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Policy in the UK and many other countries states that mainstream mental health services should be accessible to people with intellectual disabilities (ID). The purpose of this paper is to systematically review training and development needs assessments and delivered training and development for professionals working in mainstream mental health services who may work with people with IQ.

A systematic search of four databases (Web of Science; PsychInfo; PubMed; CINAHL) over the period of 2011–2023 was used. Papers were included if they described training or development delivered to, or specific training or development needs analyses of, mainstream qualified staff to support working with adults who have an ID.

Two papers were found that described training and development initiatives and six that described training and development needs analysis, five of these papers originated from Australia and were part of the development of a comprehensive workforce competency framework.

Training and development approaches for mainstream mental health services to facilitate the support of people with IQ should be systematically developed and trialled.

To the best of the authors’ knowledge, this is the first study to review training and training needs analysis in this area since 2012. The review finds only a small number of papers in what is an important area for service development.

In this paper the MOPIT system for the simulation of devices and manufacturing processes is presented. The MOPIT system is meant for the simulation of the following semiconductor processing : ion implantation of impurities , diffusion , radiation enhanced diffusion , thermal oxidation of silicon , molecular‐beam epitaxy, plasma‐chemical etching and deposition, cross‐sectional profile evolution of trench in plasma‐etching and deposition; as well as the following devices: MOS‐structures , high‐voltage diode, element of memory, charge accumulation in a sub‐gate dielectric.

The purpose of this paper is to provide a detailed description of an adapted Eye-Movement Desensitisation and Reprocessing (EMDR) intervention in the treatment of chronic Post-Traumatic Stress Disorder (PTSD) in an individual with moderate-severe Intellectual Disability (ID), blindness, and Mucopolysaccharidosis Hunters Syndrome.

A case study reporting on the implementation of an eight phase EMDR approach adapted for intellectual and sensory requirements. The intervention involved a series of preparatory meetings and four sessions of EMDR.

The intervention was successful in ameliorating most symptoms attributed to a PTSD presentation.

The availability of the full breadth of treatment options for PTSD as indicated in National Institute for Health and Care Excellence (2005) is questionable in clinical practice with individuals with ID. Appropriate investment in research determining the most efficacious interventions for this clinical population is required.

This case study addresses issues of complexity in respect of the assessment and treatment of trauma in an ID population. It raises a number of important social/research questions in addition to providing a high level of detail in regard to the adaptations required to deliver EMDR for a complex individual whilst retaining fidelity to the standard treatment model.

The purpose of this paper is to examine the effectiveness of the Transformers programme on individual's use of appropriate emotion regulation strategies.

Five people with an intellectual disability participated in the Transformers programme and took part in the current study. The intervention was evaluated using the Profile of Anger Coping Skills (PACS) and incident reports. The PACS was completed by participants and their caregivers.

The majority of participants demonstrated increases in self- and caregiver-reported use of appropriate emotion regulation strategies following their involvement in the Transformers programme. However, treatment gains were not always maintained at follow-up. Three of the participants also exhibited fewer incidents of challenging behaviour after taking part in the programme.

Overall, the results provide preliminary support for the continued use of the Transformers programme with people with an intellectual disability who have emotion regulation difficulties. It is recommended that further research be carried out with a larger sample size, a control group, and a longer follow-up period.

There is an increasingly active area of research indicating that interventions incorporating mindfulness can be beneficial for individuals distressed by experiences of psychosis. However, there is little qualitative information regarding clients' experiences of mindfulness groups. This paper aims to fill this gap.

To explore the subjective experience of mindfulness groups for people experiencing distressing psychosis. Three participants, who had attended a mindfulness for psychosis group, were interviewed and data were analysed using Interpretative Phenomenological Analysis.

Four main themes were identified: “experiencing distress”, “group as beneficial”, “mindfulness as beneficial”, and “mindfulness groups as part of the process of recovery”.

