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Experiences and needs of direct support staff working with people with intellectual disabilities during the COVID‐19 pandemic: a thematic analysis
- Authors:
- EMBREGTS Petri J.C.M., TOURNIER Tess, FRIELINK Noud
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 34(2), 2021, pp.480-490.
- Publisher:
- Wiley
Background: The present study aimed to explore the experiences and needs of direct support staff during the initial stage of the COVID‐19 lockdown in the Netherlands. Method: Overall, eleven direct support staff were recruited from five intellectual disability services to participate in this descriptive qualitative study. They recorded 34 audio messages during the considered period. Thematic analysis was used to analyse these audio recordings. Results: Four themes emerged: (1) Emotional impact, which pertained to various emotions they experienced in their work; (2) Cognitive impact, which referred to challenges and changes they had undergone in their work; (3) Practical impact, which centred on the practical impact of the pandemic on their work; and (4) Professional impact, which concerned their experiences with other professionals. Conclusions: This study provides valuable insights into the experiences and needs of direct support staff during the COVID‐19 pandemic, which, in turn, can help inform practice in preparation for a second wave of COVID‐19 or another future pandemic. (Edited publisher abstract)
The 'practical idealist'
- Author:
- VALIOS Natalie
- Journal article citation:
- Community Care, 25.6.09, 2009, p.28.
- Publisher:
- Reed Business Information
Lucy Bolden, who works for the disability charity Papworth Trust, has been recognised as an Excellence Network champion by Community Care. This article looks at her commitment and work with the Foundations for Living project.
Choice, autonomy and the reality
- Author:
- ROBENS Sarah
- Journal article citation:
- Social Work Matters (e-Magazine), March 2014, Online only
- Publisher:
- The College of Social Work
Drawing on the results of a recent scoping review by David Sims and Sandra Cabrita, the author looks at how personalisation is having an impact on people with learning disabilities and transforming the role of the social worker. It focuses on the areas of: choice and control, and autonomy and independence. Additional relevant resources published by Research in Practice for Adults are also highlighted. (Original abstract)
A COVID-19 guide for social workers supporting an adult with learning disabilities/autism
- Author:
- SOCIAL CARE INSTITUTE FOR EXCELLENCE
- Publisher:
- Social Care Institute for Excellence
- Publication year:
- 2020
- Place of publication:
- London
A guide to help social workers and occupational therapists supporting autistic adults and adults with learning disabilities through the coronavirus (COVID-19) crisis. It aims to help occupational therapists and social workers keep people with learning disabilities and autistic adults safe, while at the same time protecting and promoting people's rights wherever possible. Areas covered in the guide include: staying well; advance planning; easements of the Care Act and Mental Health Act; safeguarding and death and bereavement. (Edited publisher abstract)
Named Social Worker site profiles and resources
- Authors:
- INNOVATION UNIT, SOCIAL CARE INSTITUTE FOR EXCELLENCE
- Publishers:
- Innovation Unit, Social Care Institute for Excellence
- Publication year:
- 2018
- Pagination:
- 77
- Place of publication:
- London
This set of resources complements 'Putting people at the heart of social work: lessons from the Named Social Worker Programme'. It shares the profiles of sites involved in the programme, summarise each site's approach, and includes some of the tools, stories and resources that have been created throughout the programme. These include a reflective supervision template, a risk enablement panel framework, a knowledge and skills statement for advance practice, and a transitions protocol. (Edited publisher abstract)
Personalisation - making it happen: the social worker's perspective
- Author:
- SOCIAL CARE INSTITUTE FOR EXCELLENCE
- Publisher:
- Social Care Institute for Excellence
- Publication year:
- 2011
- Place of publication:
- London
This film looks at the work of a personal budget team in Hull. It shows how the team works with people who use services to provide personalised care, focusing on one family where a mother is having difficulty coping with one of her adult sons who has learning disabilities. The opportunity to spend time at a garden centre transforms the life of her son, but also gives his mother a much-needed break. Without personalisation, this solution would not have been possible and the family would have been reliant on traditional services. Social workers from the team talk about their new ways of working and about the benefits it brings to both them and the people who use their services.
