Resource Buddy: developing an online resource to support mindfulness-based interventions for people with learning disabilities
evidence and practice    

Resource Buddy: developing an online resource to support mindfulness-based interventions for people with learning disabilities

John-Marc Comperat Nursing student, University of South Wales, Pontypridd, Wales
Nicky Genders Head of school, University of South Wales, Pontypridd, Wales

Mindfulness is increasingly being recognised as an effective therapeutic intervention for people with a range of health problems and has been adopted in various clinical fields, such as chronic pain management and diabetes care. There is also emerging evidence of its implementation and efficacy in psychological and mental health interventions but, until recently, people with learning disabilities have been overlooked or excluded from psychological therapies. Many authors have worked hard to reverse this exclusion however, acknowledging that people with learning disabilities experience emotional distress and should have the same, if not more, support and interventions as people without such disabilities.

This article explores mindfulness-based interventions for people with learning disabilities, and describes the development of an online resource that aims to support this population and their carers. The article examines potential barriers to accessing psychological therapies for people with learning disabilities, and the role of nurses in supporting the engagement of people with learning disabilities who wish to adopt a mindfulness approach.

Learning Disability Practice. doi: 10.7748/ldp.2019.e1992

Peer review

This article has been subject to external double-blind peer review and has been checked for plagiarism using automated software

Correspondence

nicky.genders@southwales.ac.uk

Conflict of interest

None declared

Comperat J, Genders N (2019) Resource Buddy: developing an online resource to support mindfulness-based interventions for people with learning disabilities. Learning Disability Practice. doi: 10.7748/ldp.2019.e1992

Published online: 23 September 2019