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Effective communication training interventions for paid carers supporting adults with learning disabilities
- Authors:
- KYLE Seonaid, MELVILLE Craig A., JONES Andrea
- Journal article citation:
- British Journal of Learning Disabilities, 38(3), September 2010, pp.210-216.
- Publisher:
- Wiley
Carer communication skills contribute to the well being of individuals with learning disabilities. In order to meet the health needs of adults with learning disabilities, the provision of communication skills training for carers and professionals is important. This study developed and investigated the psychometric properties of a communication self-efficacy measure, the Glasgow-Communication Efficacy Scale (G-CES), for use with carers and professionals attending communication training interventions relevant to working with individuals with learning disabilities. The research team developed the G-CES based on their experience of delivering communication training, and working with adults with learning disabilities in clinical settings. The G-CES is designed as a self-report measure which measures self-efficacy across key areas of communication. A pre-post intervention study design was used to examine the reliability and sensitivity to change of the G-CES. Twenty-six paid carers who support adults with learning disabilities completed the G-CES before and after participating in a communication training intervention. The results showed that the scale had good internal and test-retest reliability. Carer communication efficacy increased after taking part in the training. Use of the G-CES in clinical services and research studies can help to develop the evidence base on the effectiveness of communication training interventions relevant to working with persons with learning disabilities.
Evaluating a cognitive/behavioural approach to teaching anger management skills to adults with learning disabilities
- Authors:
- HOWELLS Patrick M., ROGERS Cathy, WILCOCK Sue
- Journal article citation:
- British Journal of Learning Disabilities, 28(4), December 2000, pp.137-142.
- Publisher:
- Wiley
The present paper describes an intervention based upon a cognitive/behavioural teaching approach with a group of five adults with learning disabilities. The intervention addresses a number of issues raised by other authors regarding the implementation of such programmes. These issues are described and a plan explaining the main elements of the training course is included. The findings made during implementation are discussed and a number of points raised by the intervention are considered. The present authors conclude with their hope that this work will encourage further research into the use of cognitive behavioural interventions with people with learning disabilities.
Evaluation of the Oliver McGowan mandatory training trial in learning disability and autism
- Author:
- NATIONAL DEVELOPMENT TEAM FOR INCLUSION
- Publisher:
- National Development Team for Inclusion
- Publication year:
- 2022
- Pagination:
- 90
- Place of publication:
- Bath
This report sets out the findings from an evaluation of the Oliver McGowan Mandatory Training Trial in Learning Disability and Autism, which aims to ensure that staff working in health and social care are better able to understand the needs of autistic people and people with a learning disability, resulting in improved services, less health inequality and the elimination of avoidable death. Three different training packages were trialled and evaluated (Training A, B and C). Each training package had two components: Tier 1 Training, designed for those who require a general awareness of autistic people/people with a learning disability and the support needed; Tier 2 Training, designed for those who may need to provide care and support for autistic people/people with a learning disability. Developing a standardised training package that is effective for large groups of staff across different settings will inevitably pose a challenge. The evaluation concludes that the Oliver McGowan Training is a unique opportunity to make a difference to the lives of autistic people and people with a learning disability. While the data can inform decisions about the content and mode of training, the main challenge now will be how to ensure consistent, high-quality delivery of the training and to ensure it leads to an improvement in the delivery of care and support to people with a learning disability and autistic people. There is a need for longer-term work to explore the impact of this training on health and social care provision for people with a learning disability and autistic people. (Edited publisher abstract)
The nuts and bolts of health care: evaluating an initiative to build direct support professional capacity to support the health care of individuals with intellectual disabilities
- Authors:
- SELICK Avra, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 35(2), 2022, pp.623-632.
- Publisher:
- Wiley
Background: Direct support professionals (DSP) are instrumental in supporting the health care of individuals with intellectual disabilities, yet receive little training and support for this role. The researchers implemented a capacity building intervention for DSPs in a community agency in Ontario, Canada. This study evaluated the perceived value and feasibility of the intervention and the value of a structured implementation approach. Method: The intervention included communication tools, a health resource toolkit, and training. A mixed methods evaluation was used to collect feedback from DSPs and people with intellectual disabilities. Results: Participants generally found the intervention valuable and feasible. Although practice change is difficult, extensive engagement and being responsive to feedback were helpful strategies. The primary concern reported by DSPs was resistance from health care providers. Conclusion: An important next step is to engage health care providers to ensure the tools are valuable and feasible for everyone involved in the health encounter. (Edited publisher abstract)
An evaluation of Prioritise Me
- Authors:
- SPEAKE Beth, GILBERTSON Jan
- Publisher:
- Sheffield Hallam University. Centre for Regional Economic and Social Research
- Publication year:
- 2020
- Pagination:
- 20
- Place of publication:
- Sheffield
This short report presents the findings from an evaluation of the Prioritise Me training programme. The aim of the Prioritise Me project was to support vulnerable people who are energy consumers in genuinely creative ways, and to support capacity and understanding for people with learning disabilities and/or autism. Prioritise Me aimed to provide accessible and interactive advice and training about energy use and the energy market where understanding was limited; to develop accessible ideas and resources through piloting innovative work with University design and evaluation partners; and to engage people to speak confidently to energy providers, giving maximum impact for vulnerable adults in South Yorkshire. The evaluation indicates that the rationale and initial concept for the project has been validated: the importance and effectiveness of co-production of materials and training in this context has proved itself, and the materials produced have been both innovative and useful. Further, it has been demonstrated that the materials produced by the project have the potential for much wider application, not only for vulnerable groups but for a much wider section of the public, and not only locally but also at a regional level and nationally. (Edited publisher abstract)
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)
The impact of staff training on the knowledge of support staff in relation to bereavement and people with an intellectual disability
- Authors:
- WATTERS Laura, MCKENZIE Karen, WRIGHT Rachel
- Journal article citation:
- British Journal of Learning Disabilities, 40(3), September 2012, pp.194-200.
