jiddt
Abstract : Animal Assisted Therapy in a Special Needs Dental Practice: An Interprofessional Model for Anxiety Reduction
|
|
Abstract: Purpose: Individuals with intellectual and developmental disabilities (IDD) suffer from poor oral hygiene and periodontal disease that may predispose them to systemic diseases. In order to receive dental care, the assistance of a certified registered nurse anesthetist (CRNA) is often needed. The role of the CRNA is to provide sedation to reduce the high level of anxiety demonstrated by many individuals with intellectual disabilities in the dental suite. However, this can become a challenge with patients that are anxious when they arrive. The purpose of this paper is to describe an interprofessional dental team that added a certified therapy dog and handler to reduce anxiety of individuals with IDD when they arrive in the dental suite. Methods: A convenience sample of 30 individuals with intellectual disability seen for dental care in an outpatient setting met with a therapy dog prior to receiving preventative dental care. Comparisons were made between observed anxiety levels and behaviors measured by the ADAMS (anxiety scale) and a researcher-developed behavior tool prior to and after the interaction with the therapy dog. Results: This program suggested that the addition of the therapy dog to the interprofessional team prior to sedation decreased anxiety levels and improved the behavioral outcomes of the individual with intellectual disabilities. Conclusions: The incorporation of a certified therapy dog and handler as part of an interprofessional healthcare team in the dental suite may pay great dividends in improving the compliance and comfort of the individual with intellectual and developmental disabilities during dental care visits. Keywords: Interprofessional practice, Healthcare teams, Collaboration, Intellectual Disability, Animal Assisted Therapy, Dental Care.Download Full Article |
Abstract : Integrative Therapy Focused on Trauma for People with Intellectual Disability (TIT-ID): A Therapeutic Answer to Abuse and Intellectual Disability Experience in the Individual and the Family
|
|
Abstract: Persons with Intellectual Disabilities (ID) have ten times more risk of suffering abuse than persons without ID. When somebody is born with ID, his/her story is printed by trauma of ID (primary trauma). If we add the trauma from disability to the trauma from abuse (secondary trauma), we find very vulnerable population with a high probability of being re-victimised. Victim Support Unit for Persons with Intellectual Disability (UAVDI) proposes an Integrative Therapy focused on Trauma for people with ID (TIT-ID). This therapy is focused on trauma, including the victim and their families and professionals, through different approaches. It intervenes from individual pathoplasty, taking into account side effects caused by abuse. It also works from a systemic perspective of the primary trauma due to ID and primary grief in the individual and his family. It includes a person-centre intervention with attachment theory and organised through phases from theory of structural dissociation. It is very important to do a rigorous analysis of variables involved in the impact of grief (primary trauma) and later in the impact of abuse experience (secondary trauma). The goals of therapy will be planned according to the individual diagnosis. The cross-cutting objectives are the establishment of consistent links to enable the person to restore their feelings of security and sense of self-worth, and also the development of a resilient personality. Keywords: Intellectual disabilities, abuse, trauma, PTSD, attachment, systemic approach, Integrative Therapy.Download Full Article |
Abstract : Evaluating the Impact of Providing Training for Direct Care Staff in how to Provide an Emotionally Nurturing Environment for People with Intellectual Disability and Complex Needs
|
|
Abstract: The service is providing supported living for a number of people, male and female, age 21 to 55, who all have intellectual disability and a range of extra needs. These include physical disability, communication difficulties, trauma related personality difficulties, self-harming behaviour and aggression towards others. They are all perceived to have emotional developmental needs, all having suffered traumatic experiences in early childhood, causing developmental delay. All have difficulties with relationships associated with attachment disorders. All direct support staff are trained in models of emotional development and how to assess the emotional level, which leads to identifying the needs. Managers of services are alto trained to support the staff to provide the level of support needed, and to understand the systemic effects of trauma so as to be able to provide trauma-informed-care. The training, supervision, support and individual therapy for clients, where needed, is provided by psychologists and psychotherapists trained in Disability Psychotherapy. The comprehensive approach allows people with very complex and distressed behaviour to live in ordinary housing in the community. Data is provided on 10 people, the history, the initial problem behaviour and the present position after being provided with the emotionally nurturing environment. Keywords: Intellectual Disability, Staff Training, Attachment disorders, Psychotherapy, Complex Behaviour.Download Full Article |
Abstract : Beliefs Toward Social and Cognitive Competences in People with Down Syndrome
|
|
Abstract: The inclusion of a person with intellectual disability, such as Down Syndrome (DS), depends not only on the skills of the person himself, but also on the attitude that other persons have to him. Most of the studies that focused on the attitude towards people with DS did not thoroughly investigate the beliefs on the competences of people with DS. Our aim is to identify the commonly held beliefs towards the social and cognitive competences of people with DS. Specifically, we want to verify if there are any differences among the beliefs held by parents of Typical Development (TD) children, parents of people with DS and people without children. A second aim is to evaluate a possible association between the level of knowledge about the Syndrome and related positive beliefs.363 subjects from 18 to 70 years old (M = 37.56; S.D. = 14.73) were recruited. The sample was divided in three different groups: 1) subjects with TD children; 2) subjects with DS children and 3) subjects without children. An ad hoc self-report questionnaire was administered. Results show that people with Down Syndrome are considered more competent in terms of motor skills, but less competent in social skills. The level of knowledge of the Syndrome correlates positively with beliefs in all competences. There are differences in beliefs between the three groups: parents with DS children have more positive beliefs about all skills, especially as regards the socialization. Knowing the beliefs on the skills of DS people can be very useful, in order to improve inclusiveness of those with DS. Keywords: Down Syndrome, Intellectual Disabilities, Attitudes and Beliefs, Social Competences, Cognitive Skills, Inclusiveness.Download Full Article |
