Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 10 of 19
Working in a comprehensive community based service for mentally handicapped people: a survey of the staff of the NIMROD service
- Authors:
- EVANS Gerry., et al
- Publisher:
- Mental Handicap in Wales. Applied Research Unit
- Publication year:
- 1984
- Pagination:
- 65p., tables, bibliog.
- Place of publication:
- Cardiff
Job satisfaction of community residential staff serving individuals with severe intellectual disabilities
- Authors:
- FORD Jerry, HONNOR Jill
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 25(4), December 2000, pp.343-362.
- Publisher:
- Taylor and Francis
This study investigated the nature and sources of job satisfaction of direct services staff who work with individuals with severe intellectual disabilities in community group home settings in Australia. Findings suggested that staff held moderately favourable views toward their jobs, with work satisfaction reported in interactions with residents and families, the nature of the work itself, and supportive relationships with co-workers. Conversely, involvement in decision-making, opportunities for advancement, feelings of isolation, utilisation of skills, and lack of feedback on performance were reported as areas of concern. Analysis of respondents' demographics yielded few significant relationships with job satisfaction.
Staff characteristics working conditions and outcomes amongst staff in service for people with intellectual disabilities
- Authors:
- HATTON Chris, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 12(4), 1999, pp.340-347.
- Publisher:
- Wiley
Presents the results of a survey of 512 staff working in UK services for people with intellectual disabilities. Descriptive findings regarding staff characteristics, working conditions and a range of staff outcomes are reported. Regarding staff outcomes, almost one-third of staff reported high levels of distress indicative of mental health problems, a proportion similar to that found in previous UK research but higher proportion than NHS staff, employed adults or adults generally. The implications for services of the findings are briefly discussed.
An investigation of stress experienced by managers of community homes for people with intellectual disabilities
- Authors:
- ELLIOTT Julie L., ROSE John
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 10(1), 1997, pp.48-53.
- Publisher:
- Wiley
Using the results of a post survey this article examines the nature and cause of stress in managers of community homes for people with intellectual disabilities. The administered form was derived from Powell's (1992) questionnaire of sources of stress. Correlational analyses indicated that some of Powell's subscales were associated with managers' self-ratings of Job Pressure and Job Dissatisfaction. Further exploration of these sources of stress suggested staff represented more of a supervisory burden than a source of support. These findings are discussed in relation to Rose's (1995) social support buffer.
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)
Bridging the divide: attitudes towards learning disabilities
- Author:
- MUIR Alison
- Journal article citation:
- Learning Disability Today, 14(4), July/August 2014, pp.24-25.
- Publisher:
- Pavilion
- Place of publication:
- Hove
Attitudes towards people with learning disabilities still vary and many have negative perceptions, including some staff who work with them. In 2013 Hertfordshire Partnership Foundation University NHS Trust (HPUFT), ran a survey to examine attitudes towards people with learning disabilities. The survey asked: 'What does a learning disability mean to you?' and also asked why staff were working with learning disabilities. Over 160 people responded to the survey. Of these 43% were people with learning disabilities; 5% family and carers of people with learning disabilities; 36% staff working with people with learning disabilities; and 16% members of the public. The survey found that 43% of staff demonstrated a negative or ambivalent attitude towards people with learning disabilities. (Original abstract)
An exploratory survey of opportunities and barriers to creative leisure activity for people with learning disabilities
- Author:
- REYNOLDS Frances
- Journal article citation:
- British Journal of Learning Disabilities, 30(2), June 2002, pp.63-67.
- Publisher:
- Wiley
Examines an aspect of lifestyle that has received little attention creative arts leisure occupations, and explores the opportunities and barriers to participation that confront community-dwelling adults with learning disabilities. Creative occupations tended to occur in specialist settings, such as day centres, and a minority of residents participated in mainstream community groups and environments. Managers perceived the major barrier to creative leisure participation to be expense. Further barriers included insufficient staff to accommodate individual's personal interests, transport problems and unwelcoming community resources/attitudes. The results of the study indicate that many residents can engage in art within either mainstream and specialist resources. Other active creative occupations are not as accessible.
Physical interventions for people with intellectual disabilities: initial survey of training and evaluation of a policy framework
- Authors:
- MURPHY Glynis, KELLY-PIKE Amanda, McGILL Peter
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 14(4), 2001, pp.401-411.
- Publisher:
- Wiley
This article concerns an initial study of training in physical interventions amongst a group of senior staff and their views on a recent policy framework on physical interventions developed by the British Institute of Learning Disabilities (BILD) and National Autistic Society (NAS). All participants were sent a questionnaire asking them about their training in, and use of, physical intervention methods, and their opinions on the policy document. The participants came from a variety of services and were relatively well qualified and senior because of the way the sample was derived. Most participants were very positive about the BILD and NAS policy framework, and about two-thirds of the participants said that their services had, or were developing, a written policy on physical interventions. This group of staff, many of whom were trained in physical interventions, rated the BILD and NAS policy framework as very helpful. There remained a clear need for guidance with respect to the advantages and disadvantages of the many available methods, and an evidence base on which to judge the effectiveness of different methods of physical interventions.
Dementia in people with learning disability: a preliminary study into care staff knowledge and attributions
- Authors:
- WHITEHOUSE Richard, CHAMBERLAIN Paul, TUNNA Kate
- Journal article citation:
- British Journal of Learning Disabilities, 28(4), December 2000, pp.148-153.
- Publisher:
- Wiley
The present paper describes the findings of a pilot study funded by the NHS Executive Primary and Community Care Research Initiative Small Projects Scheme that investigated the knowledge and attributions of dementia held by care staff who work with older adults with learning disability. Meetings took place with 21 members of care staff identified as keyworkers to older adults with learning disability living in residential houses provided by Solihull Healthcare NHS Trust, Solihull, UK. The results suggest that staff have knowledge of ageing at a similar level to that of college students. Forgetfulness was the sign that they would most expect to see if they thought someone was suffering from dementia. When a change in behaviour was attributed to dementia, it was most likely to be viewed as ‘stable, uncontrollable’ with staff feeling pessimistic about being able to change the behaviour.