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Evaluating staff training: taking account of interactions between staff and clients with intellectual disability and challenging behaviour
- Authors:
- OORSOUW Wietske M. W. J. van, EMBREGTS Petri J.C.M., BOSMAN Anna M.T.
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 38(4), 2013, pp.356-364.
- Publisher:
- Taylor and Francis
Background: Three aspects in the training of staff who serve clients with mild to moderate intellectual disability and challenging behaviour (CB) have been emphasised: Staff attitudes, self-awareness, and clients' perspectives. This study investigates whether programmes include these aspects. Method: A systematic search yielded 11 relevant articles. Results: Generally, all programmes aimed to improve staff knowledge and skills. Client variables concerned frequencies and severities of CB. None of the studies included clients' perspectives or staff attitudes and self-awareness. Conclusions: The fact that staff attitudes and awareness or clients' perspectives were not among the main goals of the training studies suggests that recent views of effective treatment of CB are not yet the object of scientific study. Given the acknowledgment of these aspects, it is warranted that future research focuses upon these recent insights. (Publisher abstract)
Utility of staff training on correcting sleep problems in people with intellectual disabilities living in residential settings
- Authors:
- HYLKEMA Tejo, PETITIAUX Wanda, VLASKAMP Carla
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 8(2), June 2011, pp.85-91.
- Publisher:
- Wiley
Sleep problems are common in people with intellectual disabilities (ID), and may aggravate behavioural problems or cause functional irritations during the day. The cause of sleep problems can be intrinsic factors having a physical origin or extrinsic factors linked to environmental causes. This study examined how to introduce training to improve the knowledge and understanding of sleep quality and sleep problems in people with ID among care staff at a residential facility in order to reduce extrinsic sleep problems. The study was carried out over 19 weeks in 2 residential care institutions in the northern part of the Netherlands. The care staff were divided into 2 groups: the first was offered a lecture and a workshop; and the second was only offered a lecture. Sleep efficiency and sleep latency in the residents with ID who were not suspected of having sleep problems were measured 4 times. In both groups, sleep efficiency rose significantly. The time spent in bed by residents overseen by the first group was reduced significantly, and there was a significant reduction of daily napping time. In the second group, there was a significant increase of daily napping time and in the number of naps. The article concludes that educational techniques, such as lectures and workshops, provided to staff can lead to significant improvements in residents' sleep efficiency.
Training emotional intelligence related to treatment skills of staff working with clients with intellectual disabilities and challenging behaviour
- Authors:
- ZIJLMANS L. J. M., et al
- Journal article citation:
- Journal of Intellectual Disability Research, 55(2), February 2011, pp.219-230.
- Publisher:
- Wiley
It has been suggested that staff working with clients with intellectual disabilities (ID) who display challenging behaviour may contribute to the continuation of this behaviour, because it causes emotional reactions such as anxiety, anger and annoyance, which can inhibit an adequate response. This study assessed whether a training aimed at improving emotional intelligence (EQ) in combination with a video-feedback training programme improved the emotional intelligence of 60 staff members working with clients with ID and challenging behaviour. Thirty-four staff members participated in the 4-month programme and 26 constituted the control group. All were working in residential settings in the Netherlands for people with mild to moderate ID. A pretest–posttest control group design was used and effectiveness assessed by using the Bar-On EQ-i and the judgements of experts on emotional intelligence. The emotional intelligence of the experimental group changed significantly compared to the control group. Judgments of the experts also indicated that the change in emotional intelligence of the experimental group was positive. The positive effect of the training programme on emotional intelligence is consistent with previous research. It suggests that the emotional intelligence of staff working with clients with ID and challenging behaviour can be influenced by training.
First steps toward positive behavior support in the Netherlands: a pilot study exploring the effectiveness of a training for staff
- Authors:
- KLAVER Marian, et al
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 17(3), 2020, pp.188-194.
- Publisher:
- Wiley
Despite the effectiveness of positive behavior support (PBS) in reducing challenging behaviors, the availability of PBS for individuals with intellectual disabilities is limited in many countries including the Netherlands. Training care staff supporting individuals with intellectual disabilities in PBS may be a way to improve the provision of PBS. The researchers aimed to explore the preliminary effectiveness of a PBS training for staff in reducing challenging behaviors of individuals with intellectual disabilities. Using a one group, double pretest–posttest design, 24 staff members involved in the care of 11 adult individuals with intellectual disabilities and challenging behaviors participated. The researchers assessed changes in challenging behaviors and quality of life of the individuals, in staff self‐efficacy in dealing with challenging behaviors, and in the use of restraints, using staff rated questionnaires, structured interviews, and medical files. At posttest, the researchers found significant reductions in challenging behaviors, improved quality of life, and increased staff self‐efficacy, but no changes in the use of restraints. In contrast, no significant changes on any of the measures appeared between the two pretests. These findings suggest that a staff training in PBS may be effective for reducing challenging behaviors in individuals with intellectual disabilities. (Edited publisher abstract)
What is important for advance care planning in the palliative phase of people with intellectual disabilities? A multi‐perspective interview study
- Authors:
- VOSS Hille, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 33(2), 2020, pp.160-171.
