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Carers' responses to challenging behaviour: a comparison of responses to named and unnamed vignettes
- Author:
- DAGNAN Dave
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 25(1), January 2012, pp.88-94.
- Publisher:
- Wiley
In this study, 62 paid carers working in homes for people with intellectual disabilities reported their responses to vignettes illustrating challenging behaviour presented by an unknown person and the same behaviour presented by a named and known person. Questionnaires were used to gather information about the care workers' attributions, emotional responses, intended behavioural responses and behavioural knowledge. This article describes the background to the study, the methodology and measures used, and the results of data analysis. The results suggested that in general carers make more internal and global attributions and identify themselves as less optimistic in response to vignettes relating to named and known people with intellectual disabilities than those relating to unnamed people. The author discusses how the findings may contribute to understanding carer interaction with people with intellectual disabilities.
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)
Social anxiety and parental overprotection in young adults with and without intellectual disabilities
- Authors:
- HEMM Cahley, DAGNAN Dave, MEYER Thomas D.
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 31(3), 2018, pp.360-368.
- Publisher:
- Wiley
Objectives: Developmental literature highlights peer relationships and parental overprotection as factors implicated in the development of social anxiety. These factors are highly prevalent in the lives of people with intellectual disabilities; however research has not examined whether these factors are associated with social anxiety for this population. Methods: Twenty‐one individuals without intellectual disabilities and 21 individuals with intellectual disabilities (aged 16–24 years) completed the Social Anxiety Scale for Adolescents with follow‐up questions, the Glasgow Anxiety Scale‐Intellectual disabilities and the parental overprotection subscale of the Parental Bonding Instrument with follow‐up questions. Results: Aspects of general and social anxiety were significantly greater in the intellectual disabilities group. There were no significant differences in parental overprotection between groups, however, qualitative analyses revealed differences in experiences of social anxiety and parental overprotection. Conclusions: Further research into factors associated with social anxiety in people with intellectual disabilities may inform adaptations to therapies and early intervention. (Edited publisher abstract)
Physical intervention with people with intellectual disabilities: the influence of cognitive and emotional variables
- Authors:
- DAGNAN Dave, WESTON Clive
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 19(2), June 2006, pp.219-222.
- Publisher:
- Wiley
This study examines the relationship between the topography of challenging behaviour, subsequent attributions and emotional responses, with whether carers use physical intervention and their satisfaction with their intervention. Thirty-seven carers described incidents where a person with an intellectual disability had exhibited verbal or physical aggression. The carer rated attributions of controllability, internality, globality and stability, global evaluations of the person's behaviour and of the persons themselves, emotions of anger and sympathy, and satisfaction with their intervention. The topography of the aggressive behaviour (verbal or physical) and the topography of the intervention (physical intervention or non-physical intervention) were coded from accounts of the incident given by carers in the interview. Attributions of control and internality were significantly associated with less satisfaction with intervention. People who presented with physical aggression were evaluated more negatively. However, only the topography of the behaviour (whether the incident was verbal or physical aggression) was associated with the use of physical intervention. This study did not find a relationship between cognitive-emotional variables and the topography of intervention. However, relationships between cognitive variables and satisfaction with intervention were observed. Implications for research and clinical work are discussed.
Change processes within team formulations in intellectual disabilities services: what do multi-disciplinary staff find helpful?
- Authors:
- HYMERS Gemma, DAGNAN Dave, INGHAM Barry
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 15(6), 2021, pp.241-252.
- Publisher:
- Emerald
Purpose: A biopsychosocial case formulation is an important tool for understanding complexity and guiding treatment for people with intellectual disabilities. It has been suggested that formulation meetings develop staff understanding of individuals they support. This study aims to explore the change processes that occur as a result of professional team formulation meetings, and the mechanisms that facilitate and hinder these events. Design/methodology/approach: Eight clinicians who took part in multi-disciplinary team-based formulations in an inpatient mental health service for adults with intellectual disabilities were interviewed. Interviews were examined using thematic analysis. Findings: The key themes identified were: “gaining information”, “altered thoughts” and “focused goals”. These themes were supported by “collaborative working” and “time for reflection” and were hindered by “poor communication and interaction” and inconsistent “staff attendance”. Originality/value: Multi-disciplinary team formulation meetings may have a number of change processes that affect staff knowledge and perception of the people that they support. The facilitation of these processes should be a focus for further development. (Edited publisher abstract)
Assessment of cognitive therapy skills for people with learning disabilities
- Authors:
- DAGNAN Dave, MELLOR Karen, JEFFERSON Claire
- Journal article citation:
- Advances in Mental Health and Learning Disabilities, 3(4), December 2009, pp.25-30.
- Publisher:
- Emerald
This paper describes a clinically useful assessment approach that gives therapists information that can be used to identify the appropriate therapy. Cognitive therapy is increasingly used as a tool with people with learning disabilities. There is a growing literature examining the necessary adaptation of therapy content, however most of the literature does not consider the decision-making process of the clinician in relation to the individual client. This paper, therefore, investigates how clinicians make decisions about the adaptation of therapy for the client. Presented as a series of question/response tables, the authors describe an assessment that presents a simple scenario and associated emotion, the client being asked to say what they would think or say to themselves a given situation. The data presented suggests that some people with learning disabilities report thoughts that accurately mediate between the scenario and the stated emotion - at times these thoughts offered insight into individual concerns. The authors suggest this assessment is useful in a clinical practice, and discuss ways in which it might be useful to guide choice of intervention.