Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 8 of 8
Negative Emotional Reactions to Challenging Behaviour and Staff Burnout: Two Replication Studies
- Authors:
- ROSE David, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 17(3), September 2004, pp.219-223.
- Publisher:
- Wiley
Data were analysed from two samples of staff. In study 1, 101 staff rated their typical emotional reactions to challenging behaviours experienced as a part of their work and completed the Maslach Burnout Inventory (MBI). In study 2, 99 staff rated their negative emotional reactions to written challenging behaviour vignettes and also completed the MBI. In both studies, significant positive correlations were found between negative emotional reactions to challenging behaviour and emotional exhaustion and depersonalization burnout but no association was found with personal accomplishment scores. These findings replicate previous results, but cannot be used to support the putative causal relationship between emotional reactions to challenging behaviour and staff well-being. Clinical implications of a focus on staff emotional reactions to challenging behaviour are discussed.
Job stress, burnout and job satisfaction: an intervention study for staff working with people with intellectual disabilities
- Authors:
- INNSTRAND Siw Tone, ESPNES Geir, MYKLETUN REidar
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 17(1), June 2004, pp.119-126.
- Publisher:
- Wiley
Reports on a longitudinal, quasi experimental study carried out among staff working with people with intellectual disabilities in two municipalities in Norway. The purpose was to measure mean differences of stress, burnout and job satisfaction after different intervention approaches were applied to staff in one of the municipalities. Staff in the other municipality acted as a control group. Using the pretest score as the covariate, by analysis of covariance (ancova), the experimental group showed a significant reduction in stress and exhaustion, and a strong significant rise in job satisfaction after intervention. This was a sufficiently promising result to encourage further research, not only to promote the individual worker's health and well being, but also to ensure the health and well being of those for whom services are provided.
Pro-social behaviour and behaviour problems independently predict maternal stress
- Authors:
- BECK Alexandra, HASTINGS Richard P., DALEY Dave
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 29(4), December 2004, pp.339-349.
- Publisher:
- Taylor and Francis
Parents of children with intellectual and developmental disabilities generally report more stress than other parents. Child behavioural features, and specifically their behaviour problems, have been shown to account for some of the variation in parents' experience of stress. However, there has been no exploration of whether the child's pro-social behaviour is predictive of parenting stress. In the present study, 74 mothers of children with intellectual disabilities completed measures of stress and mental health and reported on their child's adaptive behaviour, problem behaviour, and pro-social behaviour. Regression analyses revealed that the child's behaviour problems were an independent positive predictor of maternal stress, the child's pro-social behaviour was a negative predictor of maternal stress, but adaptive behaviour was not a predictor. These results support the need for more research on the pro-social behaviours of children with intellectual disabilities, especially their putative impact on parental well-being.
Affective problems in adults with mild learning disability: the roles of social disadvantage and ill health
- Authors:
- COLLISHAW Stephan, MAUGHAN Barbara, PICKLES Andrew
- Journal article citation:
- British Journal of Psychiatry, 185(10), October 2004, pp.350-351.
- Publisher:
- Cambridge University Press
Mild learning disability is associated with an increased riskof affective disorder. This study examines the extent to which adult socio-economic disadvantage and ill health contribute to this risk. Samples were drawn from the 1958 National Child Development Study. Relative to a comparison group, mild learning disability at age 11 was associated with elevated rates of depressive symptoms throughout adult life, and carried a six-fold risk of chronic depressed mood. The group difference in depressed mood at age 43 years was in large part mediated by variations in adult socio-economic disadvantage and ill health.
The relationship between behaviours exhibited by children with autism and maternal stress
- Authors:
- TOMANIK Stacey, HARRIS Gerald E., HAWKINS Jacqueline
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 29(1), March 2004, pp.16-26.
