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Commentary on "Why study the history of learning disability?"
- Authors:
- BRADSHAW Jill, McGILL Peter
- Journal article citation:
- Tizard Learning Disability Review, 20(1), 2015, pp.11-14.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to provide a commentary on "Why study the history of learning disability?" by C.F. Goodey. Design/methodology/approach: In his paper, Goodey makes the point that the term "learning disability" is not a fixed, stable concept, but one which has changed and evolved over time. This commentary explores the difference between care staff and professional understandings of people with learning disabilities including how these have changed in recent times. Findings: Care staff knowledge is likely to be based on direct experiences of particular people with learning disabilities whilst professional knowledge is likely to be based on theoretical concepts of general application. These differences in source of knowledge may interfere with desired collaboration between staff and professionals. Originality/value: This commentary suggests that differences in understandings should be recognised and the application of theory to practice is far from simple. (Publisher abstract)
Staff views of the importance of relationships for knowledge development: is training by specialists a waste of money?
- Authors:
- BRADSHAW Jill, GOLDBART Juliet
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 26(4), 2013, pp.284-298.
- Publisher:
- Wiley
Background: The provision of skilled support is dependent on staff knowledge and understanding (Beadle-Brown J., Beecham J., Mansell J., Baumker T., Leigh J., Whelton R. & Richardson L, unpublished data). Influencing staff knowledge and understanding is an important component of interventions. Materials and Methods: Fourteen individual semi-structured interviews elicited staff views and experiences of knowledge development. These were analysed using a thematic network analysis (Attride-Stirling 2001, Qualitative Research 1, 385–405). Results: Three global themes were identified; skills are developed from experience, service aims influence service delivery and practice is more important than theory. This article focuses on the first of these themes. Relationships between staff and service users played a central role in enabling development of knowledge. Although some skills were seen as transferrable, experience of a particular service user was described as being essential. Conclusions: Support staff may not see the relevance of research findings, professional knowledge or training, unless these have involved direct work with the service user in question. (Publisher abstract)
Impact of extended education/training in positive behaviour support on staff knowledge, causal attributes and emotional responses
- Authors:
- McGILL Peter, BRADSHAW Jill, HUGHES Andrea
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 20(1), January 2007, pp.41-51.
- Publisher:
- Wiley
This study sought to gather information about the impact of extended training in positive behaviour support on staff knowledge, causal attributions and emotional responses. Students completed questionnaires at the beginning, middle and end of a University Diploma course to measure changes in their knowledge of challenging behaviour, their causal attributions and their emotional responses. Students' knowledge significantly increased across the three data points. Students became less likely to attribute challenging behaviour to emotional causes. Changes in respect of making more behavioural attributions varied across different measures. Negative emotional responses reduced especially those related to depression/anger. The training course presented here was associated with changes in student knowledge, attributions and emotional responses that are likely to be associated with better staff performance and better outcomes for people with intellectual disabilities.