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Workforce development and challenging behaviour: training staff to treat, to manage or to cope?
- Author:
- CAMPBELL Martin
- Journal article citation:
- Journal of Intellectual Disabilities, 14(3), September 2010, pp.185-196.
- Publisher:
- Sage
- Place of publication:
- London
The workforce development strategies and workforce development frameworks in the United Kingdom are in a period of transition. They are designed to produce a competent, confident workforce delivering high-quality, person-centred care services. Staff working directly with adults’ challenging behaviours in learning disability services not only need to excel at what they do, but also need to want to do the job. However, a theory-practice gap exists between what is known about effective, evidence-based approaches and whether and how these are used in person-centred community services. Many frontline staff working with people with the most serious challenging behaviours do not have the skills to implement programmes to change behaviour. This discussion article reviews workforce development in the context of clinical and service guidelines and asks whether the legitimate purview of frontline staff is treating challenging behaviour, managing it or simply coping with it on a daily basis, whilst maintaining the best quality of life possible for service users.
Staff training and challenging behaviour: who needs it?
- Author:
- CAMPBELL Martin
- Journal article citation:
- Journal of Intellectual Disabilities, 11(2), June 2007, pp.143-156.
- Publisher:
- Sage
- Place of publication:
- London
Staff working directly with people who have challenging behaviour in learning disability services need to be D good at what they do. These staff are trained by their employers to manage and to treat challenging behaviours and to improve the quality of life of people in their care. While such training is generally well evaluated by care staff, there is limited evidence that training alone changes poor attitudes or improves staff performance. Training has not been linked to quality of outcomes for service users. From research on treating challenging behaviour, achieving maintenance of behavioural gains after treatment has been discontinued is the exception rather than the rule. Can the same be said for maintaining gains achieved through staff training in the area of challenging behaviour? This discussion article reviews the value of training for staff working with people with challenging behaviour.
Impact of training on cognitive representation of challenging behaviour in staff working with adults with intellectual disabilities
- Authors:
- CAMPBELL Martin, HOGG James
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 21(6), November 2008, pp.561-574.
- Publisher:
- Wiley
Cognitive representations of challenging behaviour among staff may influence therapeutic outcomes. This study looked at how cognitive dimensions of Identity, Cause, Consequences, Emotional Reaction and Treatment/Control are affected by training. A theoretically derived questionnaire was used to measure the impact of an accredited training course. There were two experimental designs: a longitudinal design using participants as their own controls for repeated measures, and a comparative subjects design. All participants were staff working in statutory and voluntary care services. The experimental group outperformed the two control groups by more than would be expected, on the basis of pre-testing, on two of the five dimension measures, Cause and Treatment/Control. It is important to evaluate outcomes of staff training that seeks to improve staff interactions in line with evidence-based practice. Changes in staff cognitive representation of challenging behaviour, as a result of training may be multi-dimensional.