Dementia: supporting people with dementia and their carers: understanding NICE-SCIE guidance
- Author:
- NATIONAL COLLABORATING CENTRE FOR MENTAL HEALTH
- Publishers:
- National Institute for Health and Clinical Excellence, Social Care Institute for Excellence
- Publication year:
- 2006
- Pagination:
- 19p.
- Place of publication:
- London
Produced by NICE and SCIE, this guideline makes recommendations for the identification, treatment and care of people with dementia and the support of carers within primary and secondary healthcare, and social care. The guide is for health and social care staff who work with people with dementia and their carers, and those who work with older people and people with learning disabilities. This includes GPs, nurses, geriatricians, psychiatrists, social workers, care home managers and care staff. It also includes recommendations relevant to commissioners, managers and coordinators of health and social care.
Maximising engagement and participation of intellectual disability staff in research: insights from conducting a UK-wide survey
- Authors:
- LAM Claire Kar Kei, et al
- Journal article citation:
- Journal of Intellectual Disabilities, 25(4), 2021, pp.554-566.
- Publisher:
- Sage
- Place of publication:
- London
Aim: This article explores ways of maximising engagement of intellectual disability staff as research participants, research advisers and research implementers. Method: The authors describe and reflect on a three-phased strategy in recruiting front-line staff (n = 690) working for intellectual disability service providers (n = 25) to participate in a UK-wide anonymous online survey about death, dying and bereavement. Results: Important elements in engaging participants were: involving stakeholders at all stages of the research process, which includes: building relationships with participating organisations; enlisting organisational management support at all levels; an attractive and well laid-out collection tool; a well-structured recruitment strategy; time and flexibility; and a varied and targeted dissemination strategy. However, the recruitment method had limitations, in particular around representativeness, bias and generalisability. Conclusions: Staff in intellectual disability services can be enthusiastic and invaluable research participants. Active engagement between researchers, participating organisations and stakeholder groups is key to ensuring involvement of intellectual disability staff with research. (Edited publisher abstract)
Capabilities statement for adults with learning disability implementation resources: toolkits for social workers, organisations, people with lived experience and educators
- Authors:
- BRITISH ASSOCIATION OF SOCIAL WORKERS, SOCIAL CARE INSTITUTE FOR EXCELLENCE
- Publisher:
- British Association of Social Workers
- Publication year:
- 2020
- Pagination:
- 16
- Place of publication:
- Birmingham
These implementation resources support social workers, organisations, people with lived experience and higher education institutions to implement the Capabilities statement and continuous professional development (CPD) pathway for social work with adults with learning disability. The resources include: a practice toolkit for social workers; a toolkit for adults with learning disabilities – including resources that explain the role of the social worker, a feedback resource as part of the Hair Tool, and easy read material, and resources for critical friends – a video and visual Hair Tool designed by people with lived experience, questions for adults with learning disabilities and social workers to gather feedback and evaluate the impact of practice; a self-evaluation tool for organisations; and a post-graduate curriculum outline for higher education institutions, including how to develop a modular, blended learning approach. (Edited publisher abstract)
Commonalities and differences in social work with learning disability and child protection: findings from a UK ‘burnout’ national survey
- Authors:
- McFADDEN Paula, MANTHORPE Gillian, MALLETT John
- Journal article citation:
- British Journal of Social Work, 48(5), 2018, pp.1199-1219.
- Publisher:
- Oxford University Press
Social work with adults with learning disabilities or intellectual disability may be organised as a discrete or specialist area of practice in the UK. Little is known about contemporary social work practitioners’ views of their work with adults with learning disabilities and whether these differ from those of social workers in practice with different user groups or working in other specialities. This paper reports findings from a national survey of UK social workers undertaken in 2015 that measured burnout using the Maslach Burnout Inventory, across three domains: Emotional Exhaustion (EE), depersonalisation and personal accomplishment. A total of 1,359 social workers responded to the invitation to participate, of whom seventy-seven reported predominantly working with adults with learning disabilities and 358 reported working in child protection social work. Comparisons are drawn between responses from social workers working in these distinct practice areas showing high levels of EE co-existing with high levels of personal accomplishment in both areas of practice. Other important distinctions and similarities are reported. (Edited publisher abstract)