Search results for ‘Subject term:"challenging behaviour"’ Sort:
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Systematic review of restraint interventions for challenging behaviour among persons with intellectual disabilities: focus on experiences
- Authors:
- HEYVAERT Mieke, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 28(2), 2015, pp.61-80.
- Publisher:
- Wiley
Background: The second in a two-part series, this article focuses on experiences with restraint intervention for challenging behaviour among people with intellectual disabilities. Methods: A mixed methods research synthesis involving statistical meta-analysis and qualitative meta-synthesis techniques was applied to synthesize 76 retrieved articles. This second article reports on the qualitative meta-synthesis of 17 articles on experiences with restraint intervention for challenging behaviour among people with intellectual disabilities. Results: The 17 included articles report on important variables relating to the persons receiving restraint intervention, to the persons giving restraint intervention and to their interactions and relationship, as well as variables situated at the meso- and macro-level. Conclusions: The developed model can assist in reflecting on and improving of current restraint intervention practices among people with intellectual disabilities. (Edited publisher abstract)
And still the music plays: stories of people with dementia
- Author:
- STOKES Graham
- Publisher:
- Hawker
- Publication year:
- 2008
- Pagination:
- 244p., bibliog.
- Place of publication:
- London
Graham Stokes explains that relying on the disease model encourages care staff to avoid analysing the behaviour of the person with dementia. In all chronic diseases, it is sensible to look for the person behind the label. There are no epileptics, demented, disabled or cripples, these terms are lazy distractions hiding individual identity. Many of the stories related here, provide examples of care home staff and hospital staff resorting to an unquestionable reliance on an explanation of dementia, rather than considering the life story of the individual when the behaviour put in context, then makes sense. The author states that 'wandering' may be the most misused label employed in dementia care, may lead to care actions that fail to treat people with dementia as fellow citizens. The challenge is to ensure that the term 'wandering' is employed in a reflective and considered fashion. The author provides a thoughtful definition of wandering in contrast to walking which amongst other factors, does not disturb others. The strength throughout all these stories is the reflective approach where anyone involved with a person with dementia is encouraged to ask why people behave the way they do in specific situations.
The HARC challenging behaviour project: report 3: user perspectives
- Authors:
- MASON Heidi, SWARBRICK Rebecca, EMERSON Eric
- Publisher:
- University of Manchester. Hester Adrian Research Centre
- Publication year:
- 1997
- Pagination:
- 14p.
- Place of publication:
- Manchester
In 1994 the Department of Health commissioned the Hester Adrian Research Centre at the University of Manchester and the Centre for Health Economics at the University of York to undertake a series of projects to investigate aspects of challenging behaviour shown by people with learning disability. These projects extended workv previously undertaken at the Hester Adrian Research Centre. In particular they built upon a study of the prevaence of challenging behaviour in the areas served by seven District Health Authorities in the North West of England in 1988.
Challenging behaviours: views and preferences of people with intellectual disabilities
- Authors:
- WOLKORTE Ria, HOUWELINGEN Ingrid van, KROEZEN Marieke
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 32(6), 2019, pp.1421-1427.
- Publisher:
- Wiley
Background: Challenging behaviour is a common problem among people with ID and in services for people with ID. This paper aims to provide an overview of the views and preferences of people with ID on challenging behaviour. Method: Semi‐structured interviews were conducted with thirteen adults with mild to moderate ID and seven proxies (family or close associates of adults with ID who were unable to communicate and/or with severe or profound ID) in the Netherlands. The interviews were audio‐recorded, transcribed and analysed thematically. Results: People with ID and (a history of) challenging behaviour have clear views and preferences on factors related to challenging behaviour, assessments, non‐pharmacological and pharmacological interventions and health professionals’ approach. Conclusions: The identified views and preferences of people with ID are not always in accordance with current procedures and treatments for challenging behaviour and should be included in future care processes and research. (Publisher abstract)
Parental experiences with behavioural problems in Smith-Magenis syndrome: the need for syndrome-specific competence
- Authors:
- NAG Heidi Elisabeth, HOXMARK Lise Beate, NAERLAND Terje
- Journal article citation:
- Journal of Intellectual Disabilities, 23(3), 2019, pp.359-372.
- Publisher:
- Sage
- Place of publication:
- London
The experience of having a rare disorder was summarised in a large study as ‘falling outside the vast field of knowledge of the professionals’. Parents (31 mothers and 17 fathers) of 32 persons with Smith–Magenis syndrome (SMS) participated in this study. A phenomenological approach was used to analyse the data into topics and themes. Four themes emerged: behavioural challenges displayed, parents’ strategies for meeting the challenging behaviours, parents’ experiences of their own competence and parents’ experiences of professionals’ competence and understanding regarding children with SMS and their behaviour challenges. This study found that parents of children with SMS experience that they are exposed to severe challenging behaviours from their child. The parents believe that they experience more misunderstandings with professionals and that the challenging behaviours increase because there are some specific characteristics of SMS that professionals are not aware of or do not consider in their support services. (Edited publisher abstract)
Moral positioning: service user experiences of challenging behaviour in learning disability services
- Author:
- STEVENS Martin
- Journal article citation:
- British Journal of Social Work, 36(6), September 2006, pp.955-978.
- Publisher:
- Oxford University Press
Several studies have indicated the importance of challenging behaviour as a limiting factor on quality of life. This article presents the findings of research that aimed to investigate adults with learning disabilities’ understanding and experiences of what is perceived by staff and services to be challenging behaviour. This study was the final phase of research involving Interviews, group discussions and observations were carried out with twenty-six people with learning disabilities using social services’ residential and day services. Participants were able to articulate complex responses about challenging behaviour, which is characterized as a ‘moral web’: a complex network of antecedents, behaviours and consequences. Social care staff were seen by participants to play a key role: protecting people and ensuring that appropriate (negative) consequences were suffered by instigators of challenging behaviour. These findings are interpreted within a positioning theory perspective, suggesting the importance of understanding the ways that challenging behaviour is constructed through social interaction. Implications in the following areas are discussed: developing practice; the role of social care staff; and the study of challenging behaviour as a social phenomenon.
