Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 10 of 20
The effect of brief digital interventions on attitudes to intellectual disability: results from a pilot study
- Authors:
- LINDAU Natalie, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 31(1), 2018, pp.106-113.
- Publisher:
- Wiley
Background: Evidence on the effects of contact and education based interventions on attitudes is limited in the intellectual disability field. This study compared the effects of brief interventions with different education, indirect and imagined contact components on lay people's attitudes. Materials and Methods: 401 adult participants were randomised to six digital brief interventions consisting of different combinations of education, indirect and imagined contact. Their attitudes, intergroup anxiety and social distance were assessed post-intervention and at four to six-week follow-up. Results: An intervention combining film-based education about intellectual disability and indirect contact had small positive effects on all three outcomes. Social distance was further reduced with the addition of a positively toned imagined contact task. These effects were maintained at follow-up. Conclusions: A brief film-based digital intervention can have small positive effects on attitudes to people with intellectual disabilities. These may be enhanced by adding positive imagined contact. (Publisher abstract)
Staff ability to carry out behavioural strategies for individuals with intellectual disabilities and challenging behaviours
- Authors:
- KLAVER Marian, et al
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 10(4), 2016, pp.248-257.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to give an overview of studies that focused on variables likely to affect staff ability to carry out behavioural strategies for challenging behaviours in individuals with intellectual disabilities. Design/methodology/approach: Literature review: studies that were published in a peer reviewed journal, between 1999 and 2016, were selected for this review. Findings: In total, 29 articles were selected. Several factors likely affect staff ability to appropriately carry out behavioural interventions were identified: staff assumptions, distressing emotions elicited by challenging behaviours, reciprocal reinforcement systems, service characteristics and cultural systems. Originality/value: These findings raise the question what staff need in order to be able to change their naturally occurring behaviours in response to challenging behaviours and to carry out behavioural interventions. Future research may identify barriers and facilitators underlying the provision of effective interventions, taking into account the possible role of staff beliefs, their emotions, service characteristics and cultural systems. (Publisher abstract)
Is policy having an impact? Commentary on “A summary of government initiatives relating to employment for people with learning disabilities in England”
- Author:
- MELLING Kathy
- Journal article citation:
- Tizard Learning Disability Review, 20(3), 2015, pp.166-169.
- Publisher:
- Emerald
Purpose: This paper provides a commentary on “A summary of government initiatives relating to employment for people with learning disabilities in England” by Kate Blamires. Design/methodology/approach: In her paper, Blamires outlines the development of policy in employment for people with learning disabilities. This commentary explores whether this policy development is having any impact. Findings: The statistics indicate that development of policy does not appear to be making a difference. It is concluded that this is about how it is being implemented and the time it takes for policy to have an impact. What is needed to fully implement these changes is a huge cultural shift, changing people’s mindset about what people with learning disabilities can achieve. (Edited publisher abstract)
Improving quality of life and career attitudes of youth with disabilities
- Authors:
- WOLF-BRANIGIN Michael, SCHUYLER Vincent, WHITE Patience
- Journal article citation:
- Research on Social Work Practice, 17(3), May 2007, pp.324-333.
- Publisher:
- Sage
Improving quality of life is the primary focus as adolescents with disabilities enter adulthood. They increasingly, however, encounter difficulties transitioning into domains such as employment as these services occur near the end of their high school experience. Using an ecosystems model within a developmental approach, this American program sought to improve the likelihood that adolescents will find and maintain meaningful employment as adults. The authors measured physical health, psychosocial functioning, and attitude toward employment of adolescents participating in the program during a 2-year period. Physical health, school functioning, and total functioning improved during the 2 years. Career attitudes were above the norms in earlier grades but fell in later grades. This suggests the need for early and continued intervention.
Community resistance to mental handicap facilities in Hong Kong
- Author:
- TSE John W.L.
- Journal article citation:
- British Journal of Learning Disabilities, 22(3), 1994, pp.100-103.
- Publisher:
- Wiley
Describes the community resistance to mental handicap facilities in Hong Kong and discusses long-term and immediate intervention strategies to enable agencies to tackle this.
