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The Development of a Learning Disability Awareness training

programme for IAPT staff

East Lancashire LD Special Interest Group

Lancashire Care Foundation NHS Trust

Greg Taylor (Clinical Psychologist) & Vikki Harrison (Psychological Wellbeing

Practitioner)

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The Development of a Learning Disability Awareness training programme for IAPT staff

Overview

1) Service context 2) IAPT LD Special Interest Group

3) Background to training4) Training day overview

5) Outcomes from training6) Future Directions

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Introduction & Background

Service Context

•5 Distinct Primary Care IAPT services– Differing demographics etc

•Largely economically deprived, high levels of unemployment but also more affluent areas•Urban, rural and semi-rural •IAPT provision of step 2 (PWP) & Step 3 (counselling, Occupational Therapy, HIT (CBT) workers, Clinical Psychology and MHP’s)

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Introduction & Background

LD Special Interest Group Context

•IAPT special interest group•Remit to identify and address access and governance issues in relation to LD population•Collaboration between IAPT staff and Mental Health and Learning Disability Liaison Team •Quarterly meetings focusing on variety of issues around improving access for clients and adjusting aspects of service and it’s offering to achieve this

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Introduction & Background

Training day development

•‘Needs analysis’ survey of clinician confidence in working with LD clients – adapted from D. Dagnan’s confidence scale (thanks Dave!)•Suggested low levels of confidence and a perceived need for training around LD clients and their needs and around how to use resources and existing interventions•Slightly higher confidence in ‘generic’ clinical confidence but low across the board•SIG agreement that results suggest need for awareness training

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The Training Day

Aim of the day•To raise awareness of how to work therapeutically with adults with learning disabilities who are experiencing mental health problems.

Learning Outcomes•Increase understanding about learning disabilities•Develop a range of communication skills•Improve accessibility to Steps 2 & 3 services to people with learning disabilities through using ‘Reasonable Adjustments’ •Consider how to adapt own practice i.e. assessment tools, therapeutic interventions and resources in order to work with client with LD.

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Schedule

1.What is a Learning Disability?

2.Values and beliefs

3.Guest speakers-LD service users experiences

4.Communicative methods and means with IAPT clients

5.Reasonable adjustments

The Training Day

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Training outcomes

Pre- and post- scores across 2 training days by IAPT role

•Individual item means(1=low, 5=high): Pre (n=26) 2.88 – Post (n=35) – 3.715•Wilcoxon matched-pairs analysis (n=29) shows significant increase in post-training confidence scores (p<0.001)

(N 29) Professional Role Pre MeanTotal Score

Pre SD Post Mean Post SD

14 PWP 24.36 10.78 38.29 9.50

6 Counsellor 26.83 9.11 35.50 6.69

4 CBT Therapist 23.25 8.85 28.00 6.38

1 HIT Therapist 30.00 - 42.00 -

3 OT 31.50 2.12 48.00 1.41

2 MHP 41.50 19.10 47.50 9.19

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Training outcomes

Other outcomes

•Increased awareness of LD SIG, role and membership

•‘Top Tips’ leaflets – drawn from attendee contributions to reasonable adjustment ‘workshop’ – versions for therapists and ELSPoA triage staff

•Confidence in training model to continue to provide 1-day training yearly

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Learning Disabilities WebpageDesigned for staff, those with learning disabilities and families/carers. Primary aim of sharing resources from training

Future Directions

Also…Continue to provide awareness training (and to have this recognised as mandatory)

Considering ‘modality specific’ training

Possible MSc research into clinician attitudes towards working with population

Still perception that actual referrals into IAPT are lower than expected – need to investigate and create better links with CLDT’s

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