Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 10 of 14
"Forgetting familiar faces": staff perceptions of dementia in people with intellectual disabilities
- Authors:
- RYAN Christian, MacHALE Rosemary, HICKEY Emma
- Journal article citation:
- British Journal of Learning Disabilities, 46(3), 2018, pp.155-162.
- Publisher:
- Wiley
Background: Living with dementia is challenging, but poses unique difficulties for people with an intellectual disability. The process of dementia is also challenging for family, carers and friends. Materials and Methods: This study explores the impact of dementia on direct care staff using a focus group methodology. Thematic analysis was used to investigate the staff narratives. Results: Four key themes that emerged were as follows: (a) the difficulty of recognising symptoms of dementia in people with intellectual disabilities, (b) the process of diagnosis, (c) the challenge of dementia for the person, (d) the emotional impact of dementia for other people. Conclusion: The themes identify a number of important potential targets for supporting staff and peers in this challenging area of work. (Publisher abstract)
Supporting adults with an intellectual disability during experiences of loss and bereavement: staff views, experiences and suggestions for training
- Authors:
- McEVOY John, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 23(6), November 2010, pp.585-596.
- Publisher:
- Wiley
Care staff are a source of support and information for people with intellectual disabilities (ID) following a bereavement. How staff perceive the loss experience has implications for the quality and level of support provided to individuals with ID at times of personal loss. This study investigated staff knowledge and attitudes to bereavement, experiences of supporting people with ID during times of loss, the degree of service agency support and staff training needs. Twenty-four staff members participated. Staff reported a lack of confidence and uncertainty, particularly around operational procedures following bereavement. Conflicting attitudes between themselves and the service agency around bereavement support procedures and a lack of awareness of the emotional impact of grief on service users and staff were highlighted by participants along with the need for quality information, skill development and further training. The paper concluded that service agencies need to be more proactive in supporting staff and in developing policy and guidelines in conjunction with practical training initiatives.
Understanding challenging behaviour: perspectives of children and adolescents with a moderate intellectual disability
- Authors:
- BYRNE Alison, HENNESSY Eilis
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 22(4), July 2009, pp.317-325.
- Publisher:
- Wiley
The present study examines understanding of challenging behaviour among a sample of children and adolescents with a moderate intellectual disability, and investigates their behavioural intentions towards peers with challenging behaviour. The study involved the collection of quantitative and qualitative data. In the quantitative part of the study participants (n = 39) completed a modified Friendship Activity Scale (FAS) following the presentation of vignettes depicting individuals with challenging and non-challenging behaviour. In the qualitative part of the study, participants (n = 31) took part in a semi-structured interview that sought their views on the causes of the challenging behaviour described in one of the vignettes. Analysis of the data from the FAS indicates that participants have significantly more positive intentions towards a vignette character that does not engage in challenging behaviour. Content analysis of the qualitative data indicates that participants hold a variety of beliefs about the causes of challenging behaviour. Suggestions include the possibility that it is a response to transient emotional states and to external events. The authors conclude that the findings are consistent with the findings of other studies on young people's understanding of and attitudes towards peers with atypical behaviour. The theoretical and clinical implications for young people with intellectual disabilities are discussed.
Impact of a 3-day training course on challenging behaviour on staff cognitive and emotional responses
- Authors:
- TIERNEY Edel, QUINLAND Dave, HASTINGS Richard P.
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 20(1), January 2007, pp.58-63.
- Publisher:
- Wiley
A range of factors have been suggested as determinants of staff behaviour in the context of working with people with challenging behaviour. The purpose of this study was to evaluate whether a typical challenging behaviour staff training course had an effect on staff feelings of efficacy, their negative emotional reactions to challenging behaviour, and their causal beliefs. Forty-eight staff from intellectual disability organisations in the Health Service Executive Southern Region in Ireland attending a 3-day training course on understanding challenging behaviour and managing stress were assessed pre-training and at a 3-month follow-up. Questionnaires assessing self-efficacy, emotional reactions and causal beliefs were used. Perceived self-efficacy in dealing with challenging behaviours increased significantly from pre- to post-training. There were no significant changes in either emotional reactions to challenging behaviours or causal beliefs. In common with previous research, there was a sizeable impact on staff confidence and efficacy after a 3-day training course. Given the potential significance of emotional reactions both in terms of staff behaviour and their psychological well-being at work, more research is needed to explore how these reactions might best be dealt with in staff training interventions.
Coping and positive perceptions in Irish mothers of children with intellectual disabilities
- Authors:
- GREER Felicity A., GREY Ian M., MCCLEAN Brian
- Journal article citation:
- Journal of Intellectual Disabilities, 10(3), September 2006, pp.231-248.
- Publisher:
- Sage
- Place of publication:
- London
Thirty-six mothers of children aged between 5 and 8 years with intellectual disabilities completed five self-report questionnaires measuring variables related to behavioural and emotional difficulties, levels of care demand, family supports, coping and positive perceptions. The relationships among these variables were investigated using a working model proposed by Hastings and Taunt (2002). Child behavioural and emotional problems in the non-clinical range predicted low levels of care demand. Formal social support was an effective form of support for mothers; helpfulness of formal social support predicted mobilizing the family to acquire and accept help in the community; and mobilizing the family predicted levels of strength and family closeness. The majority of respondents rated agreement with statements that their child was: a source of happiness or fulfilment; a source of strength and family closeness; and a source of personal growth and maturity. The theoretical and clinical implications of these results are discussed.
