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Commentary on “Human rights training: impact on attitudes and knowledge”
- Author:
- KIDD Jo
- Journal article citation:
- Tizard Learning Disability Review, 17(2), 2012, pp.88-91.
- Publisher:
- Emerald
This paper seeks to provide a commentary on the previous paper by Michelle Redman et al in this journal issue. Redman investigated the impact of a particular approach to human rights training on the knowledge and attitudes of a group of support staff in the health service. The results suggested that this training had a significant effect on knowledge about human rights but very little effect on attitudes towards human rights. This commentary poses the question as to whether human rights training can have an effect on attitudes towards human rights and, if so, which approach is the most effective. It outlines the distinction between 2 different types of approach to human rights training: one that assumes that the concept of human rights already runs through the work of public service providers; and the other that suggests that human rights training should challenge pre-existing beliefs and assumptions. The commentary suggests that the second of these approaches, the ‘activist’ approach, would go further towards winning hearts and minds. Suggestions on the kind of training needed to change people’s attitudes are provided, and underline the importance of the need for people with learning disabilities to have the space to tell their own stories.
Effects of an awareness program on attitudes of students without an intellectual disability towards persons with an intellectual disability
- Authors:
- RILLOTTA Fiona, NETTLEBECK Ted
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 32(1), March 2007, pp.19-27.
- Publisher:
- Taylor and Francis
This study tested whether social and educational integration combined with training in awareness of disability for secondary school students resulted in more positive, long-lasting attitudes about educational and social inclusion of people with an intellectual disability. Attitudes of 259 participants (116 males, 143 females) were assessed by questionnaire. Effects of awareness of disability programs (ADPs) were tested by comparing attitudes of current secondary school students participating in a 3-session or 8-session ADP (n = 67) and past students who had participated in a 10-session ADP 8 years prior to the present study (n = 46), with same-age controls without training (n = 146). Students completing 8-session ADPs reported more favourable attitudes than students in the 3-session ADP and peers without training. Past students' attitudes were also highly positive, compared with same-age controls without training. ADP programs can promote positive attitudes towards people with an intellectual disability. Such training may have long-term benefits.
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)
Empowerment training and direct support professionals’ attitudes about individuals with intellectual disabilities
- Authors:
- FLATT-FULTZ Elizabeth, PHILLIPS Lindsay A.
- Journal article citation:
- Journal of Intellectual Disabilities, 16(2), June 2012, pp.119-125.
- Publisher:
- Sage
- Place of publication:
- London
This study investigated whether viewing a training video on empowerment of individuals with an intellectual and developmental disability would change the attitudes of direct support professionals (DSPs). Participants were 43 DSPs from a human service provider in south-eastern Pennsylvania, United States, whose clients included individuals with intellectual and developmental disabilities. A control group completed the Community Living Attitude Scale (CLAS–MR) without viewing a training video on empowerment until after CLAS–MR completion. The experimental group viewed the video on empowerment and then completed the CLAS–MR. Findings revealed that DSPs who viewed the video prior to CLAS–MR had more empowering attitudes towards individuals with intellectual and developmental disabilities compared to the control group. The authors concluded that it was beneficial for professionals to be trained in empowerment skills. Implications for future research are discussed.
Changes in attributions as a consequence of training for challenging and complex behaviour for carers of people with learning disabilities: a systematic review
- Authors:
- WILLIAMS Sophie, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 25(3), May 2012, pp.203-216.
- Publisher:
- Wiley
The overall aim of this paper was to critically review studies of staff training in challenging behaviour, which included the measurement of staff beliefs about challenging behaviour. It had three specific objectives: to review the main constructs and measures that were used to identify the theoretical assumptions that underpinned them; to discover whether carers’ beliefs were changed as a result of training; and to make suggestions on further work focusing on staff cognitive change in challenging behaviour training. Papers were included if they reported outcomes for carer training on the behaviour of people with intellectual disabilities and used a measure of carer attribution of the behaviour of people with intellectual disabilities. Eleven papers were reviewed, most studies using behavioural curricula for their training, and none explicitly set out to change attributions. Eight of the 11 papers reviewed reported changes in attribution although core characteristics of training did not distinguish those papers that reported such changes and those that did not. The authors conclude that changes in beliefs and attributions occur even though these are not identified as a focus within the training provided. They suggest that the formulation processes involved in behavioural training may play a key part in changing attributions as a consequence of this training.
