Rights statement: This is the peer reviewed version of the following article: Browne, C, Brown, G, Smith, IC. Adapting dialectical behaviour therapy in forensic learning disability services: A grounded theory informed study of “what works”. J Appl Res Intellect Disabil. 2019; 00: 1– 14. https://doi.org/10.1111/jar.12569 which has been published in final form at https://onlinelibrary.wiley.com/doi/full/10.1111/jar.12569 This article may be used for non-commercial purposes in accordance With Wiley Terms and Conditions for self-archiving.
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Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - Adapting dialectical behaviour therapy in forensic learning disability services
T2 - A grounded theory informed study of "what works"
AU - Browne, Claire
AU - Brown, Gillian Mary
AU - Smith, Ian Craig
N1 - This is the peer reviewed version of the following article: Browne, C, Brown, G, Smith, IC. Adapting dialectical behaviour therapy in forensic learning disability services: A grounded theory informed study of “what works”. J Appl Res Intellect Disabil. 2019; 00: 1– 14. https://doi.org/10.1111/jar.12569 which has been published in final form at https://onlinelibrary.wiley.com/doi/full/10.1111/jar.12569 This article may be used for non-commercial purposes in accordance With Wiley Terms and Conditions for self-archiving.
PY - 2019/7/1
Y1 - 2019/7/1
N2 - Background: Emerging evidence indicates effectiveness of dialectical behaviour therapy (DBT) for people with intellectual disabilities (PWID) in forensic settings; however, little is known about “what works” facilitating engagement and change. Methods: Eleven interviews were conducted with nine service users across two secure inpatient services. Grounded theory was used to develop a model of perceived engagement and change. Results: The model provides insights into how change occurs during DBT delivered in forensic settings. DBT constitutes a challenging journey, yet provides the motivation and means to address individual's intra-/interpersonal aggression and progress towards release. Participants experienced engaging with DBT as difficult and coercive, moving from compliance and avoidance to acceptance and change. Key factors included participants’ motivation, beliefs about safety and ability to change, and interactions with staff. Conclusion: Recommendations are made for increasing intrinsic motivation, reducing perceived coercion and distress, and for future research to address potential aversive elements and enhance effectiveness.
AB - Background: Emerging evidence indicates effectiveness of dialectical behaviour therapy (DBT) for people with intellectual disabilities (PWID) in forensic settings; however, little is known about “what works” facilitating engagement and change. Methods: Eleven interviews were conducted with nine service users across two secure inpatient services. Grounded theory was used to develop a model of perceived engagement and change. Results: The model provides insights into how change occurs during DBT delivered in forensic settings. DBT constitutes a challenging journey, yet provides the motivation and means to address individual's intra-/interpersonal aggression and progress towards release. Participants experienced engaging with DBT as difficult and coercive, moving from compliance and avoidance to acceptance and change. Key factors included participants’ motivation, beliefs about safety and ability to change, and interactions with staff. Conclusion: Recommendations are made for increasing intrinsic motivation, reducing perceived coercion and distress, and for future research to address potential aversive elements and enhance effectiveness.
KW - Intellectual disabilities
KW - Forensic
KW - Emotion regulation
KW - Dialectical behaviour therapy
KW - Process of change
KW - Qualitative methods
U2 - 10.1111/jar.12569
DO - 10.1111/jar.12569
M3 - Journal article
VL - 32
SP - 792
EP - 805
JO - Journal of Applied Research in Intellectual Disabilities
JF - Journal of Applied Research in Intellectual Disabilities
SN - 1360-2322
IS - 4
ER -