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Low security: patient characteristics which lead to an offer of admission and staff perceptions in a unit for people with intellectual disability
- Author:
- YACOUB Evan
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 4(4), December 2010, pp.25-34.
- Publisher:
- Emerald
This paper focuses on the characteristics of patients with intellectual disabilities offered an admission to a low secure intellectual disability unit, and staff views of low security settings for people with intellectual disabilities. The project was based at a low secure NHS unit for people with intellectual disabilities which accepts referrals from regions within the M25. A case-controlled study was carried out for 33 patients referred to the unit over 42 months. The characteristics of 18 patients offered an admission were compared with those of 15 patients not offered an admission. In addition, 5 of the staff working on the unit were interviewed about the concept of low security. The findings showed that patients offered an admission were more able than those not offered an admission, posed more risks and were more complex diagnostically. Staff working on the unit agreed that their patients were complex, but felt that they were appropriately placed overall. The challenges of low secure provision were discussed by staff. Patients sampled were complex and heterogeneous, but not necessarily ‘forensic’, and their complexity requires sophisticated care plans and management strategies.
Supporting adults with an intellectual disability during experiences of loss and bereavement: staff views, experiences and suggestions for training
- Authors:
- McEVOY John, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 23(6), November 2010, pp.585-596.
- Publisher:
- Wiley
Care staff are a source of support and information for people with intellectual disabilities (ID) following a bereavement. How staff perceive the loss experience has implications for the quality and level of support provided to individuals with ID at times of personal loss. This study investigated staff knowledge and attitudes to bereavement, experiences of supporting people with ID during times of loss, the degree of service agency support and staff training needs. Twenty-four staff members participated. Staff reported a lack of confidence and uncertainty, particularly around operational procedures following bereavement. Conflicting attitudes between themselves and the service agency around bereavement support procedures and a lack of awareness of the emotional impact of grief on service users and staff were highlighted by participants along with the need for quality information, skill development and further training. The paper concluded that service agencies need to be more proactive in supporting staff and in developing policy and guidelines in conjunction with practical training initiatives.
Intellectual disability and sexuality: attitudes of disability support staff and leisure industry employees
- Authors:
- GILMORE Linda, CHAMBERS Brooke
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 35(1), March 2010, pp.22-28.
- Publisher:
- Taylor and Francis
This paper suggests that the general attitudes of support staff and others in the community towards the sexuality of individuals with an intellectual disability have the potential to influence opportunities for normalised life experiences in the area of sexuality. A sample of 169 disability support staff and 50 employees from leisure and service industries, in Queensland, Australia, completed the Attitudes to Sexuality Questionnaires. It compared individuals with an intellectual disability, and individuals from the general population. Findings indicated that support staff and leisure workers reported generally positive attitudes towards the sexuality of individuals with an intellectual disability, but men were seen as having less self-control than women. Support staff were more cautious in their views about parenting, and both groups considered a lower level of sexual freedom to be desirable for women with an intellectual disability compared to women who are developing typically. The authors concluded that the attitudes of both groups were generally quite positive in relation to intellectual disability and sexuality.
Sexual abuse prevention: a training program for developmental disabilities service providers
- Authors:
- BOWMAN Rachel A., SCOTTI Joseph R., MORRIS Tracy L.
- Journal article citation:
- Journal of Child Sexual Abuse, 19(2), March 2010, pp.119-127.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
It has been reported that persons with developmental disabilities are at an increased risk for becoming victims of sexual abuse, and research has revealed that the largest group of identified perpetrators of sexual abuse is within developmental disability service providers. The purpose of this study was to develop, implement, and evaluate the effectiveness of a sexual abuse prevention training program. Participants included one hundred and twenty four developmental disability service providers, from West Virginia, who were administered a survey assessing knowledge and attitudes before and after the training workshop. Approximately 55% of individuals served by these agencies were children under the age of 18 years. Findings showed that small improvements in knowledge and attitudes about sexual abuse and the sexuality of persons with developmental disabilities were identified. However, more general attitudes about individuals with developmental disabilities did not change. Implications for future research in this area are highlighted.
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.
Pain in people with learning disabilities in residential settings: the need for change
- Authors:
- BEACROFT Monica, DODD Karen
- Journal article citation:
- British Journal of Learning Disabilities, 38(3), September 2010, pp.201-209.