Commentary on a “unified approach to behaviours that challenge”: my freedom – the perspective of people with learning disabilities
- Authors:
- CHAPMAN Steve, et al
- Journal article citation:
- Tizard Learning Disability Review, 25(3), 2020, pp.145-151.
- Publisher:
- Emerald
Purpose: As self-advocate leaders, the authors aim to present the perspective of people with learning disabilities on “Behaviour that Challenges: A Unified Approach”. Building on firsthand accounts which reveal compassion and cruelty in the health-care system, the authors propose ways of working, which confirm and add to the thinking in “A Unified Approach”, especially “Capable Environments”. Design/methodology/approach: To ensure integrity, the authors engaged contributors with lived experience of admission to secure care after acting in ways that put themselves or others at risk. The authors included the perspective of people whose severe learning disabilities limit them to few or no words as best they could by interviewing their parents. The authors were supported and advised in the writing of this commentary while retaining full control throughout. Findings: While recognising compassionate care, the authors suggest the provider’s power over a person’s life is a central reason for the care system’s vulnerability to the cruelty evident in firsthand accounts. The authors propose practical ways to offset this power. Firsthand accounts suggest the key features of capable environments are communication, valuing families and developing a valued, caring, well-trained workforce. Lived experience in workforce training and peer-support to individuals offer great potential to transform outcomes. Originality/value: The perspectives of diverse contributors with learning disabilities bring lived experience insight to the challenges of “behaviour that challenges”. The authors aim to add value by blending lived experience viewpoints with the emotion of firsthand accounts of care. The insights of lived experience – too often a marginal consideration in health-care design – are presented here as central to care that fully achieves what people want and need. (Edited publisher abstract)
Lived experience of restraint, seclusion and segregation (RSS): stories and recommendations for safer care
- Authors:
- ADVONET, CHANGE
- Publishers:
- Advonet, Change
- Publication year:
- 2020
- Pagination:
- 23
- Place of publication:
- Leeds
This report aims to put the authentic voices of people with lived experience of restraint, seclusion and segregation (RSS) in care settings at the heart of the conversation about safe and effective care. Participant spoke of being afraid, scared, angry, upset when experiencing RSS; they felt that staff in healthcare settings lacked empathy and were not person-centred; and that there was a lack of adequate staffing in care settings. They saw the impact that poor resourcing, lack of training, and unsupportive cultures had on the staff who were at the frontline of their care. Some participants had positive experiences of RSS. They were clear that this was when it was used as part of a person-centred de-escalation strategy, with compassion, and as a last resort where safety was a concern. However, participants also provided very many examples of bad practice in implementing restraint, seclusion and segregation. People spoke of many experiences where they were physically, psychologically and emotionally harmed. People with lived experience expect: robust, personalised and appropriate training for care staff; accountability and action, at all levels, including funding commitments from the government for better, community-led care models; a stronger role for advocacy, including peer and family advocacy, and a more co-operative and involving culture within care providers. Most of our participants voiced the view that restraint, seclusion and segregation should be stopped, and people should be cared for in their own communities with appropriate support. (Edited publisher abstract)
‘I don’t feel like I’m in this on my own’: peer support for mothers of children with intellectual disability and challenging behaviour
- Authors:
- DEW Angela, et al
- Journal article citation:
- Journal of Intellectual Disabilities, 23(3), 2019, pp.344-358.
- Publisher:
- Sage
- Place of publication:
- London
This article reports on the peer support experiences of mothers with a son or daughter with intellectual disability and challenging behaviour. Engagement in parent peer support programs can improve family quality of life and may have multifaceted benefits at the interpersonal, intra-individual self-change and sociopolitical levels. Thirteen mothers were interviewed about their experiences of participating in a parent peer support program. Thematic analysis focused on the process elements of the program that contributed to its effectiveness in providing support to parents. There were three process-related themes: the role of a paid coordinator, diversity of engagement strategies and matching of peer support partners. Mothers appreciated the opportunities provided to engage in a range of strategies tailored to individual preferences, time and capacity constraints, supported by the paid coordinator. One-to-one peer support proved difficult to sustain given the challenges mothers faced in their day-to-day lives. (Edited publisher abstract)
How service‐users with intellectual disabilities understand challenging behaviour and approaches to managing it
- Authors:
- CLARKE Aoife, DAGNAN Dave, SMITH Ian C.
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 32(5), 2019, pp.1203-1215.
- Publisher:
- Wiley
Background: This study explored understandings that service‐users with intellectual disabilities and challenging behaviour held around their behaviour, what shaped these understandings, and the relationship between how behaviours are managed and well‐being. Methods: Eight participants (three female, five male) partook in individual semi‐structured qualitative interviews. Interviews were transcribed and analysed using interpretative phenomenological analysis. Results: Three master themes emerged from this analysis: (a) challenging behaviour can be explained via an internal or external frame of reference, with each framework having different implications for how participants attempted to manage behaviour. (b) Positive relationships provide a long‐term buffer to challenging behaviour, with positive relationships with family, staff and peers operating through different mechanisms to achieve this. (c) A greater ability to exert power and control in day‐to‐day life was perceived to reduce challenging behaviour in the long term. Conclusions: Implications for practice are discussed. (Edited publisher abstract)