- Publisher:
- Wiley
Despite a growing understanding of bereavement and mourning in the general population, the needs of individuals with a learning disability who are bereaved have often been neglected and misunderstood. The aim of this study was to investigate the impact of a 1-day training course on the knowledge of care staff about supporting an individual with a learning disability who has experienced bereavement. The training included content on bereavement and grief, responses to bereavement in individuals with learning disability, and how to support an individual with learning disability after bereavement. The study utilised a questionnaire based, mixed design. Forty-eight participants were randomly assigned to 1 of 2 equal groups. The 2 groups were trained at different times, allowed group 2 to act both as a control group and later to receive training. Within- and between-group comparisons were made. The training was shown to have significantly improved care staff knowledge in all the areas measured. An analysis of staff knowledge at 1 month after training was not possible due to a low response rate.
The effect of person-centred staff training on the incidents of challenging behaviour in adults with autism
- Authors:
- JACKSON Sarah, DUPEROUZEL Helen
- Journal article citation:
- Good Autism Practice, 13(1), May 2012, pp.64-68.
- Publisher:
- British Institute of Learning Disabilities
Many adults with autism are not receiving enough support to meet their needs. This lack of effective support often leads to frustration, deterioration in their behaviour, and a label of challenging behaviour. This article describes a pilot staff training programme designed to increase awareness of autism-specific interventions. The training was designed for 26 core staff members (5 registered nurses and 21 support workers) working in 2 low-security flats within a hospital ward in Lancashire. These staff supported 7 service users diagnosed with autism and learning disabilities who also displayed extremes of challenging behaviour. Meetings with key stakeholders highlighted 4 themes that were pertinent to the 7 service users: environmental support; communication strategies; behavioural approaches; and person-centred approaches. These themes formed the basis of the training package. The training was delivered in 8 sessions over a 2 month period. The training was evaluated using questionnaires administered to all the staff pre- and post-training, and qualitative staff interviews conducted with 17 staff. The findings showed that the training led to a marked decrease in challenging behaviour as well as to a significant increase in staff knowledge.
Development and evaluation of a staff training program on palliative care for persons with intellectual and developmental disabilities
- Authors:
- HAHN Joan E., CADOGAN Mary P.
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 8(1), March 2011, pp.42-52.
- Publisher:
- Wiley
Among the barriers and disparities that people with intellectual and developmental disabilities face at the end of life are limited educational opportunities and a lack of targeted training materials on palliative care for staff who provide their day-to-day care. This article reports on a project undertaken to develop, implement and evaluate a palliative care curriculum and educational programme to meet the particular learning needs of staff providing services and supports for individuals with intellectual and developmental disabilities living in long-term care settings. The programme was designed for staff providing palliative care in 5 developmental centres and 2 community facilities in California. The article describes the curriculum development, implementation, and evaluation to determine satisfaction with and effectiveness of the training programme at the end of the training course and at a 2 year follow-up. The authors report that participants' ratings of their levels of preparation and confidence to provide palliative care improved from pre-training to post-training, and that post-training practice changes in palliative care occurred. They conclude that the need for the development of a set of training materials for staff specific to palliative care for people with lifelong disabilities was confirmed in the study.
Collaborative psychosocial case formulation development workshops: a case study with direct care staff
- Author:
- INGHAM Barry
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 5(2), March 2011, pp.9-15.
- Publisher:
- Emerald
Psychosocial approaches are recommended as a way of supporting people with intellectual disabilities who display significant challenging behaviour or experience severe mental health difficulties. This paper outlines and examines a workshop approach with direct care staff supporting people with intellectual disabilities who display significant psychosocial difficulties. The workshops use a psychosocial framework in order to facilitate development of a case formulation by care staff and lead to changes in staff perception and management of the difficulties displayed by the individual. This study provides a pilot evaluation of these novel collaborative psychosocial formulation development workshops. A series of workshops were designed and delivered to 7 staff members supporting an individual who had been referred to specialist intellectual disabilities health services. The workshops were completed and a formulation was collaboratively developed and produced. Following the workshops, there were decreases in problematic behaviours displayed by the individual and in the staff team's perception of the severity of these behaviours. The staff team felt that the workshops had had a beneficial impact on their practice. The paper concludes that the workshops are feasible, positively received and associated with changes in the psychosocial difficulties displayed by individuals with intellectual disabilities.