Search results for ‘Subject term:"learning disabilities"’ Sort:
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Experiences of two multidisciplinary team members of systemic consultations in a community learning disability service
- Authors:
- JOHNSON Clair, VILJOEN Nina
- Journal article citation:
- British Journal of Learning Disabilities, 45(3), 2017, pp.172-179.
- Publisher:
- Wiley
Background: Systemic approaches can be useful in working with people with learning disabilities and their network. The evidence base for these approaches within the field of learning disabilities, however, is currently limited. Materials and Methods: This article presents part of a service evaluation of systemic consultations in a Community Learning Disability Service (CLDS). Two multidisciplinary team professionals were interviewed about what they found helpful and unhelpful in their experiences of attending systemic consultations. Interview data were analysed via applying thematic analysis principles. Results: Five main themes were elicited: differing expectations, enabling for the client, positive techniques, uncertainty regarding “forum” (“forum” meaning the collective of all of the individuals meet, which could include the professionals, lead therapist, reflecting team, etc.) composition and strengthening the network. Conclusions: Systemic consultations provided some positive and valuable experiences along with important caveats. Considerations for clinical practice are therefore discussed. Continued evaluation of systemic consultations within CLDSs is recommended. (Publisher abstract)
Is there a relationship between role identity, work demands, and burnout in direct care staff working with individuals with intellectual disability?
- Authors:
- OUTAR Cara, ROSE John
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 42(2), 2017, pp.123-130.
- Publisher:
- Taylor and Francis
Background The relationship between work demands and burnout is complex and it is likely that a number of different variables mediate this relationship. The study had 2 aims: first, to investigate whether there is a relationship between work demands and staff burnout, and, second, to explore whether role identity or self-determination mediates this relationship. Method Seventy staff completed measures examining burnout, role identity, self-determination, and work demands. Results A relationship was found between work demands and burnout. Relationships between personal accomplishment, and role identity and self-determination were found. A negative correlation was found between work demands and self-determination. Regression analyses demonstrated that role identity and self-determination did not mediate the relationship between work demands and burnout. Conclusion Role identity and self-determination were associated with personal accomplishment, which suggest that an individual’s view of their work-based role and role-relevant behaviours are important in relation to what they get out of their work. This has implications for training and the design of care roles. (Publisher abstract)
Employed carers’ empathy towards people with intellectual disabilities: the development of a new measure and some initial theory
- Authors:
- COLLINS Kirsten, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 30(1), 2017, pp.133-146.
- Publisher:
- Wiley
Background: This study aimed to develop a self-report measure of paid caregivers’ empathy towards people with intellectual disabilities. Materials and Methods: Following questionnaire development, 194 staff working in services for people with intellectual disabilities completed self-report questionnaires, including the new empathy measure. The measure's factor structure and psychometric properties were investigated. Results: A three factor solution suggested two key processes in empathising: experiencing commonality between one's own and people with intellectual disabilities’ psychological experiences and efforts to attune to their internal worlds. The final factor represented whether carers find it challenging to empathise. Correlations with beliefs about the self and others in caregiving relationships provided initial evidence of validity, although further investigation is needed. Conclusions: The most salient processes in empathising with people with intellectual disabilities may be different from empathy in other contexts. Establishing determinants of carer empathy may facilitate the development of psychological interventions to promote and enhance this important quality. (Edited publisher abstract)
Improving service responses for people with learning disabilities who have been sexually assaulted: an audit of forensic services
- Authors:
- OLSEN Angela, et al
- Journal article citation:
- British Journal of Learning Disabilities, 45(4), 2017, pp.238-245.
