An Evaluation of an ACT and PBS Group for Parents and Education Staff of Children and Young People With an Intellectual Disability
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 37
- 试验地点
- 2
- 主要终点
- Depression Anxiety and Stress Scale 21 item (DASS-21)
研究概览
简要总结
Parents and education staff who work with children with intellectual disabilities (ID) are known to be at a higher risk of experiencing psychological distress. This study evaluates whether a therapeutic group for parents and education staff who work with children with ID is effective in reducing psychological distress and if so, how it does this and who it works for. The group will include two components: an Acceptance and Commitment Therapy (ACT) section and a section about positive behaviour support (PBS). ACT is a psychological therapy, the aim of which is to help people to live their lives based on what matters to them, whilst learning new ways of managing difficult thoughts and feelings.
The PBS section aims to help participants to learn how to use positive strategies to reduce challenging behaviour. Both interventions have been shown to be effective on their own, but this study will examine if combining the two is helpful. Parents of children with ID and education staff who work closely with children with ID attending chosen schools or learning disability child and adolescent mental health services in NHS Lothian will be invited to participate in the study. The group will take place on three half days. Participants will complete questionnaires on the first and last day of the group and six weeks after it has finished. The questionnaires will be about psychological distress, confidence in caring for children with ID and seeing if the group changed how they cope with thoughts and feelings. Participants will also be invited to a focus group, which will think about if the intervention was helpful, and if so how it helped. If the group is effective, the investigators would hope to research the intervention in more depth with the aim of it being offered more widely in the future.
详细描述
Study Design
The study has a mixed methods design. The mixed methods approach allows the utilisation both quantitative and qualitative approaches to gain a greater level of detail than either one methodology would allow for individually, and for the results to support a firmer conclusion if the differing methodologies corroborate each other.
Protocol
The Learning Disability Child and Adolescent Mental Health Service (LD-CAMHS) service in NHS Lothian (National Health Service board located in Scotland) and schools for children with special educational needs in the City of Edinburgh Council area will be invited to participate in the study. Senior education staff (Headteachers or Deputy Headteachers) and LD-CAMHS clinicians will be asked to identify potential participants based on the study inclusion and exclusion criteria. They will then be asked to provide potential participants with the participant information sheet and discuss this with them, inviting potential participants to ask any questions that they may have. LD-CAMHS clinicians and education staff are suitable for this role as they are likely to be aware of children's diagnoses and whether the family have reported that their child presents with challenging behaviour, or aware of education staff's role and length of their remaining contract. Examples and a definition of challenging behaviour will be provided as a general guide to support the identification of participants. Interested potential participants will be given a minimum of 24 hours to consider whether they want to participate.
If interested in taking part, participants will be asked to complete and return a contact details form to their LD-CAMHS clinician or to senior education staff. The research team will contact the clinicians and senior education staff at agreed time intervals (e.g. once a week) to see if there are forms to be collected. In the contact details form, participants will be asked to indicate what time of day suits them best to be contacted. Participants will then receive a telephone call from the researcher to answer any questions they may have and to discuss their availability to attend the ACT and PBS group (e.g. would during or after school hours be preferable, are there certain days of the week that would suit them best, would location be a barrier).
研究设计
- 研究类型
- Interventional
- 分配方式
- Na
- 干预模型
- Single Group
- 主要目的
- Treatment
- 盲法
- None
入排标准
- 年龄范围
- 18 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •Parent or Guardian of a Child aged 5-18 with a diagnosis of an Intellectual Disability/Learning Disability and experience of challenging behaviour.
- •OR an employee working in a school for children with additional support needs, directly working with children with diagnosed Intellectual/Learning Disabilities.
- •Must speak English fluently.
- •Must be able to provide informed consent.
排除标准
- •Temporary staff members (contract remaining of less than six months).
- •Parents or Education Staff aged less than 18 years old.
- •Parents or Education staff that have a diagnosis of an ID, such that they would not be able to understand the group materials or questionnaires and complete them independently.
- •Individuals who are not able to provide informed consent.
研究组 & 干预措施
ACT and PBS group workshop
The intervention in this study is an Acceptance and Commitment Therapy (ACT) and Positive Behaviour Support (PBS) group workshop for parents and education staff of children with intellectual disabilities.
干预措施: ACT and PBS group workshop (Other)
结局指标
主要结局
Depression Anxiety and Stress Scale 21 item (DASS-21)
时间窗: Pre-intervention (day 1, immediately before first group session), Post-intervention (at two weeks, day 15, at the end of the third group session) and at a six-week follow up (before the focus group).
The DASS-21 is a 21 item outcome measure of psychological distress, and as such can measure change in psychological distress when multiple measurements are taken. The DASS-21 has three subscales of depression (range 0-21), anxiety (range 0-20) and stress (range 0-21), where higher scores are indicative of higher levels of psychological distress. The scores are multiplied by two to be comparable to the longer form of this measure, the DASS-42.
次要结局
- Comprehensive Assessment of Acceptance and Commitment Therapy Processes (ComPACT)(Pre-intervention (day 1, immediately before first group session), Post-intervention (at two weeks, day 15, at the end of the third group session) and at a six-week follow up (before the focus group).)
- Challenging Behaviour Self-Efficacy Scale (CBSES)(Pre-intervention (day 1, immediately before first group session), Post-intervention (at two weeks, day 15, at the end of the third group session) and at a six-week follow up (before the focus group).)
- Copenhagen Burnout Inventory (CBI)(Pre-intervention (day 1, immediately before first group session), Post-intervention (at two weeks, day 15, at the end of the third group session) and at a six-week follow up (before the focus group).)