- Publisher:
- Wiley
Background: Advance care planning (ACP) is the process of discussing and documenting wishes and preferences for future care. Research about ACP for people with intellectual disabilities (ID) is limited. This study describes what is important for ACP in the palliative phase of people with intellectual disabilities. Method: In‐depth interviews were conducted with people with intellectual disabilities (n = 5), relatives (n = 7) and professional caregivers (n = 8). Qualitative data were analysed inductively, using the principles of thematic analysis. Results: Important themes in ACP were as follows: tailoring care, working as a team and taking and giving time. The perceived role of people with intellectual disabilities in ACP was to express their wishes. Relatives had a signalling, representing and contributing role. Professionals felt their role was to inform, collaborate and coordinate. Conclusions: A staff training programme about ACP should cover how to build and maintain close relationships, provide a safe environment and address ACP as an integral part of care. (Edited publisher abstract)
Effects of video-feedback interaction training for professional caregivers of children and adults with visual and intellectual disabilities
- Authors:
- DAMEN S., et al
- Journal article citation:
- Journal of Intellectual Disability Research, 55(6), June 2011, pp.581-595.
- Publisher:
- Wiley
The purpose of this study was to test the efficacy of the video-based Contact programme for improving the quality of interaction between professional care givers and their clients with visual and intellectual disabilities living in group homes in the Netherlands. Seventy-two caregivers of 12 individuals received a training programme and four individual video-feedback sessions. The quality of interaction was independently measured in an AB-design across subjects with two baseline and three intervention observations, using a time sampling coding system for interactive behaviour and a rating for affective mutuality. After the intervention, significant increases were found in the frequency with which caregivers confirmed the signals of clients, the proportion of initiatives taken by clients that were responded to by the caregivers, and affective mutuality as a quality of the interaction. No significant increase in client responsiveness was observed. The caregivers rated the intervention useful and feasible. The authors note that further research is necessary regarding the generalisability, long-term effects and effects on quality of life of the Contact programme but conclude that it did improve the quality of interaction between professional caregivers and clients with visual and intellectual disabilities living in group homes.
5th international foster care conference: 'love is not enough' 26th July- 1st August 1987: conference papers
- Editor:
- CROSBY Ian
- Publisher:
- Leeds. Social Services Department
- Publication year:
- 1989
- Pagination:
- 302p.
- Place of publication:
- Leeds
A collection of conference papers on various aspects of foster care - child abuse, training, leaving care, mentally handicapped children, adult foster care, violence, recruitment of foster parents, long-term foster care.
Effects of a self‐management training for people with intellectual disabilities
- Authors:
- SANDJOJO Janice, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 32(2), 2019, pp.390-400.
- Publisher:
- Wiley
Background: To help people with intellectual disabilities lead a more independent life, it is important to promote their self‐management. This study evaluated the effectiveness of a self‐management training for people with intellectual disabilities directed at independent functioning in daily life. Method: In the training, 17 people with intellectual disabilities worked on personal self‐management goals covering a wide range of everyday affairs. Primary outcome measures focused on goal attainment, independence and support needs. Moreover, outcomes regarding psychopathological behaviour and quality of life were explored. Data were collected before and at the start of the training, and 3, 6, 9 and 12 months later. Results: The training contributed to the attainment of self‐management goals and to the reduction in support needs (p < 0.01). There were no changes in independence, psychopathological behaviour and quality of life. Conclusions: Results indicate that the training supports people with intellectual disabilities to self‐manage their daily affairs. (Edited publisher abstract)
Evaluating a staff training program on the interaction between staff and people with intellectual disability and challenging behaviour: an observational study
- Authors:
- EMBREGTS Petri J.C.M., et al
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 44(2), 2019, pp.131-138.
- Publisher:
- Taylor and Francis
Background: The aim of this study was to evaluate the effects of a training program focusing on improvement of emotional intelligence (EI) and support staffs’ awareness of their behaviour towards people with an intellectual disability based on interactional patterns. The support provided regarding the needs for autonomy, relatedness, and competence was observed in line with self-determination theory (SDT). Method: A pre-test–post-test control group design (N = 29) was used, with 17 support staff participating in the experimental group. For both groups, video recordings of interactions between staff and clients were analysed with an SDT-observation system. Results: The results showed that a training program focusing on EI and interactional patterns positively affected the support provided by staff with regard to clients’ needs for autonomy, relatedness, and competence. Conclusions: As most EI studies focus on insights and understanding of oneself, this study is an important first step in focusing on staff behaviour during daily interactions. (Edited publisher abstract)
Training staff to promote self‐management in people with intellectual disabilities
- Authors:
- SANDJOJO Janice, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 31(5), 2018, pp.840-850.
- Publisher:
- Wiley
Background: People with intellectual disabilities have increasing difficulties managing their daily affairs. This study examined the effectiveness of a staff training, which teaches staff to promote self‐management in people with intellectual disabilities. Method: Effectiveness was assessed with questionnaires addressing clients’ (n = 26) independence and self‐reliance, support needs and challenging behaviour, using a pre–posttest control group design. Additionally, focus groups were conducted with trained staff members 6 months after the training. Results: In the long term, the intervention group showed a significant increase in independence and self‐reliance, in contrast to the comparison group. No effect was found on support needs and challenging behaviour. Trained staff members reported limited benefits of the training, but had noticed changes in their attitude and method of working afterwards. Conclusions: Further self‐management research is required to investigate how independence and self‐reliance can be promoted more effectively in this population. Future training should carefully consider their content, format, and implementation. (Edited publisher abstract)