- Publisher:
- Taylor and Francis
The present study investigated the relationship between behaviours exhibited by children with pervasive developmental disorders, particularly autism, and maternal stress levels. Participants consisted of 60 mothers who had a child diagnosed with a pervasive developmental disorder by an independent practitioner using DSM-IV criteria. Children were between 2 and 7 years of age. Mothers completed the following self-report measures: the Parenting Stress Index (short-form), the Aberrant Behavior Checklist, AAMR Adaptive Behavior Scales and a demographic questionnaire. Two-thirds of the participants in the sample evidenced stress scores that were significantly elevated. Regression analyses revealed that child maladaptive behaviour and child adaptive behaviour accounted for a significant proportion of the variance in maternal stress. Methodological issues and considerations for future research are discussed.
Young carers in the UK: the 2004 report
- Authors:
- DEARDEN Chris, BECKER Saul
- Publisher:
- Carers UK
- Publication year:
- 2004
- Pagination:
- 16p.
- Place of publication:
- London
The 2004 Report is based on data collected from 87 projects concerning a total of 6,178 young carers – the largest survey of its kind. 56% of the sample are girls, 44% are boys. The average age is 12. 84% of the sample is white; the largest minority group being African Caribbean. 56% of young carers are living in lone parent families. Two thirds of the young carers provide domestic help in the home; 48% provide general and nursing-type care; 82% provide emotional support and supervision; 18% provide intimate personal care and 11% also provide child care. The recognised incidence of emotional support has increased dramatically since 1997. Intimate care is most commonly provided where the person with care needs has a physical health problem or disability. Emotional support is far more common where the person has mental health problems. One in ten young carers is caring for more than one person. Overall, girls are more involved in all types of caring tasks, especially as they get older. The overall incidence of missed school and educational difficulties has reduced, decreasing between 1995 and 1997 and again between 1997 and 2003. However, 27% of all young carers of secondary school-age are experiencing some problems, and the equivalent proportion of young carers of primary school age is 13%. 18% of young carers have been assessed, an improvement on 1997. One third (36%) of young carers had been caring for 2 years or less; 44% for 3-5 years; 18% for 6-10 years and 3% for over 10 years. One fifth of young carers and their families receive no other support except for their contact with a specialist young carers project. Social Services support is the most common external service received.
Levels of psychological distress experienced by family carers of children and adolescents with intellectual disabilities in an urban conurbation
- Authors:
- EMERSON Eric, ROBERTSON Janet, WOOD Justin
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 17(1), June 2004, pp.77-84.
- Publisher:
- Wiley
The aim of the present study was to identify factors associated with the level of psychological distress reported by family carers of children with intellectual disability living in a large urban conurbation. Information was collected by postal questionnaire (or interview for family carers who did not have English as their first language) from the family carers of 408 children with intellectual disability (31% of all children within the area administratively identified as having an intellectual disability). Results indicated that 47% of primary carers scored above the threshold for psychological distress on the GHQ and that scoring above the threshold was strongly related to the emotional and behavioural needs of the index child and South-Asian ethnicity and moderately associated with the severity of the child's delay in communication. The rates of psychological distress (47% overall, 70% among South-Asian carers) were markedly higher than that found in previous studies of carers supporting a child with intellectual disabilities. It is suggested that these elevated rates of psychological distress may be mediated by socio-economic deprivation.
Social skills training for adolescents with general moderate learning difficulties
- Authors:
- CORNISH Ursula, ROSS Fiona
- Publisher:
- Jessica Kingsley
- Publication year:
- 2004
- Pagination:
- 128p.
- Place of publication:
- London
Based on a multi-sensory cognitive-behavioural approach, these training sessions cover pre- and post-intervention evaluation schedules, interview and observation tools, and specification of materials that can be used and adapted by teachers. With links to the four main stages of development at Key Stages 3 and 4 of the National Curriculum, especially PSHE (Personal Social and Health Education), the training sessions form an effective tool to help teenagers develop skills in social interaction, communication and conflict resolution and to build their confidence and self-esteem. The ten detailed session plans incorporate role play, discussion and rehearsal to equip participants with the ability to interpret other people’s body language, control their own feelings, express views, ask for support and show concern for others.