Attitudes to bereavement and intellectual disabilities in an Irish context
- Authors:
- DODD Philip, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 18(3), September 2005, pp.237-243.
- Publisher:
- Wiley
This study examines the experience of bereavement for people with intellectual disabilities in Ireland, and makes international comparisons. The mixed method study was carried out using two questionnaires. The first was used to study national service and organisational approaches to bereavement. The second questionnaire was used to study a staff group working in Ireland, assessing staff knowledge and understanding of the grieving process. The results were compared with a UK staff group who were assessed using the same questionnaire (Murray et al. 2000). Staff and service attitudes were found to be very positive in supporting people with intellectual disabilities who have been bereaved. There is considerable understanding of the needs of bereaved individuals, and there is a high level of support in the participation in grief rituals. When compared with a UK staff group, Irish staffs were more inclined to encourage individuals to take part in bereavement rituals, though they had less actual experience in supporting bereaved people. Only one service had written bereavement guidelines. The authors conclude there appears to be cultural differences in the experience of bereavement for people with intellectual disabilities. This is important in the context of staff training and policy development in grief and bereavement.
Social inclusion and intellectual disability in Ireland: Social inclusion co-ordinators’ perspectives on barriers and opportunities
- Authors:
- KENNY Antonia, POWER Martin
- Journal article citation:
- Scottish Journal of Residential Child Care, 17(4), 2018, Online only
- Publisher:
- Department of Social Work. University of Strathclyde.
Social inclusion is a cornerstone of policy for individuals with disabilities. Yet, studies have shown that in spite of positive developments, meaningful social inclusion remains a challenge. In Ireland, a number of policies have been enacted in recent years to promote social inclusion. In 2011, ‘Time to move from congregated settings – A strategy for community inclusion’ (2011), was introduced and sought to move individuals from congregated settings into the community. This was quickly followed by ‘New Directions’ (2012), which promoted the use of community supports to expand choice and inclusion. Implementation however has confronted a number of challenges. Against this backdrop, this study explored social inclusion co-ordinators’ perspectives of social inclusion, barriers and facilitators. Two semi-structured group interviews were conducted with eleven co-ordinators in two day services. These coordinators have a particular remit to promote social inclusion in the day service they work in. The interviews were analysed thematically and two key themes emerged: a disconnect between the policy goals and lived experience, and barriers to meaningful social inclusion. (Edited publisher abstract)
"With a touch of a button": staff perceptions on integrating technology in an Irish service provider for people with intellectual disabilities
- Authors:
- SIMPLICAN Stacy Clifford, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 31(1), 2018, pp.e130-e139.
- Publisher:
- Wiley
Background: People with intellectual disabilities continue to underutilise technology, in part due to insufficient training. Because support staff professionals provide instructional support, how they perceive integrating new technologies is important for people with intellectual disabilities.Method:The authors conducted a sequential mixed-methods exploratory study (quan→QUAL) including quantitative data from online surveys completed by 46 staff members and qualitative data from five focus groups attended by 39 staff members. Results: Quantitative results show strong support for diverse technologies. In contrast, qualitative results suggest that staff members’ support of technology decreases when they perceive that technology may jeopardise service users’ safety or independence. Conclusions: Although staff members identified increasing independence as the main reason to use new technologies with service users, they also worried that technologies used to increase the social inclusion of service users may pose undue risk and thus may limit their embrace of technology. (Edited publisher abstract)
Perspectives of family members of people with an intellectual disability to a major reconfiguration of living arrangements for people with intellectual disability in Ireland
- Authors:
- O'DOHERTY Siobhain, et al
- Journal article citation:
- Journal of Intellectual Disabilities, 20(2), 2016, pp.137-151.
- Publisher:
- Sage
- Place of publication:
- London
Aim: To document the views of family members of people with an intellectual disability regarding implementation of a personalised model of social support in Ireland. Method: Forty family members participated in six focus groups. Data were thematically analysed. Results: Family members’ preference for particular types of living arrangements were highly reflective of their lived experience. Facilitators to community living included timely information on proposed moves, adequate staffing, suitable properties and locations and consideration of the characteristics of individuals who share a property. Barriers included high support needs, advanced age, a fear of relinquishing current supports, a fear of the sustainability of newer models of residential support and concerns about community opposition. Conclusion: The family perspective to reform is characterised by fear and suspicion of the motivation behind these reforms, with cost efficiencies being perceived as a main driver. Greater information is required to empower families to make informed decisions. (Edited publisher abstract)
Staff perceptions of the quality of life of individuals with an intellectual disability who transition from a residential campus to community living in Ireland: an exploratory study
- Authors:
- KILROY Sarah J., et al
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 40(1), 2015, pp.68-77.
- Publisher:
- Taylor and Francis
Background: This study explores the quality of life (QoL) of individuals with a severe intellectual disability (ID) who had recently moved from an institutional setting (i.e., “residential campus”) to independent housing in the community (i.e., “community living”) and whether aspects of their QoL were perceived to have changed over the course of this move. Method: A qualitative approach was adopted by interviewing the key workers of 8 individuals with an ID (M age = 37.38, range: 26–44, male n = 6, female n = 2). An interview tool focusing on aspects of QoL was utilised and the interviews were analysed using thematic analysis (Braun & Clarke, 2006). Results: Ten themes emerged from the analysis that provided insight into the experience of transitioning to community living. Conclusions: The emotional wellbeing, health, privacy, freedom, and material wellbeing of all the individuals were perceived to have improved, as well as independence, choice, and social opportunities for many. (Publisher abstract)