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There is a move to make primary care models of mental health care more accessible to people with intellectual disabilities (IAPT, 2009) but little evidence of their ability of services to make the necessary reasonable adjustments or their effectiveness (Dodd et al., 2011). The purpose of this paper is to describe a pilot project to evaluate an anxiety management group co-facilitated by Least Intervention First Time (LIFT) Psychology and Community Team for People with Learning Disabilities (CTPLD) services.

Five people attended a nine-week anxiety management group, adapted from a course offered by LIFT services. The Glasgow Anxiety Scale (GAS-ID) and a skills and knowledge assessment were completed pre-group, post-group and follow-up to evaluate outcome and consider the ability of LIFT to make reasonable adjustments to deliver effective services for people with intellectual disabilities.

Participants showed no significant reduction in anxiety levels but improvements in their skills and knowledge. An evaluation of the adjustments to make the group accessible for people with intellectual disabilities identified that some were feasible if offering the group on a long-term basis, and others were not. The viability of future groups is considered.

The paper looks at the viability of making reasonable adjustments to psychoeducational groups within Improving Access to Psychological Therapies services to better meet the needs of people with intellectual disabilities, an area of limited research. It raises dilemmas and considerations for the future development of such services.

In a highly globalized, interconnected and interdependent world, universities can no longer survive in isolation. The educational, research and social actions have an impact on the community where the university works as a change agent to promote society’s fundamental values of democratic participation and social justice. Sustainability education and awareness about social responsibility (SR) are becoming crucial mainly for students, so that they are aware of concepts such as economic prosperity, resource equity, energy sustainability and environmental health concerns (Sengupta, Blessinger, & Yamin, 2019). The SR of a university is to strengthen its ties with the community through promotion of active citizenship, volunteerism and developing a sense of civic and ethical responsibility among students and staff. Universities can have a great influence on achieving social and economic progress of a country as well as protecting the environment and addressing complex issues that plague society. The role of universities is not only restricted to exchange of knowledge but also in playing a leading role as an active member of society. Universities have come out of their isolation to accommodate and be a part of social change by actively engaging in community life and not being confined to only classroom and laboratory activities (Sengupta et al., 2019). This book provides empirical evidence on how universities have considered SRs as their prime focus and have engaged with civil society to enhance their values. Case studies from Indonesia to the United Kingdom enrich the book through their experience, interventions and narrations, which can be replicated in other parts of the world to create a better society and a more sustainable planet.