Search results for ‘Subject term:"challenging behaviour"’ Sort:
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The use of therapeutic untruths by staff supporting people with an intellectual disability who display behaviours that challenge
- Authors:
- MCKENZIE Karen, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 34(1), 2021, pp.28-35.
- Publisher:
- Wiley
Background: Therapeutic untruths (TU) are used in dementia services to de‐escalate distressing situations. The present authors explored the use of TU by care staff supporting people with an intellectual disability who displayed behaviours that challenged. Method: Data were collected from 126 staff (female = 72.2%; mean age = 41.9 years, SD = 10.7) via an online survey in relation to three areas: responses to three scenarios, reported use of different forms of TU and ratings of perceived effectiveness of, and level of comfort using, each type. Results: 96% of participants reported using TU themselves and observing their colleagues doing likewise. Models that included perceived effectiveness of, and level of staff comfort with using, different TU were significant, although only perceived effectiveness significantly independently contributed to the model. Conclusion: The use of TU was common, with levels consistent with those found in dementia services. The limitations and implications of the findings are discussed. (Edited publisher abstract)
Guidelines on using dolls
- Authors:
- MacKENZIE Lorna, WOOD-MITCHELL Amy, JAMES Ian
- Journal article citation:
- Journal of Dementia Care, 15(1), January 2007, pp.26-27.
- Publisher:
- Hawker
The authors present guidance on doll use in dementia care settings based on their experiences.
“I don’t wanna be mad and sad”: using individual systemic therapy to help manage anger and low mood in an adult with a learning disability
- Author:
- BIRDSEY Nicola
- Journal article citation:
- British Journal of Learning Disabilities, 49(2), 2021, pp.179-190.
- Publisher:
- Wiley
People with learning disabilities have historically been overlooked in research investigating the efficacy of therapeutic interventions, despite the increased prevalence of mental health difficulties among this population. As it is not uncommon for individuals with learning disabilities to be part of different relational systems (including access to a range of services), it seems logical to consider wider systems when seeking to understand difficulties that individuals may experience. While it is encouraging that there is growing interest in the use of systemic interventions for people with learning disabilities, there is limited peer-reviewed research exploring psychological difficulties from a systemic lens. This paper seeks to address the gap in literature by presenting a case where individual systemic therapy is used to help an adult with a learning disability to manage low mood and anger. The paper documents the therapist's clinical decision-making and learning from this case, with the hope that it encourages others to consider systemic interventions for people with learning disabilities in future. (Edited publisher abstract)
The use of Intensive Interaction within a Positive Behavioural Support framework
- Authors:
- McKIM Jules, SAMUEL Judith
- Journal article citation:
- British Journal of Learning Disabilities, 49(2), 2021, pp.129-137.
- Publisher:
- Wiley
Background: Positive Behavioural Support (PBS) provides an overarching framework for supporting quality-of-life improvements for people who use challenging behaviour. Rapport, or the lack of it, is well understood as a setting factor for some challenging behaviours. Intensive Interaction is an approach that, among other possible outcomes, can develop rapport and feelings of safety, security and connection. Method: Within an NHS Trust, the Intensive Interaction Service works in partnership with the Intensive Support Team. We present case descriptions of people who used challenging behaviour and received Intensive Interaction support. Changes are described using staff and family interview data. The Intensive Interaction techniques that helped develop rapport at each PBS phase are described. Results: Intensive Interaction was used in all PBS phases. It played a role in preventing placement breakdown for one individual. Conclusion: Intensive Interaction should be considered at initial assessment within PBS so that immediate and important improvements can be made to the person's social and communication experience. It is hoped that Intensive Support Services and all PBS practitioners will use it. (Edited publisher abstract)
Effectiveness of simulated presence therapy for individuals with dementia: a systematic review and meta-analysis
- Author:
- ZETTELER Jessica
- Journal article citation:
- Aging and Mental Health, 12(6), November 2008, pp.779-785.
- Publisher:
- Taylor and Francis
To formally assess the strength of evidence for the efficacy of simulated presence therapy for challenging behaviours in dementia (playing an audio or videotape to an individual, personalized by a carer and containing positive experiences from the client's life and shared memories involving family and friends) using meta-analytic techniques. Systematic review and meta-analysis of k = 4 studies of simulated presence therapy for challenging behaviours in dementia. Meta-analysis indicated a significance effect, although this was reduced when the first published study was removed from the analysis. These findings provide limited support for the use of simulated presence therapy with this population and stress the importance of assessing participants' suitability for such an approach and monitoring their responses closely. Future adequately powered studies are necessary to confirm the efficacy of simulated presence therapy.