- Publisher:
- Wiley
Accessible summary: 1) When people report being sexually assaulted they can be examined by a specially trained doctor to see how the assault might have affected them. They may also ask for help from a counsellor or other specially trained support workers. These staff might belong to a sexual assault referral centre (SARC); 2) This study reports findings from work that staff from St Mary's SARC in Manchester did so that they could improve the services they offer to people with learning disabilities who have been sexually assaulted; 3) A staff survey showed that staff thought they might not always recognise if a person had learning disabilities or another learning difficulty like dyslexia. We wonder if knowing the difference is as important as knowing how to support people well. Looking at patient notes showed that patients with learning disabilities received less follow-up care than patients without learning disabilities. This study describes the first step that the SARC team took to improve their service. Improvements have been made based on these first findings, including some of those recommended by staff in their surveys. These will be reported in another paper to see if they have made a difference to people with learning disabilities. Background: People with learning disabilities are more likely to experience sexual abuse and less likely to access support than the general population, this is due to a range of variables at the individual, societal and service-delivery level. This study presents a service evaluation of St Mary's Sexual Assault Referral Centre, Manchester to explore its ability to provide meaningful support to people with learning disabilities and to identify ways to improve its responses. Materials and Methods: The service evaluation had two components: (i) A staff survey to elicit self-perception of the knowledge and skills required to meaningfully support people with learning disabilities who attended the centre following an allegation of rape or sexual assault (ii) An audit of patient notes to compare service delivered to patients with a learning disability to those without. Results: Forty-two members of staff (over 75% response rate) completed the survey which found a lack of differentiation between learning disabilities and other types of neurodiversity. The majority of responders reported having enough knowledge about learning disabilities to do their job and feeling confident in their abilities. Nonetheless, all the staff reported that they would like more learning disability training. An audit of the patients’ notes found people with learning disabilities accessed fewer follow-up care services than people without learning disabilities. Conclusions: The results identify areas for staff training to improve meaningful support for people with learning disabilities alongside a note of caution against a focus on labelling. By introducing more accessible support a diverse group of people can benefit. (Edited 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)
Providing end-of-life care in disability community living services: an organizational capacity-building model using a public health approach
- Authors:
- GRINDROD Andrea, RUMBOLD Bruce
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 30(6), 2017, pp.1125-1137.
- Publisher:
- Wiley
Background: There is broad consensus within the disability field that the end-of-life care offered to people with intellectual disabilities should be of a quality consistent with that advocated by contemporary palliative care. In practice, however, various barriers are encountered when applying palliative care strategies to the end-of-life care of people with intellectual disabilities, particularly those in disability community living services. Methods: A mixed-methods approach was used. Quantitative data were gathered through a survey of disability support staff working in government-managed community living services in the Australian state of Victoria. These quantitative data informed the collection of qualitative data through focus groups and research interviews. A public health palliative care framework provided the basis for developing an organisational change model from the consolidated data. Results: There is a strong relationship between organisational structure and culture, and both influence end-of-life practice in community living services. Barriers to good practice arise from the differing attitudes of paid carers involved, and from uncoordinated approaches reflecting misaligned service systems in the disability and palliative care fields. Organisational reorientation is crucial to achieving sustainable change that will support healthy dying. Conclusions: End-of-life care requires the collaboration of disability and palliative care services, but for care to achieve palliative care goals, the collaboration must be led by disability services. The authors outline here an organisational model they have developed from public health principles to manage end-of-life care in community living services. (Edited publisher abstract)
The experiences of staff who support people with intellectual disability on issues about death, dying and bereavement: a metasynthesis
- Authors:
- LORD Ailsa J., FIELD Stephen, SMITH Ian C.
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 30(6), 2017, pp.1007-1021.
- Publisher:
- Wiley
Background: Historically, people with intellectual disabilities have tended to be excluded from knowing about death, dying and bereavement. Staff in intellectual disability services can play a valuable role in improving understanding of these issues in those they support. This qualitative metasynthesis aimed to understand the experiences of staff supporting adults with intellectual disabilities with issues of death, dying and bereavement. Method: Thirteen papers were identified following a systematic review of six databases. Results: Three themes were developed following a lines-of-argument synthesis: (i) talking about death is hard: negotiating the uncertainty in death, dying and bereavement; (ii) the commitment to promoting a “good death”; and (iii) the grief behind the professional mask. “A cautious silence: The taboo of death” was an overarching theme. Conclusions: A more open culture around issues of death, dying and bereavement in intellectual disability settings is essential and could be promoted through staff training and support. (Publisher abstract)
Communicating about death and dying: developing training for staff working in services for people with intellectual disabilities
- Authors:
- TUFFREY-WIJNE Irene, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 30(6), 2017, pp.1099-1110.
