Accessibility, efficiency and effectiveness in psychological services for adults with learning disabilities

Abstract

It is widely acknowledged that there is a significant gap between the demand for psychological therapy services and the supply (Bower & Gilbody, 2005). It is also well‐known that the health needs of people with learning disabilities are typically greater than those of the rest of the population, and that they are more likely to experience mental health problems and psychological distress (Lindsey, 2002). Difficulties in accessing psychological therapy services and long waiting times have been commonplace in recent years (Richards et al, 2003). Current moves towards modernising the NHS have led to increased accountability and competition between health providers, and many providers of psychological services have tried to increase their accessibility, effectiveness and efficiency. Adaptations to referral pathways and service delivery models in psychological care services have made changes to how clients access services and the input they receive. Accessible services, employing collaborative and stepped care models, have been identified as effective in delivering services in ways which best meet the needs of individuals and maximise the efficient use of resources (Bower & Gilbody, 2005). In our local psychology service for adults with learning disabilities, we have attempted to develop service delivery strategies and modernise referral routes so that services can be delivered which better meet the needs of our client group by optimising accessibility, efficiency and effectiveness.