Search results for ‘Subject term:"learning disabilities"’ Sort:
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Can active support improve job satisfaction?
- Authors:
- Rhodes Jennifer A., TOOGOOD Sandy
- Journal article citation:
- Tizard Learning Disability Review, 21(2), 2016, pp.54-60.
- Publisher:
- Emerald
Purpose: Active support (AS) influences the way staff support people with intellectual disabilities to take part in everyday activities. Changes in work practices may affect job satisfaction. The impact of AS on job satisfaction has not, however, been widely studied. Job satisfaction is linked with levels of staff turnover and the overall quality of services provided to people with intellectual disabilities (Coomber & Barriball, 2007; Hatton et al., 2001). The purpose of this paper is to describe an evaluation of job satisfaction amongst 38 direct care staff working in intellectual disability services before and after AS was implemented. Design/methodology/approach: A single group, repeated-measures design was used. In total, 38 members of direct care staff received AS training. Data on job satisfaction were collected before, and after, AS was implemented. In total, 19 members of staff took part in a follow-up 12 weeks later. Findings: There was a significant increase in reported job satisfaction following the implementation of AS. Subscale analysis revealed that the most significant increases in job satisfaction were related to areas directly targeted by AS, including satisfaction with skill level and satisfaction with amount of time spent with service users. Originality/value: Implementing AS may provide an added benefit for direct care staff, who feel more satisfied at work. While a significant number of papers have been published focusing on the benefits of AS, no papers have specifically looked at the impact that the intervention can have on job satisfaction. (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)
Trauma-informed day services for individuals with intellectual/developmental disabilities: exploring staff understanding and perception within an innovative programme
- Author:
- KEESLER John M.
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 29(5), 2016, pp.481-492.
- Publisher:
- Wiley
Background: Trauma-informed care (TIC) is a systems-level philosophy of service delivery which integrates choice, collaboration, empowerment, safety and trust to create an organizational culture sensitive to trauma. This study explores staff understandings and perceptions within an innovative trauma-informed day program for individuals with Intellectual/developmental disabilities. Methods: Semi-structured interviews queried staff members (n = 20) regarding trauma and TIC, the integration of the five principles of TIC, associated challenges and recommendations for improvement. Results: Inductive analyses revealed reasonable understandings of trauma and TIC, highlighting factors critical to the five principles of TIC. Differences were associated with duration of employment and the presence of specialized training. Challenges with TIC emerged at different system levels: individuals, staff, management and interorganizational. Conclusions: This study presents preliminary insight for the innovative and formative process of integrating TIC with intellectual/developmental disabilities services. (Publisher abstract)
Making sense of varying standards of care: the experiences of staff working in residential care environments for adults with learning disabilities
- Authors:
- HUTCHINSON Andrew, KROESE Biza Stenfert
- Journal article citation:
- British Journal of Learning Disabilities, 44(3), 2016, p.182–193.
- Publisher:
- Wiley
Research evidence reveals that adults with learning disabilities who live in residential care facilities are being exposed to considerable variation in the standards of care they receive. High profile cases of substandard care have also raised concerns regarding the appropriateness of existing care provisions and practices. While attempts have been made to understand variations in care standards, there remains a need for more research in this area. Additionally, little attention has been paid to understanding support staff experiences of working in residential services and to developing a more theoretical understanding of the role they fulfil. Using interpretive phenomenological analysis (IPA), this study aimed to examine front-line staff members' experiences of working in residential care for people with learning disabilities. Six experienced front-line care workers (four female, two male) took part in semi-structured interviews. Data were analysed according to the principles of IPA, and three superordinate themes were identified as being central to participants' experiences of their work roles: Degree of Positive Relationship Reciprocity; Value Congruence and Intrinsic Motivation; and Experiences of Environmental and Organisational Constraints. Results are discussed in relation to the existing literature on care standards and the factors associated with abusive or neglectful practices, and in terms of their contribution to theory and applied practice. (Publisher abstract)
Confidence of group home staff in supporting the health needs of older residents with intellectual disability
- Authors:
- WEBBER Ruth, BOWERS Barbara, BIGBY Christine
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 41(2), 2016, pp.107-114.
