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An initial evaluation of direct care staff resilience workshops in intellectual disabilities services
- Authors:
- INGHAM Barry, et al
- Journal article citation:
- Journal of Intellectual Disabilities, 17(3), 2013, pp.3 214-222.
- Publisher:
- Sage
- Place of publication:
- London
The emotional responses to challenging behaviour of direct care staff who support people with intellectual disabilities is thought to be an important mediating factor within the stress experienced by staff and a potential maintaining factor in challenging behaviour. A brief workshop to improve direct care staff resilience was developed and initially evaluated using a measure of emotional reaction to challenging behaviour and a measure of burnout. It was found that negative emotional reactions to challenging behaviour significantly reduced following the workshop, but a measure of burnout did not. This may indicate the usefulness of this intervention with direct care staff in managing their emotional reactions to challenging behaviour. However, further development and evaluation of such interventions with direct care staff is required to explore ways of impacting upon burnout and managing the display of challenging behaviour. (Publisher abstract)
Child or young person: hospital CETR (non-secure). Workbook 5: Care, Education and Treatment Review (CETR): key lines of enquiry
- Author:
- NHS ENGLAND
- Publisher:
- NHS England
- Publication year:
- 2017
- Pagination:
- 25
- Place of publication:
- London
A workbook for panel members to record their findings during a Care, Education and Treatment Review (CETR) for children and young people with autism or learning disabilities in a non-secure hospital setting. The workbook is based on the key lines of enquiry (KLOE) and shows what sort of questions to ask and where to find evidence. It also provides space to record findings and to record what you think if the person’s quality of care overall for each KLOE. The key lines of enquiry are: Does the child or young person need to be in hospital; Is the child/young person getting the right care, education and treatment; Is the child/young person involved in their care, education and treatment; Are the child/young person’s health needs known and met? Is there a clear, safe and proportionate approach to the way risk is assessed or managed? Are any autism needs known and met?; Is there active planning for the future and for discharge with clear ownership?; Are family and carers being listened to and involved?; Are the child/young person’s rights and freedoms being protected and upheld?; and Is enough attention being given to the particular needs of the child or young person? It will also help with deciding what goes into the CTR report. It is one of a series of 6 workbooks, which each cover different types of Care and Treatment Review (CTR) and CETR panels. (Edited publisher abstract)
Child or young person: hospital CETR (secure). Workbook 6: Care, Education and Treatment Review (CETR): key lines of enquiry
- Author:
- NHS ENGLAND
- Publisher:
- NHS England
- Publication year:
- 2017
- Pagination:
- 25
- Place of publication:
- London
A workbook for panel members to record their findings during a Care, Education and Treatment Review (CETR) for a child or young person in a secure hospital setting. The workbook is based on the key lines of enquiry (KLOE) and shows what sort of questions to ask and where to find evidence. It also provides space to record findings and to record what you think if the person’s quality of care overall for each KLOE. The key lines of enquiry are: Does the child or young person need to be in hospital; Is the child/young person getting the right care, education and treatment; Is the child/young person involved in their care, education and treatment; Are the child/young person’s health needs known and met?; Is there a clear, safe and proportionate approach to the way risk is assessed or managed?; Are any autism needs known and met?; Is there active planning for the future and for discharge with clear ownership?; Are family and carers being listened to and involved?; Are the child/young person’s rights and freedoms being protected and upheld?; Is enough attention being given to the particular needs of the child or young person?. It will help to decide what goes into the CTR report. It is one of a series of 6 workbooks covering different types of Care and Treatment Review and CETR panels. (Edited publisher abstract)
Child or young person - community CETR. Workbook 4: Care, Education and Treatment Review (CETR): key lines of enquiry
- Author:
- NHS ENGLAND
- Publisher:
- NHS England
- Publication year:
- 2017
- Pagination:
- 25
- Place of publication:
- London
A workbook for panel members to record their findings during a Care, Education and Treatment Review (CETR) for children and young people living in the community. The workbook is based on the key lines of enquiry (KLOE) and shows what sort of questions to ask and where to find evidence. It also provides space to record findings and to record what you think if the person’s quality of care overall for each KLOE. The key lines of enquiry cover: Does the child or young person need to be in hospital; Is the child/young person getting the right care, education and treatment; Is the child/young person involved in their care, education and treatment; Are the child/young person’s health needs known and met?; Is there a clear, safe and proportionate approach to the way risk is assessed or managed?; Are any autism needs known and met?; Is there active planning for the future and for discharge with clear ownership?; Are family and carers being listened to and involved?; Are the child/young person’s rights and freedoms being protected and upheld?; Is enough attention being given to the particular needs of the child or young person?. It will also help with deciding what goes into the CTR report. It is one of a series of 6 workbooks, which each cover different types of Care and Treatment Review and CETR panels. (Edited 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)
All students belong: inclusive education for students with severe learning disabilities
- Author:
- JENKINSON Josephine C.
