Attachment and learning disability: A theoretical review informing three clinical interventions
Abstract
Attachment theory makes sense of 2 phenomena observed in some people with learning disabilities: it provides a reason for their limited exploration of the world and it explains discontinuities in the pattern and intensity of their expressions of anger. Applying this framework to 3 enmeshed relationships occurring between an adult with learning disabilities and a member of care staff achieved at least partial resolution of their problems. All of the interventions yielded significant client change in 3 areas: reduction in anger and distress; increased exploration of physical and intellectual environments; and an increase in the range of people to whom the client relates. The following sequence of priorities for intervention are proposed for guidance: working with ambivalent carers, building a secure base, and enabling emotional development within the setting. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Date
1995
Type
Article
Subject
Behaviour, Intellectual disability, Health personnel, Caregivers
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Citation
Clegg, J. A. & Lansdall-Welfare, R. (1995). Attachment and learning disability: A theoretical review informing three clinical interventions. Journal of Intellectual Disability Research, 39 (4), pp.295-305.