Search results for ‘Subject term:"learning disabilities"’ Sort:
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Enhancing staff attitudes, knowledge and skills in supporting the self-determination of adults with intellectual disability in residential settings in Hong Kong: a pretest–posttest comparison group design
- Authors:
- WONG P. K. S., WONG D. F. K.
- Journal article citation:
- Journal of Intellectual Disability Research, 52(3), March 2008, pp.230-243.
- Publisher:
- Wiley
The purpose of this study was to examine the effectiveness of staff training in enhancing residential staff's attitudes, knowledge and facilitation skills in assisting residents with ID to exercise self-determination. A pretest–posttest comparison group design was adopted. Thirty-two participants in an experimental group attended a six-session staff training programme. A 34-item self-constructed scale was designed and used for measuring the effectiveness of the staff training. The results showed that the experimental group achieved statistically significant positive changes in all domains, whereas no significant changes were found in the comparison group. The findings provided initial evidence of the effectiveness of staff training that uses an interactional attitude-knowledge-skills model for Chinese rehabilitation personnel. The factors that contributed to its effectiveness were discussed and recommendations for future research were made.
Stakeholders' views on measuring outcomes for people with learning disabilities
- Authors:
- YOUNG Anita F., CHESSON Rosemary A.
- Journal article citation:
- Health and Social Care in the Community, 14(1), January 2006, pp.17-25.
- Publisher:
- Wiley
This study aimed to discover views of managers and commissioners of services for people with learning disabilities in Scotland regarding (a) current approaches to service evaluation (as an indication of what is to be measured) and (b) healthcare outcome measurement. A postal questionnaire was used to survey 94 stakeholders from the NHS, Local Authorities, and non-statutory organisations across Scotland. Respondents' views were sought on current approaches to service evaluation within learning disabilities; outcome measurement; appropriateness of specified methods of measuring health outcomes; desired future methods of outcome measurement within learning disabilities; and service user involvement in care. A 77% (73/94) response rate to the questionnaire was achieved. Different methods of service evaluation were used by different stakeholders. Staff appraisal was the most frequently identified method (used by 85% of respondents). Specific outcome measures were used by 32% of respondents although there were differences of opinion as to what constitutes specific outcome measures. Overall there was strong support for goal-setting and reviewing (83%) and individualised outcome measures (75%) as appropriate methods for use with people with learning disabilities. The hypothetical question asking what outcome measures should be introduced for this client group had by far the lowest response rate (51/73). The overwhelming majority of all respondents, 68 (92%), reported user involvement in their service. Staff ambivalence to outcome measurement was evident in the research and respondents highlighted the complexity and multidimensional nature of outcomes for this service user group. Managers recognised that outcome measurement was expected but were uncertain how to go about it.
Are villages really 'a suitable option'?
- Author:
- COLLINS Jean
- Journal article citation:
- Community Living, 13(3), January 2000, pp.24-25.
- Publisher:
- Hexagon Publishing
Since publication of the Hester Adrian Research Centre's report comparing hospital campuses, village communities and dispersed community-based housing, it has been assumed that village communities have been given a new seal of approval. The author takes a close look at research findings and concludes that people have been jumping to erroneous conclusions.
An evaluation of staff attitudes towards the sexual activity of people with learning disabilities
- Author:
- HOLMES Maria
- Journal article citation:
- British Journal of Occupational Therapy, 61(3), March 1998, pp.111-115.
- Publisher:
- Sage
This article presents part of a study which aimed to evaluate staff attitudes towards the sexual activity of people with learning disabilities. Presents the first of part of the research which involved questionnaires containing a 20-item attitude rating scale and open and closed questions being sent to both clinical and non-clinical staff. Although some conservative attitudes remain, the results highlight a liberal trend in attitudes. Many staff identified a need to change hospital policy, provide more staff training and improve condom availability. Methodological issues are also discussed.
Evaluating a staff training program on the interaction between staff and people with intellectual disability and challenging behaviour: an observational study
- Authors:
- EMBREGTS Petri J.C.M., et al
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 44(2), 2019, pp.131-138.
- Publisher:
- Taylor and Francis
Background: The aim of this study was to evaluate the effects of a training program focusing on improvement of emotional intelligence (EI) and support staffs’ awareness of their behaviour towards people with an intellectual disability based on interactional patterns. The support provided regarding the needs for autonomy, relatedness, and competence was observed in line with self-determination theory (SDT). Method: A pre-test–post-test control group design (N = 29) was used, with 17 support staff participating in the experimental group. For both groups, video recordings of interactions between staff and clients were analysed with an SDT-observation system. Results: The results showed that a training program focusing on EI and interactional patterns positively affected the support provided by staff with regard to clients’ needs for autonomy, relatedness, and competence. Conclusions: As most EI studies focus on insights and understanding of oneself, this study is an important first step in focusing on staff behaviour during daily interactions. (Edited publisher abstract)
Training staff to promote self‐management in people with intellectual disabilities
- Authors:
- SANDJOJO Janice, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 31(5), 2018, pp.840-850.
