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Personnel concerned with training, certainly in the early years of employment, especially when connected with a firm operating on a small scale, tend to find themselves involved with issues peculiar to their own industry and closely related to their own company. The wider issues of technical education are studied in the Further Education Teachers' Certificate course, available in many technical colleges up and down the country. This City and Guilds course (no 730) has recently developed in various directions which could be of considerable interest to industrial training staff.

Literature on trauma and post‐traumatic stress disorder (PTSD) has neglected the needs of people with intellectual disability, particularly those in forensic settings. The National Centre for High Secure Learning Disability Services at Rampton Hospital conducted a service evaluation on aspects of trauma experience and post‐trauma symptoms in the current population. File information and self‐reports indicated that most individuals had experienced a great deal of lifetime trauma, typically multiple types of abuse. A high rate of potentially trauma‐related symptoms was noted in files. However, file records of potentially traumatic events, including abuse, were often lacking in detail. There was limited information about the events themselves, and there was no information to suggest that any trauma‐specific assessments had been used to measure trauma exposure or symptoms. PTSD as a diagnosis was rarely considered, and there was little consideration of trauma‐specific interventions. While some individuals said that their experiences had resulted in a lot of distress, others could not talk about the past at all. This paper discusses the problem of assessing past trauma and response in a forensic intellectual disability population, and future directions for practice in forensic services. The service under study plans to address the needs of patients who have experienced trauma and abuse by conducting routine structured assessments, offering adapted evidence‐based psychological interventions where appropriate, and providing trauma‐specific education for staff to promote a compassionate approach.

There is over‐use of psychotropic medication with people with intellectual disabilities. Many of these individuals do not have the capacity to understand and retain the relevant information about the use and effectiveness of medication. Professionals and health care practitioners need to be fully aware of the ethical and legal issues in the use and administration of psychotropic medication.

Individual psychodynamic psychotherapy for people with learning disabilities has been more available since the 1980s, with numerous case studies and reports of effectiveness, yet little is know about the history of psychodynamic psychotherapy. This paper is a historical account of the international development of psychodynamic psychotherapy for people with learning disabilities. It discusses some of the clinicians' case reports, views and conclusions. It is important that, as therapists, we continue to learn and develop. This is a story of ‘opportunities lost’. Although a number of therapists were well‐placed to develop psychotherapy as a valuable treatment option, it did not happen. The paper discusses the reasons, ranging from widespread therapeutic pessimism to inability in the therapist to process the ‘disability transference’. It outlines the various British contributions before and since the ground‐breaking and well‐known work of Valerie Sinason, whose 1992 book is still the most influential contribution. Psychodynamic psychotherapy has developed more of a tradition than other therapy approaches in this field, but there is still only sparse literature on and recognition of this work.

The effects of organisational change on a medium secure ward for women with developmental disabilities are examined. Intervention followed the BAITS model (Milne et al, 2003) in focusing on behavioural analysis, intervention, training and support as a way of amalgamating psychological perspectives to address problems and promote positive attitude change. The positive benefits of this programme are described in terms of pre‐ and post‐changes in the perceived work environment, job satisfaction and burn‐out, and levels of disturbed behaviour. The implications of these findings are discussed in terms of promoting positive evidence‐based practices in secure developmental disability services.

A contemporary review of the psychometric properties of the Buss‐Perry Aggression Questionnaire was undertaken to assess its suitability for an alcohol dependent population. Three criteria were used to try to achieve this: factor analysis; internal consistency reliability; and test‐retest reliability. Factor analysis revealed that its structure is remarkably consistent in a number of populations. Internal consistency reliability and test‐retest reliability results scores proved to be mainly above the recommended threshold. A conclusion was reached regarding these results that the Buss‐Perry Aggression Questionnaire is an effective screening tool for aggression in an alcohol dependent population.

This paper provides a critique of the current diagnostic and therapeutic orthodoxy in relation to the concept of depression. It argues that there are substantial problems with the conceptual validity of the diagnosis, and that both empirical and moral objections can be raised to the current preference for a therapeutic response. It makes the case for an alternative that conceptualises misery, distress and sadness as existential states arising in particular social and biographical contexts. Its central argument is that the varieties of determinism that underpin the diagnostic and therapeutic discourse obscure important aspects of human agency and diminish options for its expression in the life world of the people receiving the diagnosis of ‘depression’. On this basis the focus of interest for health workers becomes the ability, working with patients, to discover dignity, meaning and purpose in the midst of suffering and distress.