Who’s challenging who?: a co-produced approach for training staff in learning disability services about challenging behaviour
- Authors:
- FLYNN Samantha, et al
- Journal article citation:
- Tizard Learning Disability Review, 24(4), 2019, pp.200-203.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to outline the development, piloting and evaluation of the Who’s Challenging Who? (WCW) training intervention for social care staff to improve their empathy and attitudes towards people with learning disabilities (LD) and challenging behaviour (CB). Design/methodology/approach: A phased approach was taken to the development and testing of the intervention. Initially, the existing literature was reviewed, the theoretical background of the intervention was developed, and then the intervention was designed. A pilot study was undertaken, followed by further development, and a large-scale randomised controlled trial (RCT). Findings: WCW had a small positive effect on staff empathy 20 weeks after the intervention, and small to moderate effects for other staff reported outcomes (e.g. positive empowerment attitudes and positive work motivation). Being trained by people with LD and CB encouraged staff to reflect on the impact they have on the people they support. The trainers with LD valued their role, and saw benefits beyond this (e.g. friendships). Research limitations/implications: It is possible to carry out high-quality RCT evaluations of social care practice, and research should continue to generate evidence in this way, as in healthcare settings. However, there were difficulties in retaining participants. Practical implications: People with LD can be actively involved in the co-production and delivery of social care training. Social implications: Employment and a fair wage can increase the confidence and empowerment of people with LD. Originality/value: This is the first large-scale RCT of an intervention that aimed to improve empathy/change attitudes in social care staff who work with people with LD and CB. (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)
CFT & people with intellectual disabilities
- Authors:
- HARDIMAN Mark, et al
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 12(1), 2018, pp.44-56.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to assess the effects of compassion-focussed therapy (CFT) on anxiety in a small sample of adults with intellectual disability. Design/methodology/approach: A mixed-methods design was employed. Participants (n=3) completed questionnaire measures of anxiety and self-compassion on three occasions: pre-intervention, post-intervention and, at three months follow-up. Post-intervention, they also took part in recorded interviews that were analysed using interpretive phenomenological analysis. Findings were then synthesised to develop a comprehensive understanding of their overall experience. Findings: Final data synthesis revealed five themes: participant anxiety decreased (reliable for all participants); the faulty self; improved positive compassionate attitudes; increased sense of common humanity; and mindful distraction techniques. Research limitations/implications: This research paper offers in-depth analysis of three participants’ experiences rather than reporting in less detail about a larger number of participants. The self-compassion scale required considerable support and reasonable adaptation to be used with these clients. Originality/value: Only two other studies have explored the use of CFT with people with intellectual disabilities. (Publisher abstract)
Service providers’ perceptions of and responses to bullying of individuals with disabilities
- Author:
- COOK Erin E.
- Journal article citation:
- Journal of Intellectual Disabilities, 21(4), 2017, pp.277-296.
- Publisher:
- Sage
- Place of publication:
- London
A sample of 124 service providers (e.g. mental health professionals, educators, administrators) completed a survey about bullying of individuals with disabilities and the use and perceived effectiveness of resources and strategies to address bullying. Providing support and performing an action in response to bullying were reported to be used more often and were perceived as more effective than education and minimising/ignoring. Service providers who reported that the individuals they worked with experienced cyberbullying more frequently were more likely to take action and use education. Those who attributed victimisation to social differences were more likely to provide support. (Publisher abstract)
Commentary on “‘I felt I deserved it’ – experiences and implications of disability hate crime”
- Author:
- SIN Chih Hoong
- Journal article citation:
- Tizard Learning Disability Review, 21(2), 2016, pp.89-94.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to provide a commentary on “‘I felt I deserved it’ – Experiences and implications of disability hate crime”. Design/methodology/approach: Comparing the findings reported by Richardson and her colleagues with the wider evidence base, it is clear that there is considerable consistency. While scholarship in this area is still nascent, there is sufficient clarity around key issues that should support action to tackle hate crime against people with learning disability and/or autism. Findings: Interventions should not make uncritical assumptions around the vulnerability of people with learning disability and/or autism. Poor service commissioning, design and delivery can play a part in heightening risks. Hate crime is not simply a criminal justice issue, and effective intervention will rely on multi-agency working. Originality/value: The commentary recommends a social model approach towards understanding hate crime and how it may be tackled. It identifies the challenges confronting multi-agency working by situating the analysis against the wider context of public spending cuts and the impact of these on wider societal attitudes towards disabled people. (Publisher abstract)