- Publisher:
- Wiley
Background: Many people with intellectual disabilities are affected by death, yet conversations about death are often avoided by staff working with them. This study aimed to assess staff training needs and to develop, trial and evaluate a training course on communicating about death and dying. Method: (i) Semi-structured interviews with 20 staff in residential/supported living services to establish training needs; (ii) three-one-day courses were attended by 114 staff and evaluated through questionnaires. The course consisted of World Café sessions, presentations and feedback by people with intellectual disabilities, and an expert teaching session. Results: Staff fear, cultural influences and inexperience with death-related conversations were major communication barriers. Evaluation of the course was overwhelmingly positive. Conclusions: Intellectual disabilities services must have clear staff training strategies around death, dying and communication. More work is needed to assess the resource implications and impact on practice of different training methods and other support strategies. (Publisher abstract)
Development and dissemination of a core competency framework
- Authors:
- TROLLOR Julian N., et al
- Journal article citation:
- Journal of Mental Health Training Education and Practice, 12(4), 2017, pp.237-248.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to describe and critique the methodology used to develop a core competency framework for mental health professionals working with people with an intellectual disability and co-occurring mental ill health. Design/methodology/approach: A multi-phase, multi-method design was used to collect qualitative and quantitative data, including a scoping survey, modified online Delphi, and consultation with multiple stakeholders. The implementation phase involved a launch forum and workshop, toolkit development, and evaluation strategy. Findings: Results from the scoping survey and consultation process informed the development of a core competency framework with 11 domains. An accompanying toolkit was also developed with practical guidance to assist with the implementation of the core competencies. In total, 93 professionals attended the launch forum, and the framework has been downloaded 998 times during the first year it has been available. Research limitations/implications: Detailed information specific to each profession cannot be included when a whole of workforce approach is used. The ways in which to use the framework in conjunction with other core competency frameworks is discussed. Practical implications: This framework can be utilised by mental health workers including clinicians, managers, service developers, and educators, from multiple professional backgrounds. The approach taken can also be used by others to develop similar frameworks. Originality/value: This is the first core competency framework, to the authors’ knowledge, specifically designed for public mental health professionals from varied backgrounds working with people with an intellectual disability. Consulting with multiple stakeholders, not just experts, elicited new information that may otherwise have been overlooked. (Publisher abstract)
Mental health staff views on improving burnout and mental toughness
- Authors:
- POSNER Zoe, JANSSEN Jessie, RODDAM Hazel
- Journal article citation:
- Journal of Mental Health Training Education and Practice, 12(4), 2017, pp.249-259.
- Publisher:
- Emerald
Purpose: Burnout in mental health staff is acknowledged as a major problem. The purpose of this paper is to gain an understanding of mental health staff views on improving burnout and mental toughness in mental health staff. Design/methodology/approach: Ten participants from two mental health rehabilitation units across the north-west of England took part in a Nominal Group Technique. Participants consisted of mental health workers from varied roles in order to capture views from a multidisciplinary team. The main question posed to the staff was “What strategies and techniques do you think could help improve burnout and mental toughness in mental health staff”. Findings: The study revealed that the top three ideas to take forward to help improve burnout and mental toughness in mental health staff were improving the culture/organisation, improving staff wellbeing and education. Additionally, staff were highly motivated and enthusiastic about engaging in discussion about what could be done to improve their wellbeing and the importance of taking this forward. Originality/value: This study is unique in involving mental health staff in discussing their ways of improving their mental health. It is also unique as it has found the nine strategies to do this and these could be used in targeted training for mental health staff (Publisher abstract)