| Sumario: | Although the mental health needs of people with learning disabilities have historically gone unrecognised, there is now growing acceptance that they experience the same range of mental disorders as the general population (Raghavan 1996). Indeed, it is thought that psychiatric disorder is more common among this group than in the general population (Reid 1995). In the past, the suggestion that people with learning disabilities might experience emotional difficulties or that they might be amenable to learning skills to cope with problems has been ignored (Hollins & Sinason 2000). Behavioural disorders or deviations from usual conduct have either been attributed to the intellectual impairment (diagnostic overshadowing), or thought to be biological in origin (Borthwick-Duffy 1994). As a consequence, the availability of suitable assessment tools and therapeutic interventions for people with a dual diagnosis of learning disability and mental illness has been limited (Raghavan 1998). This has had important implications for their quality of life and the fulfilment of their potential in accordance with the principles of normalisation and O'Brien's accomplishments (Pougher 1997), which seek to promote equality of opportunity and a socially valued role in society (Emerson 1992). This essay will examine one type of affective disorder, depression, and will discuss three main interventions; psychotherapy, pharmacotherapy and electro-convulsive therapy (ECT).
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