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A group intervention incorporating mindfulness‐informed techniques and relaxation strategies for individuals with learning disabilities
Author(s) -
Jones Serena Anusha,
Finch Moyra
Publication year - 2020
Publication title -
british journal of learning disabilities
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.633
H-Index - 39
eISSN - 1468-3156
pISSN - 1354-4187
DOI - 10.1111/bld.12337
Subject(s) - mindfulness , psychology , psychological intervention , intervention (counseling) , clinical psychology , anxiety , learning disability , relaxation (psychology) , psychotherapist , developmental psychology , psychiatry , social psychology
Accessible SummaryThis paper reflects on a group for adults with learning disabilities. The group taught the adults some mindfulness‐informed and relaxation techniques. These techniques can help when people feel angry, anxious or upset. The adults provided really useful comments that will help us when we plan future groups.Abstract Background Mindfulness‐informed interventions are increasingly being offered to individuals with learning disabilities. The current paper aims to reflect on the provision and effectiveness of a group intervention incorporating mindfulness‐informed techniques and relaxation strategies. Method Nine group attendees with mild learning disabilities were invited to attend the 8‐week group intervention, incorporating mindfulness‐informed techniques and relaxation strategies. The Glasgow Anxiety Scale for Intellectual Disabilities (GAS‐ID) and the Cognitive and Affective Mindfulness Scale—Revised (CAMS‐R) were used as a pre‐ and post‐measure, to evaluate the effectiveness of the group intervention. Results The mean scores from the above measures revealed a decrease in anxiety symptoms and an increase in mindful qualities. Qualitative data gathered post‐intervention, illustrated reductions in challenging behaviour, greater use of the techniques learned and social benefits of participating in the group. A need for a training session for carers and family members was recommended as beneficial to support and assist the individuals to consolidate the techniques learned. Conclusions Mindfulness‐informed techniques and relaxation strategies are useful tools that can be adapted for individuals with learning disabilities to yield positive outcomes. However, further research to contribute to this evidence base is required. Recommendations for future practice are also identified.