Search results for ‘Subject term:"learning disabilities"’ Sort:
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The importance of communication partnerships: a study to investigate the communicative exchanges between staff and adults with learning disabilities
- Authors:
- BARTLETT Claire, BUNNING Karen
- Journal article citation:
- British Journal of Learning Disabilities, 25(4), 1997, pp.148-152.
- Publisher:
- Wiley
Reports on a small-scale study investigating the extent to which the verbal communication skills used by adults with learning disabilities were complemented by those used by their keyworkers during communicative exchanges. The setting was a community-based day centre. The results revealed that major differences existed between the communication skills used by keyworkers, and the comprehension levels of the participants with learning disabilities under both conditions. The greater mismatch was evident in 'free conversational exchange'. Some limitations of the current study are discussed together with the implications for future investigations and intervention.
Steps to a better service
- Author:
- JOHNSON D.
- Journal article citation:
- Health Service Journal, 7.6.90, 1990, pp.844-845.
- Publisher:
- Emap Healthcare
Describes a list of quality indicators produced by the staff of a small day care centre.
An evaluation of adult training centres in Scotland
- Authors:
- SEED Philip, THOMSON Margaret, PILKINGTON Fiona
- Publisher:
- Great Britain. Scottish Office. Social Work Services Group
- Publication year:
- 1988
- Pagination:
- 60p., tables, bibliog.
- Place of publication:
- Edinburgh
Reports into research which highlighted the need for a national policy and favoured models of practice in ATCs.
Adapted DBT programme for individuals with intellectual disabilities and problems managing emotions: staff awareness training
- Authors:
- ASHWORTH Sarah, MOONEY Paul, TULLY Ruth J.
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 10(3), 2016, pp.185-198.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to present the development and evaluation of an original training package for staff members on an awareness of an adapted Dialectical Behaviour Therapy programme, the “I Can Feel Good” programme (Ingamells and Morrissey, 2014) designed for individuals with intellectual disabilities (ID) and problems managing emotions. The quality and effectiveness of the training was assessed and is reported in this paper. Design/methodology/approach: The training was delivered for staff working with individuals with ID in a UK medium-secure psychiatric hospital and was attended by nursing staff. The workshop consisted of six modules: “Introduction to the programme”, “Mindfulness”, “Managing feelings”, “Coping in Crisis”, “People skills” and “Application and summary”. Level of self-reported knowledge, confidence and motivation regarding seven aspects of the training was measured by an evaluation questionnaire completed pre and post training. Findings: The results of this study showed that following the training there was a significant increase in self-reported knowledge, confidence and motivation regarding the seven aspects of the training. When perceptions of staff behaviours are observed, although in the right direction, this change was found not to be significant. Originality/value: This study highlights the potential for staff training to increase awareness of newly adapted therapeutic programmes for individuals with ID. The staff training may increase their ability and willingness to facilitate the running of such programmes and ability to support learning transfer in group members. (Publisher abstract)
Finding the key to better practice
- Author:
- PARTON Dan
- Journal article citation:
- Learning Disability Today, 14(3), May/June 2014, pp.28-29.
- Publisher:
- Pavilion
- Place of publication:
- Hove
Reports on the My Key self-evaluation tool, which is helping staff at MacIntyre, a learning disability charity, to think differently about their practice and how they interact with the people they support. (Edited publisher abstract)
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)
Evaluation of the dissemination of active support training and training trainers
- Authors:
- JONES Edwin, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 14(2), 2001, pp.79-99.
- Publisher:
- Wiley
Article describes an attempt to replicate active support (AS) and train the service managers of community housing services as trainers in so doing. Training was conducted in three phases: in 22 houses, it was led by one of the researchers, with identified managers assisting; in 16, it was led by a manager who had participated in the previous phase, assisted by the researcher; and in 36 houses, it was undertaken independently by managers who had participated in the previous two phase. Changes in the extent of planned activity, resident involvement in domestic, social and community activities, the observed staff-resident interaction, and observed resident engagement in activity were evaluated. Resident views about the introduction of AS were canvassed. Active support training was fully implemented in the first two phases, but not in the third. There was an increase in planned activity in all phases after AS training. Significant increases in assistance and resident engagement in activity were found in the first two phases, but not in the third. Active support was shown to be of greater benefit to people with more severe disabilities. The resident feedback was positive. The approach taken to training managers as trainers was not sufficient to enable them to implement the training in its entirety during the third phase. The absence of change in this phase indicated the necessity of the practical interaction training, which was the element mainly missed out. Since AS was once again shown to be an effective approach for people with more severe intellectual disabilities, the challenge of creating a widespread ability to train staff within community housing services requires further effort.
"Like the secret service isn't it". People with learning difficulties', perceptions of staff and services: mystification and disempowerment
- Author:
- GOBLE Colin
- Journal article citation:
- Disability and Society, 14(4), July 1999, pp.449-461.
- Publisher:
- Taylor and Francis
Seven people with learning difficulties were interviewed about their perceptions of staff in services they use. Three major themes emerged, which were perceptions relating to the physical presence and absence of staff; the emotional impact of interactions with staff; and the political impact of interactions with staff. It was found that the participants had only superficial knowledge of staff identities and roles, and of service systems and structures, and consequently lack the knowledge and awareness necessary to negotiate what these roles might be, or even that negotiation might be possible. The findings are discussed in relation to a developmental model of empowerment, and empowerment issues generally.
Therapeutic environment of secure units: a feasibility study of the interactions between people working and accessing a secure unit for people with learning disabilities
- Author:
- TURNER J.M.
- Journal article citation:
- Journal of Learning Disabilities for Nursing Health and Social Care, 2(3), September 1998, pp.150-162.
Discusses the results a feasibility study which aimed to develop a reliable and valid measure to assess the types of therapeutic interactions between people working and accessing a secure unit for people with a learning disability.
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.