- Publisher:
- Wiley
Many people with learning disabilities find it difficult to communicate effectively that they are in pain or how they are feeling. This audit investigated residential staff beliefs around pain thresholds, and the strategies they adopt to recognise and manage pain in people with learning disabilities. A structured interview was held with 58 staff from 33 residential homes and supported living services across Surrey. The results demonstrated that pain is not being effectively recognised or managed by residential staff, and that people with learning disabilities are not getting timely and appropriate medication for their pain. Some staff still believed that people with learning disabilities have a higher pain threshold than people without a learning disability, and let this belief affect how they manage pain. The results highlighted the need for training for staff in how to recognise and manage pain, as well as the need for appropriate pain recognition tools and communication aids to be utilised to support people with learning disabilities to be able to communicate their pain to others. It also indicated the need for better communication between staff and other services that the person with learning disabilities accesses.
The introduction of restorative justice approaches in young people's residential units: a critical evaluation
- Authors:
- LITTLECHILD Brian, SENDER Helen
- Publisher:
- National Society for the Prevention of Cruelty to Children
- Publication year:
- 2010
- Pagination:
- 98p., bibliog.
- Place of publication:
- London
This is a research report from the Centre for Community Research at the University of Hertfordshire and the NSPCC. In 2000, Hertfordshire County Council’s Youth Justice and Children, Schools and Families (CSF) services successfully introduced restorative justice in one of its young people’s residential units. Following this introduction and its evaluation, this report looks at the widespread introduction in 2002 of restorative justice into all four of the county council’s young people’s residential units, including a home for children with disabilities. Restorative justice was introduced as a way of dealing with interpersonal conflicts, as well as with residents’ criminal and anti-social behaviour. This report evaluates the influence of restorative justice on young people and staff, and their experiences of its effects as a means of dealing with residents’ criminal acts, anti-social behaviour and interpersonal conflicts. It also analyses the effect that its introduction had on police call-outs to the four residential units. One of the key aims of the evaluation project was to analyse the impact of restorative justice on bullying. A previous evaluation had found that bullying was the most challenging form of antisocial behaviour for staff and young people to deal with.
Employing staff with learning disabilities: guidance for employers
- Author:
- CHANGE
- Publisher:
- Change
- Publication year:
- 2010
- Pagination:
- 107p., DVD, CD ROM
- Place of publication:
- Leeds
This book is for employers looking to meet Disability Discrimination Act and Public Service Agreement 16 requirements and for people seeking or just about to start a new job. Individual sections cover developing meaningful jobs; accessible job descriptions; hours of working; advertising; short listing and interviewing; supporting staff with learning disabilities; creating an accessible workplace; say no to bullying; and the CHANGE co-working model of employment. The CHANGE Co-working Model of Employment’ DVD is included which contains interviews with CHANGE staff/volunteers about work experiences and forum theatre pieces showing empowering support for staff with learning disabilities.
The relationship between reciprocity and the emotional and behavioural responses of staff
- Authors:
- THOMAS Cathryn, ROSE John
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 23(2), March 2010, pp.167-178.
- Publisher:
- Wiley
This study examines a model relating to the concept of reciprocity (“being the equality of perceived investments in and outcomes from a relationship relative to a person’s own internal standards”) and burnout in staff. One hundred and two staff working in community homes within the voluntary, private and public sector for people with intellectual disabilities within an urban borough completed a self-report questionnaire including measures of reciprocity, burnout, emotion, optimism and helping behaviour. Findings suggested an association between lack of reciprocity and levels of burnout. Burnout was found to be correlated with emotion, optimism and helping behaviour. Analysis revealed significant associations between a lack of reciprocity with the organisation and burnout, positive affect, optimism and helping. The results provide support for the role of reciprocal relationships between care staff, the organisation and colleagues in burnout. The clinical implications of the study, methodological considerations and recommendations for future research are further discussed.
Training staff to manage challenging behaviour
- Authors:
- OORSOUW Wietske M. W. J. van, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 23(2), March 2010, pp.192-196.
- Publisher:
- Wiley
Prevalence of severe challenging behaviour in individuals with intellectual disabilities is high, with staff consistently indicating this behaviour as being one of the most stressful aspects of their job. This paper describes the development of a training package for staff working with clients presenting challenging behaviour designed to: increase their knowledge regarding challenging behaviour; and to improve the quality of physical intervention techniques. The latter was intended to reduce staff anxiety about dealing with incidents and limit physical risk of injury to both clients and themselves. Sessions concerning theories of challenging behaviour were combined with physical intervention training. Effectiveness was scored using self-assessment questionnaires and observation of staff skills. Training effectiveness was tested in a pre and post test control group design. Findings showed the training programme proved to be effective, where staff knowledge of challenging behaviour and the quality of physical intervention techniques increased significantly. Test scores remained above pre-test levels at follow-up, and staff members evaluated the training positively.