McKennon, A., Fox, S., Reynolds, P., & Theodore, K. (2022)

Young people with learning needs are often unrecognised as needing support with learning and are at an increased risk of engaging in antisocial behaviour (Emerson et al, 2011). Multisystemic Therapy (MST) is an effective systemic intervention for young people engaging in anti-social behaviour (Butler et al, 2011). Qualitative grounded theory methodology explored young people, caregivers’, and therapists’ experiences of MST where the young person or caregiver has learning needs, to understand the mechanisms and barriers of engagement and change. Semi-structured interviews were conducted with ten participants: two young people, three caregivers, and five therapists. Seven theoretical codes were developed: families’ relationship to help, routes to engagement, empowering families, improving family functioning, mobilising the wider ecology, adapting communication, and adapting timings. Adapting communication and timings were found to be unique adjustments for families with learning needs that were implemented in standard MST. Recommendations for further research and clinical practice are made.