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Being a valuable contributor on the frontline: the self‐perception of staff in group homes for people with intellectual disability
- Authors:
- QUILLIAM Claire, BIGBY Christine, DOUGLAS Jacinta
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 31(3), 2018, pp.395-404.
- Publisher:
- Wiley
Background: Group home frontline staff have a critical role in implementing service policies, yet research typically examines implementation issues from an organisational perspective. The aim of this study was to explore the self‐perception of frontline staff about their role in group homes for people with intellectual disability. Method: Constructivist grounded theory methodology guided the study. Data were collected with frontline staff through semistructured interviews and participant observations. Coding and sorting methods were used to analyse participants’ self‐perception. Results: Frontline staff felt they were valuable contributors who knew the service setting and residents well. Despite this staff felt powerless in their roles, excluded from organisational dialogue, stressed and exhausted. Conclusions: Frontline staff have critical insight into service implementation although disability service organisations may limit their capacity to contribute to this. Further action could explore new ways to better nurture frontline staff engagement in organisational dialogue. (Edited publisher abstract)
'We just call them people': positive regard as a dimension of culture in group homes for people with severe intellectual disability
- Authors:
- BIGBY Christine, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 28(4), 2015, pp.283-295.
- Publisher:
- Wiley
Background: A dimension of the culture in group homes is staff regard for residents. In underperforming group homes, staff regard residents as being not ‘like us’ (Bigby, Knox, Beadle-Brown, Clement & Mansell, 2012). It was hypothesized the opposite pole of this dimension, in higher performing group homes, would be that staff regard residents positively. Method: Three in-depth qualitative case studies were conducted in higher performing group homes using participant observation, interviews and document review. Results: Consistent pattern of staff practices and talk, as well as artefacts, demonstrated staff had a positive regard for residents, who were seen as being ‘like us’. Explicit and continuing attention was given to sustaining positive regard for residents in everyday staff practices and to turning abstract values into concrete realities. Conclusions: This positive cultural norm was established, operationalised and embedded through structures, such as a formal policy about language, and processes such as peer monitoring and practice leadership. (Edited publisher abstract)
Working with self-harm: accounts of two staff groups
- Authors:
- FISH Rebecca, REID Helen
- Journal article citation:
- Journal of Learning Disabilities and Offending Behaviour, 2(4), 2011, pp.152-158.
- Publisher:
- Emerald
This study examined the experiences of two groups of staff working with clients who self-harm in the UK. One group worked with men, the other women, both with learning disabilities in secure settings. The two groups of staff based their discussions on five central themes: types of self-harm; perceived reasons for self-harm; staff personal responses; client treatment options; and staff support. Findings revealed strong emotional responses to incidents of self-harm, but types of behaviour tended to vary between men and women. Across both participant groups, staff asked for more training and time for support groups to meet. However, some staff thought that self-harm should be allowed within reason. Implications for adopting a harm minimisation strategy are discussed.
Predicting placement breakdown: individual and environmental factors associated with the success or failure of community residential placements for adults with intellectual disabilities
- Authors:
- PHILLIPS Neil, ROSE John
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 23(3), May 2010, pp.201-213.
- Publisher:
- Wiley
Individuals with intellectual disabilities are more likely to experience a breakdown in their community residential placement if they display challenging behaviour. However, some individuals with behaviour that poses a severe challenge live successfully in community services long-term, indicating that other factors are also important. This study seeks to test the validity of a proposed framework for placement breakdown incorporating individual differences and environmental factors. The study employed a between-subjects design with 2 non-experimental groups, controlling for the presence of challenging behaviour. One of these groups experienced a placement breakdown, whilst the other remained in the same placement. Staff completed questionnaires measuring a range of individual and service-related factors. The results found no differences between the groups in overall levels of challenging behaviour, although the breakdown group displayed higher rates of intentional antisocial behaviour. Breakdown was predicted by a combination of increased community self-sufficiency skills, attributions of a greater degree of control by the most senior members of staff, and lower levels of interaction and help from staff. Services in which a breakdown occurred were also of poorer overall quality, particularly in terms of staff resources and energy levels, the physical environment and administrative systems. Individuals experiencing breakdown were more likely to have had at least one acute behavioural or psychiatric admission. The article concludes that interventions to reduce this risk will need to address the way that staff think about challenging behaviour.
When it comes to dying, what difference does learning disability make?
- Author:
- TODD Stuart
- Journal article citation:
- Llais, 74, Autumn 2004, pp.6-10.
- Publisher:
- Learning Disability Wales
Outlines a research study on the effects of the death of a person with learning disability on staff and parents and the support services did or did not provide.
A video feedback intervention for workforce development: exploring Staff perspective using longitudinal qualitative methodology
- Authors:
- JAMES Deborah Michelle, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 29(2), 2016, p.111–123.
- Publisher:
- Wiley
Background: In this study, we explored the impact of staff training that used video feedback to help staff see the effect of their interactional work with service users. The study was based at a large organisation delivering services for children and adults with autism. Materials and Methods: A longitudinal qualitative study with semi-structured interviews was conducted to explore changes over time in 10 staff participants who received the intervention. Five participants were interviewed twice before they received the video feedback intervention to gauge the degree to which their perspective changed as part of the natural course of their working lives. Results: The results showed that the staff talked differently after they had the intervention. The most notable change was their talk about the service user perspective which was evident after the intervention but not before. Conclusions: The outcomes suggest that the use of video feedback of in situ practice could help staff develop person-centred work practices. (Publisher abstract)
The leopard has changed its spots: experiences of different ways in which staff support people with learning disabilities
- Authors:
- DOCHERTY Daniel Alex, CHAPMAN Melanie Jane
- Journal article citation:
- Ethics and Social Welfare, 7(3), 2013, pp.277-281.
- Publisher:
- Taylor and Francis
- Place of publication:
- Abingdon
This paper contrasts the personal experiences of a man with learning disabilities and autism with staff in two different settings: a long-stay institution for people with learning disabilities, and the community living in a flat supported by staff. These experiences highlight some of the potential personal, professional and ethical conflicts facing staff working in learning disability services. (Publisher abstract)
Saying goodbye: when keyworker relationships end
- Authors:
- MATTISON Victoria, PISTRANG Nancy
- Publisher:
- Free Association Books
- Publication year:
- 2000
- Pagination:
- 239p.,bibliog.
- Place of publication:
- London
The experience of separation and loss when keyworkers move away can have devastating effects on the lives of people with learning difficulties. This book tells the stories of service users and staff and how their relationships ended and the feelings they had at the time. Wider issues about the friendships and relationships that adults with learning difficulties have are also highlighted and specific recommendations are made on how services can plan for the end of social worker or staff relationships with users.
A descriptive analysis of the relationships between social context, engagement and stereotype in residential services for people with severe and complex disabilities
- Authors:
- EMERSON Eric, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 12(1), 1999, pp.11-29.
- Publisher:
- Wiley
Observational data on 40 people with severe intellectual disabilities and sensory impairments were analysed to determine the relationship between user engagement, stereotype and the nature of staff support received.
Reflections on developing and managing community services for people with learning difficulties
- Author:
- STEELE Linda
- Journal article citation:
- Tizard Learning Disability Review, 3(4), October 1998, pp.19-23.
- Publisher:
- Emerald
Success in providing and maintaining services for people with learning difficulties requires constant vigilance and attention to relationships with the community, staff, media and, above all, service users. This article provides reflections on, and conclusions from, more than 20 years of managing and developing services in the USA and England.