Dedication. Acknowledgements. Foreword by Val Crowley, Consultant Clinical Psychologist and CAT Psychotherapist. Part 1: Overview of Cognitive Analytic Therapy and People with Learning Disabilities. 1: Introduction. Julie Lloyd, Clinical Psychologist and Cognitive Analytic Therapist and Steve Potter, Psychotherapist, Coach, Trainer and Supervisor. 2. The Adaptation and Adoption of Tools in CAT for People who have a Learning Disability and their Carers. Philip Clayton, Cognitive Analytic Psychotherapist. 3. How CAT is being used in Services for People with Learning Disabilities. Julie Lloyd and Hilary Brown, Professor of Social Care, Canterbury Christ Church University, UK and Cognitive Analytic Psychotherapist. 4. Formulating and Working Therapeutically with the Concept of Learning Disability in the CAT Model. Jo Varela, CAT Practitioner and Consultant Clinical Psychologist. 5. Relational Intelligence. Steve Potter and Julie Lloyd. 6. The Helper's Dance. Steve Potter. 7. What Aspects of Intelligence are Needed to Understand the Concept of Reciprocal Roles? Julie Lloyd. Section 2 Using Cognitive Analytic Therapy in the Community. 8. The Problems of Caring and Being Cared For (or how to get your shoelaces tied for you). David Wilberforce, Lecturer at the University of Hull and the University of York, UK, and therapist and trainer in private practice. 9. Using CAT in a Systemic Context with Staff Teams: Reflections on the Process of Facilitating an Intervention. Helen Elford, Clinical Psychologist and Zoe Ball, Chartered Clinical Psychologist. 10. CAT and Behaviours that Challenge. Jo Varela. 11. Heroic or Stoic: Why do we try so hard, or give up so easily, in helping with severe autism? Julie Lloyd and Steve Potter. 12. What is the 2005 Mental Capacity Act and how can CAT help us to make sense of the decision-making process at its heart? Hilary Brown and Julie Lloyd. Section 3: Using Cognitive Analytic Therapy in Forensic Settings. 13. Behind the Mask: A Case Study of using CAT with a Woman with Learning Disabilities who Suffered Domestic Violence. Michelle Anwyl, CAT practitioner and Pamela Mount, Clinical Nurse Specialist, Psychological Treatment Service, North West Forensic Learning Disability Service. 14. CAT Integrated into a Therapeutic Community Approach. Philip Clayton and Simon Crowther, Clinical Psychologist. 15. A Group Approach: The Brooklands Offender Relationship Treatment Programme. Nicola Murphy, Senior Clinical Psychologist and Cognitive Analytic Therapist. 16. The Application of CAT both Therapeutically for Personality Disorder and Offending Behaviour, and Contextually within a Secure Service. Nicola Murphy. 17. CAT in Forensic Learning Disability Settings. Perry Morrison, Consultant Lead Clinical Psychologist, Forensic Learning Disability Service, Southern Health Foundation Trust. Afterword. Val Crowley, Phil Clayton, Julie Lloyd and David Wilberforce. The Editors. The Contributors. Glossary. Appendix I: The Psychotherapy File. Appendix II: The Psychotherapy File. Appendix III: The Psychotherapy File Adapted for People with Learning Disabilities. Appendix IV: Personality Structure Questionnaire. Appendix V: 1:1 CAT Care Plan with Nursing Staff. References. Index.
A complete introduction to using CAT when working with people with intellectual disabilities
Julie Lloyd qualified as a Clinical Psychologist in 1983 and has specialised in working with people with intellectual disabilities for nearly 30 years. She is a Cognitive Analytic Therapist and co-editor of 'Reformulation', the journal of the Association of Cognitive Analytic Therapy (ACAT). She is employed at Surrey and Borders Partnership NHS in a community learning disability team and at Southern Health NHS Trust in a psychiatric intensive care hospital unit. Philip Clayton qualified as a nurse in intellectual disabilities and mental health over 30 years ago. He is now a Cognitive Analytic Psychotherapist and specialises in working with offenders with intellectual disabilities at Calderstones Partnership NHS Foundation Trust in Lancashire.
[This book] dissolve a division and steps into an unexpected richness where expressions labelled as 'difference' or 'disability' are witnessed compassionately, and looked at with shared curiosity and equality... It is moving as well as practical and engaging, and offers clear practical adaptations of CAT's working structure with many case illustrations and descriptions of adaptations of the CAT tools... I recommend all CAT therapists and other therapists to read this book. -- CAT, by Elizabeth Wilde McCormick, Psychotherapist and author * Journal of Association of Cognitive Analytic Therapy * The phrase 'I don't have the words' is often heard in therapy sessions as the therapist tries to attune to the client and their needs... Thus, the adapted tools of CAT can be helpful for any situation where the client and therapist are struggling to begin a conversation... This book has been long awaited and now the client's voice is beginning to be heard as the conversations commence. I can wholeheartedly recommend this book to anyone who seeks to learn more about CAT and how it can be used wherever words cannot be found or the conversation is faltering. -- from the foreword by Val Crowley, Consultant Psychologist and CAT Psychotherapist During the last thirty years we have witnessed a major change in provision of the psychological therapies for people who have intellectual disabilities (ID). Cognitive Analytic Therapy (CAT) became part of this process about fifteen years ago but very little has been published on it that was accessible to practitioners, families and service users. At last we have a detailed and accessible book which provides accounts of the development and use of CAT and guidance on its use with people who have intellectual disabilities. This book will inspire those who want to work therapeutically with people who have ID. It will open new doors as it will help to expand training and provision of therapists. It will demystify what CAT is and show how, with creativity, it can be made accessible to people who have ID and similar difficulties in a range of contexts. -- Professor Nigel Beail, South West Yorkshire Partnership NHS Foundation Trust & University of Sheffield, UK