Human rights training: impact on attitudes and knowledge
- Authors:
- REDMAN Michelle, et al
- Journal article citation:
- Tizard Learning Disability Review, 17(2), 2012, pp.80-87.
- Publisher:
- Emerald
People with learning disabilities are particularly vulnerable to victimisation and discrimination. There is therefore a clear need for human rights education for both staff working with people with learning disabilities and people with learning disabilities. The aim of this paper is to examine factors contributing to effective human rights training for staff. A study sought to investigate the impact of human rights awareness training (HRAT) on healthcare staff’s knowledge and attitudes towards human rights. A total of 23 support staff in an NHS learning disability service were given HRAT. The participants completed a ‘human rights based approach knowledge quiz’ and an ‘attitudes to human rights questionnaire’ before and after training. The results indicated that HRAT had a significant effect on human rights knowledge scores; however, it did not create a significant effect on attitudes towards human rights. Future training would benefit from a greater focus on psychological theories of attitudes and behaviour. This may help to facilitate development of positive attitudes towards human rights. Training models with a greater emphasis on staff's emotional responses, defences and the impact of organisational culture may allow a deeper understanding of the complexities of delivering effective human rights training.
Transform your team
- Author:
- O'ROURKE Siobhan
- Journal article citation:
- Community Living, 13(2), October 1999, pp.18-19.
- Publisher:
- Hexagon Publishing
However good the training to deal with challenging behaviour, the results will not be sustained if the staff team is in conflict. Discusses the use of a new approach, known as Transformational Work, to combine Gentle Teaching with a programme to help staff overcome their problems and work together constructively.
Changing staff attitudes to the sexuality of people with mental handicaps: an evaluative comparison of one and three day workshops
- Authors:
- ROSE John, HOLMES Sophie
- Journal article citation:
- Mental Handicap Research, 4(1), 1991, pp.67-79.
- Publisher:
- BIMH Publications
The effect of diagnostic label on care staff's perceptions of cause of challenging behaviour in individuals with learning disabilities
- Authors:
- GIFFORD Clive, KNOTT Fiona
- Journal article citation:
- British Journal of Learning Disabilities, 44 (4), 2016, pp.322-328.
- Publisher:
- Wiley
Background: This study investigated whether care staff's causal attributions and emotional reactions to the challenging behaviour displayed by service users were influenced by the service user's diagnostic label. Materials and Method: One hundred and twenty care staff were randomly allocated to one of three conditions. Participants viewed a video of a senior staff member describing a service user, varying only in diagnostic label (autism, learning disability or Down syndrome). Participants then rated their endorsement of possible causes and emotional reactions to challenging behaviour. Results: Participants in the autism and Down syndrome groups made more use of biomedical causes and less use of learned behaviour as an explanation for challenging behaviour than those in the learning disabilities group. Those in the former groups reported more positive and fewer negative emotions than those in the learning disabilities group. Conclusions: The way staff viewed people with learning disabilities was affected by their diagnostic label. Implications for further research and training have been discussed. (Edited publisher abstract)
Effects of short-term disability awareness training on attitudes of adolescent schoolboys toward persons with a disability
- Authors:
- MOORE Danielle, NETTLEBECK Ted
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 38(3), 2013, pp.223-231.
- Publisher:
- Taylor and Francis
Background: Schoolboys (N = 156, M age = 13 years) participated in a disability awareness training programme that included guest speakers (athletes from the Paralympics and the Special Olympics), a documentary about people with a disability, a disability simulation activity, and factual information about different disabilities. Method: Participants were allocated to a training program or a control condition. Subsequently, control participants completed the training program. Attitudes toward disability were measured by the Chedoke–McMaster Attitudes Towards Children With Handicaps (CATCH) Scale and the scale from the “Just Like You” disability awareness intervention, before and after training. Results: Training improved attitude scores, and gains were retained at one-month follow-up. Conclusions: Disability awareness training that delivered relevant information by involving guest speakers with a disability, included documentary evidence about the lives of people with a disability, and included interactive discussion, was successful. CATCH and “Just Like You” are useful tools for measuring self-reported attitudes about disability. (Publisher abstract)