storyboards to Explore Social Cognition and Emotional Understanding
  • Standardised Assessments
  • Self-Monitoring and Diaries
  • Common Stumbling Blocks
  • Helpful Building Blocks: What You Can Do
  • Problems Due to Cognitive Characteristics
  • Increasing Compliance
  • Choosing the Best Fit for Your Client
  • Choosing Rating Scales: How Much and How Often
  • Self-Perceptions
  • References
• 5: The First Stage of Therapy
  • Before Moving Forward: Taking Stock About the Model to Be Used
  • Adapting CBT to the Needs of an ID Client
  • Socialising into the Model
  • Tapping into Clients’ Thoughts and Underlying Schema or Views of Self
  • The Way You Think
  • Understanding Distress
  • The Role of Emotion
  • A Shared Formulation
  • References
• 6: Therapeutic Change
  • A Continuing Need for Structure
  • Behavioural Change
  • Establishing a Therapeutic Dialogue
  • Working with Thoughts and Feelings (Bottom Up and Top Down)
  • Top-Down Approaches and Behavioural Experiments
  • The Way You Think
  • Perceptions of Self and Working with Stigma
  • Real Changes
  • Dealing with Setbacks
  • Finishing Therapy
  • Working with Different Presentations and Challenges
  • References
• 7: And Another Thing… Adapting Therapy for Particular Cognitive Impairments
  • Working with Memory Problems
  • Problems of Attention and Distractibility
  • Communication Difficulties
    • Problems of Cognitive Rigidity
  • Presenting Problem
  • Clinical Interview and Background Information
  • Self-Monitoring
  • Social Understanding
  • Identifying Helpful and Unhelpful Thoughts
  • Aspects of Alan’s Presentation that Obstructed Therapy
  • Draft Formulation
  • Feeding Back an Accessible Formulation
  • Intervention. A Concrete Plan
  • Making the Thinking Feeling Link: One Thing Leads to Another
  • Guidance Towards Reappraisal
  • How True on a Scale of 0–10?
  • Balanced Thinking
  • But How Does This Work in Real Life?
  • Getting Stuck on Thoughts
  • Gaps in Therapy
  • Progress Made
  • Real Changes Too
  • Conclusions
  • References
• 8: Group Work
  • Why Consider Group Work for People with ID?
  • What Do Clients Think About Groups?
  • Some Considerations
  • Preparation
  • Group Identity
  • Making the Group Accessible and Safe
  • Support Staff
  • Enforcement of Group Rules
  • Cognitive Strategies
  • Peer Support
  • Endings and Then?
  • References
• 9: Mindfulness and Third Wave Therapies
  • Mindfulness in Health Settings
  • Mindfulness and People with Intellectual Disabilities: What’s the Evidence?
  • So What Is Mindfulness?
  • Mindfulness: A Different Process
  • Mind and Body
  • Mindfulness: A Different Relationship with Your Problems
  • Mindfulness: A Different Relationship with Your Thoughts
  • A Different Relationship with Yourself: Using Compassion
  • Ways of Adapting Mindfulness
  • Keep It Real: Making Sense of Abstract Concepts
  • Making Mindfulness Relevant
  • Make It Easy: Engaging People with Intellectual Disabilities in Mindfulness
  • The Problem of the Wandering Mind
  • Keep It Short and Repeat Often
  • Working with Compassion
  • Adapting Mindfulness to Suit Different Physical Needs
  • Practising at Home
  • Mindfulness Isn’t for Everyone
  • Conclusions
  • References
• 10: Working with Others
  • Family Members
  • Support Staff
  • Health and Social Services Professionals
  • Specialist Services
  • References
• 11: Making a Real Difference
  • Why Train Therapists
  • A Framework for Specialist Training
  • Materials and Supervision
  • Increasing Access and the Mainstreaming Debate
  • Manuals: Mapping a Way Ahead
  • Broadening Access to CBT
  • Conclusion
  • References
• 12: Final Thoughts
  • References
• Index

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