The mindfulness groups appeared to support participants' journeys of recovery through: promoting choice and control in relating differently to distress; providing space to socially construct shared meanings; and enhancing a sense of agency in “moving on”.

The principles of mindfulness have been increasingly applied in medical education for stress reduction. One of the most often used measures for mindfulness research is the Mindful Attention Awareness Scale (MAAS). The purpose of this paper is to determine the factor structure, and investigate its reliability and validity in a sample of multi-ethnic medical students in Malaysia.

In total, 590 medical students were involved in the study. After minor modification of the MAAS, a test battery including sociodemographic information, the MAAS, Subjective Happiness Scale (SHS), Satisfaction with Life Scale (SWLS), Five-facet Mindfulness Questionnaire (FFMQ), Depression, Anxiety and Stress Scale (DASS), and Perceived Stress Scale (PSS) was administered to the participants.

Exploratory and confirmatory factor analyses supported a one-dimensional factor structure of the MAAS. Cronbach’s α coefficient of the scale was 0.92 and in a sub-sample (n=118), it showed satisfactory temporal stability in two weeks period. There were significant positive correlations with SHS, SWLS, and four subscales of FFMQ scores (convergent validity); and negative correlations (discriminant validity) with the DASS and PSS scores (p<0.05). In another sub-sample (n=52) who participated in a four-week mindfulness-based intervention, the scale showed significant change in scores (p=0.002).

The study provided preliminary results supporting the use of the MAAS as a valid, reliable and stable factor structure of mindfulness measure among medical students in Malaysia.

Psychosocial interventions are a core part of the service structures of mainstream mental health services. Research and clinical services for people with learning disabilities have often adopted a broadly psychosocial perspective. However, there is surprisingly little literature that considers psychosocial intervention for people with learning disabilities who have mental health problems. This paper describes the structure of psychosocial intervention and then considers the evidence base that is available to develop this approach for people with learning disabilities and mental health problems.

Drawing from the conservation of resource theory and the job demands-resources model, this study examines the bi-directional conflicts of work and family during COVID-19, and investigates the online teaching work-related antecedents and the mechanism shaping emotional exhaustion of teachers in Taiwan. Moreover, this study explores mindfulness in teaching as a possible moderator.

Data for analysis were collected from elementary school teachers via an online survey using a questionnaire comprising well-developed scales. The hypotheses were validated using structural equation modeling.

Results show that only family interfering with work conflict mediates the positive relationship of online teaching job demand with emotional exhaustion and negative relationship of online teaching job resource with emotional exhaustion. Results also evidence that mindfulness practiced by teachers can help them perceive their own feelings and thoughts non-judgmentally in face of job demands.

With the growing work-from-home trend, the current study revisits the impact of work demands and resources on work-family conflict, and examines whether Taiwanese teachers' perception towards online teaching would lead to different observations. The path that JD→WIF conflict→EE is well established in the literature, while COVID-19 brings to light another path JD→FIW conflict→EE, revealing insight into teachers' cognition and plight during the pandemic.

A biopsychosocial case formulation is an important tool for understanding complexity and guiding treatment for people with intellectual disabilities. It has been suggested that formulation meetings develop staff understanding of individuals they support. This study aims to explore the change processes that occur as a result of professional team formulation meetings, and the mechanisms that facilitate and hinder these events.

Eight clinicians who took part in multi-disciplinary team-based formulations in an inpatient mental health service for adults with intellectual disabilities were interviewed. Interviews were examined using thematic analysis.

The key themes identified were: “gaining information”, “altered thoughts” and “focused goals”. These themes were supported by “collaborative working” and “time for reflection” and were hindered by “poor communication and interaction” and inconsistent “staff attendance”.

Multi-disciplinary team formulation meetings may have a number of change processes that affect staff knowledge and perception of the people that they support. The facilitation of these processes should be a focus for further development.

There is increasing use of cognitive therapy with people with learning disabilities. This paper gives a detailed description of a clinically useful assessment approach that gives the therapist information that can be used to identify the appropriate approach to therapy.