Meeting the challenge
- Author:
- PHILPOT Terry
- Journal article citation:
- Community Care, 14.11.91, 1991, pp.20-21.
- Publisher:
- Reed Business Information
Reports on the use of skills and development therapy in working with people with challenging behaviour.
The challenge of the environment
- Author:
- FRANKISH Pat
- Journal article citation:
- Community Living, 2(1), July 1988, pp.18-19.
- Publisher:
- Hexagon Publishing
Challenging behaviour can be reduced by better communication and a therapeutic environment.
Working with challenging and disruptive situations in residential child care: sharing effective practice
- Authors:
- SOCIAL CARE INSTITUTE FOR EXCELLENCE, KILPATRICK Rosemary, et al
- Publisher:
- Social Care Institute for Excellence
- Publication year:
- 2008
- Pagination:
- 80p.
- Place of publication:
- London
The aim of the Knowledge Review was to identify what is known about effective working with challenging and disruptive situations in residential child care. Challenging behaviours ranged from the defiant and non-compliant through to risky or violent behaviour against peers, staff or self. Group dynamics and change due to unplanned admissions were identified as leading contributors to challenging situations. Additional triggers included personal attributes and experiences of the young people, and factors relating to staff and the environment in which the young people lived. Strong leadership and having a staff team that reflect a range of skills and disciplines emerged as key to the effective management of challenging situations. A key finding was the major impact of certain staff features and styles of working. Strategies to build relationships, promote effective team working, build a skilled team and develop staff morale and resilience were identified. Effective preventative strategies included engagement with other professionals and agencies and outreach services. While a range of systems approaches were identified, the most common was Therapeutic Crisis Intervention (TCI). Obstacles to the management of challenging situations included a lack of meaningful consequences for young people who engage in particularly challenging behaviour and limited sanctioning options.
Working with challenging and disruptive situations in residential child care: sharing effective practice: summary
- Author:
- SOCIAL CARE INSTITUTE FOR EXCELLENCE
- Publisher:
- Social Care Institute for Excellence
- Publication year:
- 2008
- Pagination:
- 20p.
- Place of publication:
- London
The aim of the Knowledge Review was to identify what is known about effective working with challenging and disruptive situations in residential child care. Challenging behaviours ranged from the defiant and non-compliant through to risky or violent behaviour against peers, staff or self. Group dynamics and change due to unplanned admissions were identified as leading contributors to challenging situations. Additional triggers included personal attributes and experiences of the young people, and factors relating to staff and the environment in which the young people lived. Strong leadership and having a staff team that reflect a range of skills and disciplines emerged as key to the effective management of challenging situations. A key finding was the major impact of certain staff features and styles of working. Strategies to build relationships, promote effective team working, build a skilled team and develop staff morale and resilience were identified. Effective preventative strategies included engagement with other professionals and agencies and outreach services. While a range of systems approaches were identified, the most common was Therapeutic Crisis Intervention (TCI). Obstacles to the management of challenging situations included a lack of meaningful consequences for young people who engage in particularly challenging behaviour and limited sanctioning options.
Learning from the experts: a thematic analysis of parent's experiences of attending a therapeutic group for parents of children with learning disabilities and challenging behaviour
- Authors:
- THOMPSON-JANES Emily, et al
- Journal article citation:
- British Journal of Learning Disabilities, 44(2), 2016, pp.95-102.
- Publisher:
- Wiley
The Confident Parenting group is a therapeutic group for parents of children with learning disabilities and challenging behaviour, which is informed by the principles of behavioural theory and acceptance and commitment therapy. Parent's experiences of the group were elicited through participation in a large focus group which followed a semistructured interview format with questions and discussion guided by the lead researcher. This aimed to elicit information about parent's overall experiences of attending the group and its perceived effectiveness. Thematic analysis was used to draw themes from parent's rich narratives. Four main themes were identified: (i) parent's pre-group narratives, (ii) barriers and solutions, (iii) positive aspects of Confident Parenting and (iv) positive outcomes of Confident Parenting. The themes highlighted how beneficial parents found Confident Parenting as well as raised helpful ideas about how to engage families where there are practical and personal barriers to attending. (Publisher abstract)