- Publisher:
- Taylor and Francis
Background: Increased life expectancy for people with intellectual disability is accompanied by increased age-related health concerns. People ageing with intellectual disability experience more health conditions and are relocated to aged care earlier than their age peers. Method: Group home staff were surveyed about their (a) training and confidence in 11 health conditions and 7 health procedures, and (b) attitude to relocating residents with health needs to aged care. Results: Staff training in each of 10 health conditions and 7 health procedures was positively associated with increased confidence in supporting residents with those health issues. Higher staff confidence in caring for residents with 9 conditions and requiring 4 procedures was negatively associated with a likelihood of recommending that a person with those health needs should relocate to aged care. Conclusions: Targeted training of staff in age-related health issues may contribute to better health care and delay residents relocating to aged care. (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)
Journeys into dialectical behaviour therapy (DBT): capturing the staff and service-user experience
- Authors:
- JOHNSON Paula, THOMSON Michaela
- Journal article citation:
- Journal of Intellectual Disabilities and Offending Behaviour, 7(2), 2016, pp.84-93.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to explore the lived experiences of staff and service-users regarding the introduction of dialectical behaviour therapy (DBT) into an NHS forensic learning disability (LD) service. Design/methodology/approach: Drawing on data from two recent qualitative research studies, the research team used a case-oriented approach to see beyond original findings to capture the shared experiences of the participants’ journeys, thus giving a deeper insight to the commonalities of the participants’ voices which is rarely reported in the literature (Sandelowski, 2011). Findings: A common set of phenomena became apparent when the cases were analysed, these included: trust, intensity and worthwhile. It is intended this paper gives some opportunity for reflection and shared empathetic responses to the similar experiences discussed. Originality/value: The case-orientated analysis adds value to the evidence base by highlighting the importance of the qualitative voice of both the staff and service user. This is important because most available literature reflects the process of setting up a team or DBT service, rather than describing the team experience. Equally, most published literature regarding the effectiveness of DBT is not written from the perspective of the people who receive the therapy. (Edited publisher abstract)
Commentary on “Training in positive behavioural support: increasing staff self-efficacy and positive outcome expectations”
- Author:
- PADDEN Ciara
- Journal article citation:
- Tizard Learning Disability Review, 21(2), 2016, pp.103-107.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to provide a commentary on Stocks and Slater’s paper, “Training in positive behavioural support: increasing staff self-efficacy and positive outcome expectations”. Design/methodology/approach: This is a narrative review of staff training in positive behaviour support (PBS) and challenging behaviour, drawing on Stocks and Slater’s paper and the core staff competencies outlined in the PBS Competence Framework (PBS Coalition, 2015). Findings: Taking into consideration multiple outcome measures, including staff outcomes such as self-efficacy, changes in staff behaviour, and the impact on quality of life for service users, may provide a broader insight into the effects of staff training. Supports and systems such as hands-on training, supervision, and practice leadership are also important factors that are likely to lead to positive service user and staff outcomes. Originality/value: This commentary reflects on Stocks and Slater’s paper in the broader context of staff training outcomes and factors that contribute to high-quality services for people with learning disabilities and challenging behaviour. (Publisher abstract)
Ageing in people with intellectual disability as it is understood by group home staff
- Authors:
- KAHLIN Ida, KJELLBERG Anette, HAGBERG Jan-Erik
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 41(1), 2016, pp.1-10.
- Publisher:
- Taylor and Francis
Background: The number of older residents in group homes for people with intellectual disability (ID) is increasing. This interview study was focused on how group home staff address issues of ageing and being old among people with ID. Method: Twelve members of staff at 4 different group homes in Sweden were interviewed. Results: Findings revealed old age as something unarticulated in the group home. Group home staff felt unprepared to meet age-related changes in residents. The study also revealed that group home staff had a one-tracked way of describing the process of ageing among people with ID, which was seemingly rooted in a medical paradigm of disability. Conclusion: Based on this study's findings, we suggest that there is a need to raise issues and give guidance related to ageing and ID in disability policy documents to support the development of a formal culture that addresses old age and ID in disability services. (Publisher abstract)
How acceptance and commitment therapy changed the perspective on support provision for staff working with intellectual disability
- Authors:
- LEONI Mauro, et al
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 10(1), 2016, pp.59-73.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to present a review on evidence-based intervention concerning the reduction of stress/burnout and the improvement of wellbeing for professionals working with people with intellectual disabilities (IDs). Design/methodology/approach: Theoretical models and literature related to stress reduction are reviewed from a classical cognitive behaviour therapy (CBT) approach up to the novel contribution of the third generation of cognitive-behavioural therapies, with a specific focus on contextual behavioural sciences and acceptance and commitment Therapy (ACT). Findings: Despite the improvement of CBT-based interventions in reducing risk factors for stress and burnout, the limitations of a problem-solving approach when applied to challenging environments like those of direct support to persons with ID, are still large. Interventions based on the core processes and the related techniques of ACT appear to be promising in promoting the wellbeing of paid carers reducing the risk of burnout, and increasing psychological flexibility. Such factors can increase the ability to clarify personal and professional values, as well as the opportunities to act consistently with such values and achieve greater social reinforcement in the work environment. Research limitations/implications: The limitations of the existing research are presented and discussed. There are several aspects that future research should address in order to promote staff training protocols that could be extensively applied with preventive aims. Organisations could take the available procedures and methodologies and implement these evidence-based practices within existing training. (Edited publisher abstract)