Search results for ‘Subject term:"learning disabilities"’ Sort:
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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)
Promoting positive communication environments: a service evaluation
- Authors:
- PATEL Kunden, et al
- Journal article citation:
- Tizard Learning Disability Review, 23(4), 2018, pp.192-200.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to present an evaluation of a programme of training and support provided to staff, which aimed to encourage supported communication environments for people with learning disabilities. Design/methodology/approach: Training, monitoring and support for communication, specifically augmentative and alternative communication (AAC) strategies, was provided by speech and language therapy staff to two residential services over 46 weeks. Staff and service user communications were observed pre- and post-intervention. Findings: In one provision there was an increase in service user initiations and the use of some AAC strategies by support staff. In the other provision there was no change in service user initiations and a decrease in the range of AAC strategies used. It appears that some forms for AAC remain challenging for staff to implement. Originality/value: This evaluation explores ways of using specialist support services to improve communication environments for people with learning difficulties. Possible reasons for differences in the outcome of the intervention are discussed. Future research into the types of communication interactions experienced by people with learning disabilities across the range of communication styles may be useful so that support staff can be better helped to provide sustained and enriched communication environments. (Publisher abstract)
Workforce development: perspectives from people with learning disabilities
- Authors:
- DAVIES Jill, MATUSKA George
- Journal article citation:
- Tizard Learning Disability Review, 23(4), 2018, pp.165-172.
- Publisher:
- Emerald
Purpose: Research into the skills and competencies required by staff working with people with learning disabilities has concentrated on staff views. The purpose of this paper is to explore what people with learning disabilities want from the workforce supporting them. The evaluation was commissioned by Health Education England working across Kent, Surrey and Sussex (HEE KSS). Design/methodology/approach: An easy read questionnaire, co-produced with people with learning disabilities, was completed with 70 participants, 65 of whom attended one of 10 workshops. Two questionnaires were also completed by parents on behalf of their child. The workshops also allowed for open discussion. Findings: People with learning disabilities value a workforce with a positive attitude, with staff who are skilled in supporting people to gain independence and have a voice. Research limitations/implications: Findings are relevant to staff recruitment, matching of staff to services and staff training. Originality/value: Although there is some previous research around service user views, this evaluation had a larger sample size. The findings were similar to previous studies, particularly around the kind of qualities required from staff, which were the ability to listen, have trust and be able to learn specific skills. Although the highest representation was from young people and young adults, participants ranged from 12 to over 65 years. Differences in views according to participant age ranges are also noted. (Publisher abstract)
Commentary on “workforce development: perspectives from people with learning disabilities”
- Author:
- STEVENS Martin
- Journal article citation:
- Tizard Learning Disability Review, 23(4), 2018, pp.173-177.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to explore links between the staff values and skills identified by Davies and Matuska and other literature. The commentary aims to place these values and skills in the context of established approaches to working with people with learning disabilities, to explore their impact on recruitment and to outline limitations on their applications. Design/methodology/approach: The commentary explores the implications of Davies and Matuska’s findings, relating these to previous research and policy literature. Findings: The commentary argues that it is important to stress the complexity of working with people with learning disabilities and the qualities of workers required. In addition, the importance of values-based recruitment (VBR) is also supported. Finally, the commentary points to the importance of creative ways of overcoming the limitations presented by current austerity policies. Originality/value: The commentary links characteristics and skills of staff valued by people with learning disabilities with person-centred care and VBR. (Publisher abstract)
Sources of job satisfaction in intellectual disability services: a comparative analysis of experiences among human service professionals in schools, social services, and public health care in Sweden
- Authors:
- INELAND Jens, SAUER Lennart, MOLIN Martin
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 43(4), 2018, pp.421-430.
