A Group Intervention Incorporating Mindfulness-Informed Techniques and Relaxation Strategies for Individuals with Learning Disabilities

Autor/inn/en	Jones, Serena Anusha; Finch, Moyra
Titel	A Group Intervention Incorporating Mindfulness-Informed Techniques and Relaxation Strategies for Individuals with Learning Disabilities
Quelle	In: British Journal of Learning Disabilities, 48 (2020) 3, S.175-189 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jones, Serena Anusha)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-4187
DOI	10.1111/bld.12337
Schlagwörter	Metacognition; Group Activities; Intervention; Relaxation Training; Mild Intellectual Disability; Anxiety; Symptoms (Individual Disorders); Behavior Problems; Behavior Modification + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Gruppenaktivität; Entspannungstraining; Angst; Psychiatrische Symptomatik; Behaviour modification; Verhaltensänderung
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. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01