- Publisher:
- Wiley
Background: People with intellectual disabilities have increasing difficulties managing their daily affairs. This study examined the effectiveness of a staff training, which teaches staff to promote self‐management in people with intellectual disabilities. Method: Effectiveness was assessed with questionnaires addressing clients’ (n = 26) independence and self‐reliance, support needs and challenging behaviour, using a pre–posttest control group design. Additionally, focus groups were conducted with trained staff members 6 months after the training. Results: In the long term, the intervention group showed a significant increase in independence and self‐reliance, in contrast to the comparison group. No effect was found on support needs and challenging behaviour. Trained staff members reported limited benefits of the training, but had noticed changes in their attitude and method of working afterwards. Conclusions: Further self‐management research is required to investigate how independence and self‐reliance can be promoted more effectively in this population. Future training should carefully consider their content, format, and implementation. (Edited publisher abstract)
Social work support for employment of people with learning disabilities: findings from the English Jobs First demonstration sites
- Authors:
- STEVENS Martin, HARRIS Jess
- Journal article citation:
- Journal of Social Work, 17(2), 2017, pp.167-185.
- Publisher:
- Sage
Summary: This article brings together two key themes in recent public policy in England affecting social work practice: the value of having a paid job for social inclusion and increasing self-worth, and the personalisation of public services. The article draws on a mixed method evaluation of Jobs First, which was a government-funded demonstration site project that aimed to show how personal budgets (a key mechanism for personalisation) could be used by people with learning disabilities, often with their families, to purchase employment support. The evaluation involved secondary analysis of case record data and 142 semi-structured interviews with a wide range of participants (we mainly draw on 79 interviews with professionals for this article). Jobs First is placed within the frame of Active Labour Market Policy. Findings: The attitudes of social workers to Jobs First were broadly positive, which was an important factor supporting employment outcomes. However, social workers’ involvement was often limited to a coordinating role, undertaking basic assessments linked to resource allocation and ensuring that support plans, which had often been developed by non-social work practitioners, were ‘signed off’ or agreed by the local authority. Applications: The study points to important elements of the role of social workers in this new field of practice and explores potential tensions that might emerge. It highlights a continuing theme that social workers are playing more of a coordinating, managing role, rather than working directly with individuals to support their choices. (Publisher abstract)
‘So often they do not get recruited’: exploring service user and staff perspectives on participation in learning disability research and the barriers that inhibit it
- Authors:
- CROOK Bradley, et al
- Journal article citation:
- British Journal of Learning Disabilities, 44(2), 2016, pp.130-137.
- Publisher:
- Wiley
The importance of making research participation accessible for people with learning disabilities is emphasised in government and NHS research strategies. This evaluation explored the realities of this goal from the perceptions of people with learning disabilities and clinicians within an NHS learning disability service. People with learning disabilities participated in a focus group (n = 5), and clinicians completed a questionnaire (n = 34), to explore each groups’ experience of research, and identify barriers that may prevent people with learning disabilities from participating. People with learning disabilities engaging in research was seen as essential to increase knowledge of learning disabilities, as well as promote development of appropriate services. Barriers to participation included ability, ethical considerations, practicalities and restriction by ‘gatekeepers’. Clinicians also felt a lack of resources and support prevented them from fulfilling their roles within research. Implications and recommendations are discussed. (Publisher abstract)
Evaluating ‘FREDA challenge’: a coproduced human rights board game in services for people with intellectual disabilities
- Authors:
- MONTENEGRO Miguel, GREENHILL Beth
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 28(3), 2015, pp.223-237.
- Publisher:
- Wiley
Background: A serious board game called ‘FREDA Challenge’ was co-produced with people with intellectual disabilities (PWID) as a tool for human rights (HR) education and increase positive attitudes towards HR in healthcare settings. The current study evaluated ‘FREDA Challenge’ with PWID and their carers. Method: Eighteen PWID and 13 carers participated in a repeated measures design whereby changes in attitudes and knowledge of HR were measured. Results: Analysis revealed statistically significant differences (P = 0.02) between PWID and carers in their knowledge of HR. The same was not evident for attitudes towards HR. The positive attitudes and knowledge in the PWID group significantly increased after playing the game (P ≤ 0.02), but not for the carers/professionals group. Conclusions: Findings suggest that playing the board game can positively change the attitudes and knowledge of PWID towards HR. The board game seems to elicit positive interpersonal dynamics between PWID and carers/professionals. (Publisher abstract)
Staff training in positive behaviour support: impact on attitudes and knowledge
- Authors:
- LOWE Kathy, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 20(1), January 2007, pp.30-40.
- Publisher:
- Wiley
Positive behavioural support is increasingly viewed as the preferred service approach for people who challenge, but skills are insufficiently widespread. The need for effective staff training has been highlighted as a key factor in high quality service provision, with investigators recommending a multidimensional approach to increase effectiveness and produce changes in work performance. Attitudes and knowledge of registered (qualified nurses) and non-registered (unqualified nursing assistants) staff in specialist health care services in and area of South Wales were assessed via self-completion questionnaires before and after the delivery of a newly accredited taught course in PBS and at a 1-year follow-up. Significant increases in knowledge were evident immediately after the training for both groups, with further increases evident over time for the non-registered staff who completed the qualification. Initial changes in attributions immediately after training reverted to baseline levels over time. Enduring change occurred in perceived confidence, which significantly increased both for registered and non-registered staff. The training had a positive effect on knowledge and perceived confidence but little enduring effect on attributions or emotional responses. The importance of training conducted in conjunction with allied changes in organizational systems to ensure ongoing management attention is discussed.