A Case Study Demonstrating the Effectiveness of an Adapted-DBT Program Upon Increasing Adaptive Emotion Management Skills, With an Individual Diagnosed With Mild Learning Disability and Emotionally Unstable Personality Disorder. Issue 1 (1st January 2017)

• Record Type: Journal Article
• Authors: Ashworth, Sarah; Mooney, Paul; Tully, Ruth J.
• Is Part Of: Journal of Forensic Psychology Research and Practice. Volume 17:Issue 1(2017)
• Page Start: 38
• Page End: 60
• Publication Date: 2017-01-01
• Subjects: Adapted-DBT -- I can feel good -- intellectual disability -- learning disability; Forensic psychology -- Research -- Periodicals; 614.15
• DOI: 10.1080/15228932.2017.1251098
• Languages: English
• ISSNs: 2473-2850

Abstract

ABSTRACT: The effectiveness of an adapted-DBT (dialectical behavioral therapy) program upon adaptive emotion management is reviewed. This case study focuses upon a male forensic inpatient diagnosed with mild learning disabilities and emotionally unstable personality disorder who presented with behavioral difficulties including self-harm and aggression. Following development of a psychological formulation, informed by an initial psychological assessment process, the client was referred for the "I Can Feel Good" program (Ingamells & Morrissey, 2014), which is designed to reduce difficulties managing emotions and resulting problematic behaviors. This was in addition to supplementary individual sessions designed to support and reinforce skills developed within the group. The effectiveness of this intervention was assessed using a combination of approaches including a range of self- and staff-report psychometrics and observational data. Findings demonstrated an effect upon some secondary treatment targets (namely an increase in use of mindfulness techniques and adaptive coping strategies) but no overall reduction of the primary treatment target of emotional management or associated emotional and psychological problems. Reflection upon the initial formulation in light of findings is discussed. Methodological difficulties and issues of evaluation are reviewed. Future adaptation of the "I Can Feel Good" program is considered.