Electronic versions



  • Ian Smith
    Lancaster University
  • Jaci Huws
  • Kim Appleton
    University of Glasgow
  • Sally-Ann Cooper
    University of Glasgow
  • Dave Dagnan
    Cumbria Partnership NHS Trust
  • Richard Hastings
    University of Warwick
  • Chris Hatton
    Manchester Metropolitan University
  • Robert S.P. Jones
  • Craig Melville
    University of Glasgow
  • Katie Scott
    University of Glasgow
  • Christopher Williams
    University of Glasgow
  • Andrew Jahoda
    University of Glasgow
Health professionals were trained to deliver adapted psychological interventions for depression to people with learning disabilities and depression alongside a supporter. Exploring the delivery of psychological interventions can help increase access to therapy.
Twenty‐seven participants took part in six focus groups, and the data were subject to a Framework Analysis.
The structure and focus of the manualised therapies, and the use of specific techniques were perceived as key to service‐user engagement. Supporters' involvement was valued by therapists if they had a good relationship and regular contact with the individual they supported. Regular clinical supervision was regarded as vital in understanding their role, assessing progress and delivering the interventions.
The findings highlight that health professionals can embrace a focussed therapeutic role and increase access to psychological therapies for people with intellectual disabilities.


  • behavioural activation, depression, guided self-help, intellectual disability, Psychological therapy, psychological therapy training, Supervision, therapist
Original languageEnglish
Pages (from-to)1442-1451
Number of pages10
JournalJournal of Applied Research in Intellectual Disabilities
Issue number6
Early online date7 Apr 2021
Publication statusPublished - Nov 2021

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