Coercion to engage with psychology within a secure LD service_Version1
Research type
Research Study
Full title
A grounded theory of coercion to engage with psychology within a low secure forensic learning disability service.
IRAS ID
272727
Contact name
Grace Johnstone
Contact email
Sponsor organisation
Salomons Institute of Applied Psychology
Duration of Study in the UK
1 years, 9 months, 0 days
Research summary
The study aims to develop a theory of the processes and impact of perceived coercion to engage with psychology within a low secure forensic learning disability setting. Staff and patients will be sampled from a low secure forensic learning disability ward. Semi-structured face-to-face interviews regarding experiences of being offered psychology will be completed. Responses will be coded, interpreted and organised to present a theoretical model.
Individuals within secure forensic mental health (MH) and learning disability (LD) services are generally detained under the Mental Health Act 1983 (amended 2007) (MHA) due to risk posed to themselves or others. They may be legally mandated to comply with certain treatment. In addition to formal compulsion patients may also be subject to informal pressure to engage in treatment. For example, they may be aware that decisions about discharge may be positively impacted by engagement in treatment.
Evidence regarding outcomes of compulsory treatment is mixed (Parhar, Wormith, Derkzen, & Beauregard, 2008). Research explores compulsory medical interventions, rather than psychological interventions. Patients within forensic settings are often reluctant to engage in psychological assessment and intervention. Engagement is often viewed by key decision makers as evidence of risk reduction and is frequently key in care and discharge planning.
Existing theories and research suggest that perceived coercion to engage would be a barrier to positive outcomes from psychological intervention. It is unclear how coercion to engage in psychology within low secure forensic services sits alongside evidence suggesting a relationship between psychological interventions and improved recovery and risk reduction (MacInnes and Masino, 2019). The conditions under which perceived coercion to engage in psychology may be helpful or unhelpful are not known. Individuals with a learning disability (LD) may be more likely to experience coercion (Finlay & Lyons, 2002; Rapley & Antaki, 1996).
The project would add to a sparse body of literature. Increased understanding of experiences of coercion and the processes involved, particularly within a forensic LD setting, could suggest areas for prospective research and develop awareness of the benefits and costs of coercive practice.
REC name
HSC REC A
REC reference
20/NI/0011
Date of REC Opinion
12 Feb 2020
REC opinion
Further Information Favourable Opinion