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Negative Emotional Reactions to Challenging Behaviour and Staff Burnout: Two Replication Studies
- Authors:
- ROSE David, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 17(3), September 2004, pp.219-223.
- Publisher:
- Wiley
Data were analysed from two samples of staff. In study 1, 101 staff rated their typical emotional reactions to challenging behaviours experienced as a part of their work and completed the Maslach Burnout Inventory (MBI). In study 2, 99 staff rated their negative emotional reactions to written challenging behaviour vignettes and also completed the MBI. In both studies, significant positive correlations were found between negative emotional reactions to challenging behaviour and emotional exhaustion and depersonalization burnout but no association was found with personal accomplishment scores. These findings replicate previous results, but cannot be used to support the putative causal relationship between emotional reactions to challenging behaviour and staff well-being. Clinical implications of a focus on staff emotional reactions to challenging behaviour are discussed.
‘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)
Stressors, coping strategies and stress-related outcomes among direct care staff in staffed houses for people with learning disabilities
- Authors:
- HATTON Chris, et al
- Journal article citation:
- Mental Handicap Research, 8(4), 1995, pp.252-271.
- Publisher:
- BIMH Publications
Self-reported stressors, coping strategies and stress-related out-comes were explored among direct-care staff working in two networks of small staffed houses for people with learning disabilities. Reports on the research methods used and the conclusions drawn from the investigation.