- Journal article citation:
- Tizard Learning Disability Review, 5(4), November 2000, pp.4-13.
- Publisher:
- Emerald
Attempts to include students with severe disabilities in mainstream classes are comparatively recent in the history of special education. However, views differ on the extent to which the goals of inclusive education should emphasise the acquisition of the skills needed to function as contributing members of the community. Inclusion of students with severe disabilities involves changes in teacher roles and responsibilities and flexible approaches to class organisation. Challenging behaviour is a potential barrier to successful inclusion, and new approaches that enable both class and specialist teachers to minimise its occurrence need to be developed. Although barriers still exist to inclusion of students with severe disabilities, there is evidence that inclusion can work successfully.
The David Wills lecture 1997: respecting the past and regarding the present
- Author:
- LASLETT Robert
- Journal article citation:
- Emotional and Behavioural Difficulties, 3(1), Spring 1998, pp.5-11.
- Publisher:
- Taylor and Francis
Considers the ways in which dominant perspectives on the care and education of children with emotional and behavioural difficulties (EBD) have changed since the Second World War. A particular focus is given to the unique contribution of the work of David Wills and his development of the concepts of shared responsibility and Planned Environmental Therapy. The argument illustrates the relevance of the work of 'pioneers' such as Wills, to current debates surrounding the education of children with EBD.
An enquiry into children with emotional and behavioural difficulties in two schools in the southwest of England
- Authors:
- AVRAMIDIS Elias, BAYLISS Phil
- Journal article citation:
- Emotional and Behavioural Difficulties, 3(3), Winter 1998, pp.25-35.
- Publisher:
- Taylor and Francis
This study is concerned with investigating the problem of difficult behaviour in schools. This study investigated what constitutes 'disruptive' behaviour and explores teachers' perceptions in two schools in the Southwest of England. Recommendations provided are made on the grounds that schools can do a lot to improve their practice and that all students benefit from circumstances conducive to supporting pupils with disruptive behaviour.
What is a therapeutic community?
- Author:
- WHITWELL John
- Journal article citation:
- Emotional and Behavioural Difficulties, 3(1), Spring 1998, pp.12-19.
- Publisher:
- Taylor and Francis
Summarises the principles on which therapeutic communities are based, drawing on relevant literature and the first experience of the author who is head of a therapeutic community.
A summer school for learning disabled children: description and evaluation
- Authors:
- McFADYEN Anne, HUGHES Margaret
- Journal article citation:
- British Journal of Learning Disabilities, 24(3), September 1996, pp.124-128.
- Publisher:
- Wiley
Describes the setting up and evaluation of a summer school for children with learning disability and challenging behaviour. The children either maintained their level of functioning or made developmental progress, and behaviour difficulties were reduced in most cases. Parents reported benefits in their own emotional health, while volunteers felt that they had a valuable experience. The project is an example of a user-led, multi-agency way of working.