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Staff beliefs about why people with learning disabilities self-harm: a Q-methodology study
- Authors:
- DICK Katie, et al
- Journal article citation:
- British Journal of Learning Disabilities, 39(3), September 2011, pp.233-242.
- Publisher:
- Wiley
Staff beliefs about why people with learning disabilities self-harm are important because they can affect the way that staff respond to the behaviour. Existing research into staff beliefs about self-harm by people with learning disabilities is limited and restricted to forensic services. This study used Q-methodology to explore staff beliefs about why people with learning disabilities self-harm. Participants included 33 staff from community teams and day services for people with learning disabilities. Five viewpoints were identified: self-harm is individual, complex and emotionally meaningful; self-harm is a means to communicate distress; self-harm is difficult to understand but seems to be a way to modify emotional states; self-harm is a result of having learning disabilities and being different; and self-harm is meaningful within relationships. These viewpoints represent the variety of theories and discussions in the literature. It is proposed that some of these viewpoints may result in more helpful responses to self-harm than others. The authors concluded that it would be useful for staff to receive more training about self-harm. This could improve care for people with learning disabilities who self-harm.