Search results for ‘Subject term:"learning disabilities"’ Sort:
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Understanding violence when the perpetrator has an intellectual disability: the perceptions of professionals
- Authors:
- LOVELL Andrew, SKELLERN Joanne
- Journal article citation:
- Journal of Intellectual Disabilities, 23(4), 2019, pp.552-566.
- Publisher:
- Sage
- Place of publication:
- London
Aim: The research sought to enhance professional understanding of the violence perpetrated by some people with an intellectual disability. Background: The violent behaviour exhibited by some people with intellectual disabilities remains poorly understood, particularly with regard to a clear and informative definition. Design: A qualitative study investigated the views and perceptions of professionals working directly with people with an intellectual disability in different settings. Methods: Twenty-two semi-structured interviews were undertaken with professionals from a variety of backgrounds, and four themes were generated through data analysis. Findings: Themes produced comprised the degree of intellectual disability, impulsivity, intentionality and unpredictability. Findings indicated tension between understanding violence as purposeful and explaining it in relation to the intellectual disability and/or additional conditions. Conclusion: Intellectual disability is central to understanding the impact of the other three themes, though there is a professional reluctance to use such knowledge as evidence to inform practice. (Publisher abstract)
Prosocial motivation, stress and burnout among direct support workers
- Author:
- HICKEY Robert
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 27(2), 2014, pp.134-144.
- Publisher:
- Wiley
Aim: This study explores whether the desire to engage in work that is beneficial to others moderates the effects of stress on burnout. Method: Based on a survey of 1570 direct support professionals in Ontario, this study conducted linear regression analyses and tested for the interaction effects of prosocial motivation on occupational stress and burnout. Results: Prosocial motivation significantly moderated the association of emotional exhaustion (EE) and role boundary stress with depersonalization (DP). Prosocial motivation also moderated the effects of role ambiguity stress with a direct support worker's sense of personal accomplishment. In contrast, prosocial motivation magnified feelings of EE when interacted with a sense of personal accomplishment. Conclusion: Prosocial motivation plays an important role in explaining the relatively low levels of DP in the sector. The study advances our understanding of the key components of burnout among direct support workers. (Publisher abstract)
Staff characteristics and attitudes towards the sexuality of people with intellectual disability
- Authors:
- MEANEY-TAVARES Rebecca, GAVIDIA-PAYNE Susana
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 37(3), September 2012, pp.269-273.
- Publisher:
- Taylor and Francis
People with learning disabilities often experience difficulties in correctly interpreting behavioural cues which may have detrimental outcomes with respect to their expression of sexuality. The identification of individual staff characteristics that have a relationship with specific attitudes of staff caring for people with learning disabilities may enable targeted training and better support. In this study, 66 participants from services for people with learning disabilities in metropolitan Melbourne, Australia, completed a survey, including the Attitudes to Sexuality Questionnaire. Findings revealed that staff attitudes towards the sexuality of people with learning disabilities were quite positive. Age, programme agency position, and training uptake were all associated with positive staff attitudes. The authors concluded that targeted training programmes in sexuality can benefit direct care workers in general and older staff more specifically. Implications for training and practice are discussed.
No one knows: identifying and supporting prisoners with learning difficulties and learning disabilities: the views of prison staff
- Author:
- TALBOT Jenny
- Publisher:
- Prison Reform Trust
- Publication year:
- 2007
- Pagination:
- 66p.
- Place of publication:
- London
No One Knows is a UK-wide programme led by the Prison Reform Trust that aims to effect change by exploring and publicising the experiences of people with learning difficulties and learning disabilities who come into contact with the criminal justice system. A preliminary report, identifying and supporting prisoners with learning difficulties and learning disabilities is the first in a series of reports and briefing papers from No One Knows. It covers preliminary findings on research undertaken into the views of prison staff on how prisoners with learning difficulties and learning disabilities are identified and supported.
Sexuality: policies, beliefs and practice
- Authors:
- MURRAY J., MacDONALD R., LEVENSON V.
- Journal article citation:
- Tizard Learning Disability Review, 6(1), 2001, pp.29-35.
- Publisher:
- Emerald
Vocabulary needs in augmentative and alternative communication: a sample of conversational topics between staff providing services to adults with learning difficulties and their service users
- Author:
- GRAVES Judy
- Journal article citation:
- British Journal of Learning Disabilities, 28(3), September 2000, pp.113-119.
- Publisher:
- Wiley
This paper describes an attempt to gather information about vocabulary needs of a sample of people with learning difficulties in order to inform the content of local augmentative and alternative communication (AAC) resources and training programmes. The participants were staff members working in a range of local day care and residential services who were asked to record topics of conversation in diaries. The results of the present study suggest that physical needs and function were the most frequent topic areas for conversation. There were far fewer conversations recorded for social and emotional topics. Flexible topic-based frameworks for AAC programmes are suggested as a model that might be able to respond to individual and local vocabulary needs more readily than any one prescribed vocabulary.
Staff in services for people with learning disabilities: an overview of current issues
- Authors:
- HATTON Chris, EMERSON Eric
- Journal article citation:
- Mental Handicap Research, 8(4), 1996, pp.215-236.
- Publisher:
- BIMH Publications
Despite the obvious importance of high quality staff performance for achieving the aims of community care policy, it is only recently that attention in the UK has begun to be focussed on staffing issues in services for people with learning disabilities. Discusses possible reasons for this increase in activity and introduces the content of the issue - which concentrates on demonstrating the range of approaches currently being used in UK research concerning staff in-services for people with learning disabilities.
The staff support questionnaire - a means of measuring support among staff working with people with challenging behaviour
- Authors:
- HARRIS Philip, THOMSON Graham
- Journal article citation:
- Mental Handicap, 21(4), December 1993, pp.122-127.
- Publisher:
- British Institute of Mental Handicap
Staff are the most important resource of a service for people with learning difficulties and challenging behaviour. Good staff support helps to prevent stress, maintain high staff morale and aid staff performance. This article describes the Staff Support Questionnaire which was developed as a means of evaluating staff support. The evidence, to date, suggests that it is a reliable and valid measure which can be used to identify the particular strengths and needs of support systems.
The moderator effect of commitment on the relations between satisfaction and motivation in Special Employment Centres
- Authors:
- PEREZ-CONESA Francisco J., ROMEO Marina, YEPES-BALDO Montserrat
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 31(2), 2018, pp.312-317.
- Publisher:
- Wiley
Background: Little is known about the relation between satisfaction, commitment and motivation among employees with mild intellectual disabilities. The present research analyses the moderated effect of commitment on the relation between satisfaction of employees with intellectual disabilities and their motivation. Method: Employees with legally recognised intellectual disabilities, following the Spanish law, answered a questionnaire. The present authors examined bivariate relations across all variables in the model. Subsequently, a moderator model was tested, using the Johnson–Neyman and the pick-a-point approximation. Result: There was a direct effect between employees' satisfaction and motivation (b = 2.4621; p < .0001). Commitment had a moderator effect on this relation (b = [−3.36 to −0.30]; p < .001), especially for those employees with lower levels of commitment. Conclusions: The research focuses on the antecedents of work motivation of employees with mild intellectual disabilities as full employees. So, the authors results help HR managers to increase employees' motivational levels, as one of the main objectives of healthy organisations. (Edited publisher abstract)
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)