- Publisher:
- Taylor and Francis
Background: The research aim of this study was to analyse aspects of job satisfaction in daily work with people with intellectual disability (ID) in schools, social services and health care. Method: With a comparative approach the authors collected data via a digital questionnaire with in total 333 respondents. The empirical material was analysed through a thematic content analysis. Results: The result showed that perceptions of job satisfaction could be differentiated into five typological categories: (1) the target group; (2) social rewards; (3) social relations; (4) professional core mission; and (5) results and outcomes. The findings also showed apparent differences in responses, both in terms of frequency and content, which seem to be associated with the respondents’ organisational affiliations. Conclusion: This study suggests that differences in experiences seem to be associated with work assignments, professional identities and organisational affiliation. (Edited publisher abstract)
Team formulation in an assessment and treatment unit for individuals with learning disabilities: an evaluation through staff views
- Authors:
- TURNER Kellie, CLEAVES Lydia, GREEN Samantha
- Journal article citation:
- British Journal of Learning Disabilities, 46(4), 2018, pp.278-283.
- Publisher:
- Wiley
Background: Research suggests that the use of team formulation within mental health services may improve staff understanding of service users’ difficulties and increase team empathy and reflection. The aim of this evaluation was to investigate staff perceptions of team formulation within an assessment and treatment unit for individuals with learning disabilities. Specifically, the authors aimed to investigate whether staff found team formulation helpful and whether staff felt it impacted their work with service users. Materials and Methods: A survey was completed using a cross‐sectional questionnaire design. Twenty‐eight staff members working on the assessment and treatment unit were asked to complete an anonymous questionnaire about team formulation meetings. Results: The response rate was 54%. The majority of staff agreed that they found formulation meetings to be helpful (80%) and that formulation meetings positively impacted how they work with service users (86%). The most common theme arising from staff responses concerning the most helpful aspects of formulation meetings was “gaining a greater understanding of service users.” Conclusions: The findings from this evaluation show that the majority of respondents felt team formulation was helpful and had a positive impact on their work with service users. These findings support the use of team formulation within mental health and learning disabilities services. Future research could investigate the impact of team formulation on service user well‐being and outcomes. (Publisher abstract)
“I don't want to take any risks even if it's gonna mean this service‐user is gonna be happier”: a thematic analysis of community support staff perspectives on delivering Transforming Care
- Authors:
- CLIFFORD Adam, STANDEN P.J., JONES Jo
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 31(6), 2018, pp.1209-1218.
- Publisher:
- Wiley
Background: Transforming Care is making mixed progress in supporting people with intellectual and developmental disabilities, and complex needs, move to more appropriate specialist accommodations closer to home. Community support staff often spend greatest amounts of time with service‐users, yet are some of the least heard voices about why placements succeed and fail to varying extents. Method: Managers and support staff (n = 13), working in ostensibly “specialist” community placements, were interviewed about perceived barriers and facilitators to implementing Transforming Care. Transcripts were subjected to thematic analysis. Results: Participants identified difficulties balancing people's rights, safety and quality of life needs, and felt the system's expectations of them are hard to deliver within the resources, legislation, values and support models provided them. Multidisciplinary expertise was highly valued for both emotional and practical support, but was least valued when perceived as overly blaming or inspectorial. Specialist health input was seen to withdraw prematurely for this particular client group. Conclusion: Recommendations are provided for how staff perspectives should inform Transforming Care in interests of service‐users. (Publisher abstract)
"With a touch of a button": staff perceptions on integrating technology in an Irish service provider for people with intellectual disabilities
- Authors:
- SIMPLICAN Stacy Clifford, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 31(1), 2018, pp.e130-e139.
- Publisher:
- Wiley
Background: People with intellectual disabilities continue to underutilise technology, in part due to insufficient training. Because support staff professionals provide instructional support, how they perceive integrating new technologies is important for people with intellectual disabilities.Method:The authors conducted a sequential mixed-methods exploratory study (quan→QUAL) including quantitative data from online surveys completed by 46 staff members and qualitative data from five focus groups attended by 39 staff members. Results: Quantitative results show strong support for diverse technologies. In contrast, qualitative results suggest that staff members’ support of technology decreases when they perceive that technology may jeopardise service users’ safety or independence. Conclusions: Although staff members identified increasing independence as the main reason to use new technologies with service users, they also worried that technologies used to increase the social inclusion of service users may pose undue risk and thus may limit their embrace of technology. (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)