Search results for ‘Subject term:"learning disabilities"’ Sort:
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Challenging service
- Author:
- MATTHEWS David A.
- Journal article citation:
- Nursing Times, 7.6.95, 1995, pp.59-61.
- Publisher:
- Nursing Times
Psychotropic medication is often used for those with challenging behaviour. Describes the work of a unit with an alternative approach.
Challenging behaviour - what are the training needs?
- Author:
- -
- Journal article citation:
- Community Living, 6(4), April 1993, pp.22-23.
- Publisher:
- Hexagon Publishing
Brief notes summarising the findings of an English Nursing Board for Nursing, Midwifery and Health Visiting study into the education and training opportunities for staff working with people with learning difficulties who exhibit challenging behaviour and/or have an associated mental illness.
Facing up to the challenge
- Author:
- TURNBULL John
- Journal article citation:
- Nursing Times, 3.3.93, 1993, pp.65-66.
- Publisher:
- Nursing Times
Harnessing the abilities of specialist learning disability nurses is fundamental to providing good quality services for people with challenging behaviour.
What kind of support and training do junior qualified nurses working with women with learning disabilities in a secure setting require when dealing with violence and aggression
- Authors:
- GOULDING Helen, RIORDAN Sharon Alicia
- Journal article citation:
- Journal of Intellectual Disabilities and Offending Behaviour, 7(3), 2016, pp.140-150.
- Publisher:
- Emerald
Purpose: The paper aims to explore the perceived needs of junior nurses working with women with learning disabilities in a secure setting who display violence and aggression. The study aims to contribute to this specialised area of research and to identify potential areas for further post registration education. Design/methodology/approach: The study adopted a qualitative design using thematic analysis. Initial questionnaires were distributed and the results analysed in order to form initial themes. These initial themes were then used to carry out a one off focus group and this was transcribed verbatim and then analysed using Braun & Clarke (2006) thematic analysis to develop final themes. Findings: The findings identified a need for staff to be able to access effective immediate support following incidents of violence and aggression and support be offered within a clear structured environment. Staff indicated that peer supervision be made available and that they also receive adequate education relating to gender specific issues and the use of seclusion. Research limitations/implications: The research had several limitations. These included a small sample size which was also largely self-selected. Bias may have to be acknowledged in respect of completion of questionnaires depending on their view of participation and what they might be contributing to. Despite this the results do raise further questions such as staff decision making around the use of seclusion. Practical implications: Implications centred around the organisation's delivery of education to staff in relation to the clinical decision making skills they require in order to effectively support women with learning disabilities who display violent and / or aggressive behaviour. The study also has implications for potential supervision structures currently offered within these services. Originality/value: This paper fulfils a need to explore services for women with a learning disability further and how services can be shaped using current perspective and up to date research in line with recent policy, e.g Corston Report 2007. (Edited publisher abstract)
The role of nurses/social workers in using a multidimensional guideline for diagnosis of anxiety and challenging behaviour in people with intellectual disabilities
- Authors:
- PRUIJSSERS Addy, et al
- Journal article citation:
- Journal of Clinical Nursing, 24(13-14), 2015, pp.1955-1965.
- Publisher:
- John Wiley and Sons
Aims and objectives: This study seeks (1) to investigate the impact of the implementation of the ‘Diagnostic Guideline for Anxiety and challenging behaviours in clients with intellectual disability’ on nurses/social workers' knowledge and self-efficacy; and (2) to evaluate the role of nurses/social workers in the diagnostic process when applying the guideline. Background: Nurses/social workers have extensive contact with clients with intellectual disabilities. Despite this key position, the contribution of nurses/social workers to the diagnosis of mental health problems and challenging behaviours is rather limited. The authors developed the multidimensional ‘Diagnostic Guideline for Anxiety and challenging behaviours’. In this article, the implementation of this guideline is evaluated concerning knowledge and self-efficacy of nurses/social workers, as well the role of nurses/social workers in the diagnostic process. Design: This study employed a comparative multiple case study design. Methods: Qualitative and quantitative research methods. Results: Working with the ‘Diagnostic Guideline for Anxiety and challenging behaviours’ led to a statistically significant increase in knowledge and self-efficacy among the nurses/social workers in the experimental condition, compared with nurses/social workers in the control condition. Nurses/social workers and psychologists appreciated the more active contribution of the nurses/social workers in the diagnostic process. Conclusions: Working with the guideline increased the knowledge and self-efficacy of nurses/social workers, and led to more active participation of nurses/social workers in the diagnostic process. Relevance to clinical practice: After following a training programme, nurses/social workers can effectively contribute to the diagnostic process in clients with anxiety and related challenging behaviours. (Publisher abstract)
Identifying the prevalence of aggressive behaviour reported by Registered Intellectual Disability Nurses in residential intellectual disability services: an Irish perspective
- Authors:
- CROTTY Gerard, DOODY Owen, LYONS R.
- Journal article citation:
- Advances in Mental Health and Intellectual Disabilities, 8(3), 2014, pp.174-187.
- Publisher:
- Emerald
Purpose: Despite the high incidence of aggressive behaviours among some individuals with intellectual disability, Ireland has paid little attention to the prevalence of aggressive behaviours experienced by Registered Intellectual Disability Nurses (RNID). Within services the focus is mainly on intervention and management of such behaviours. Therefore a disparity occurs in that these interventions and management strategies have become the exclusive concern. Resulting in aggressive behaviour being seen as a sole entity, where similar interventions and management strategies are used for ambiguously contrasting aggressive behaviours. Consequently the ability to document and assess-specific behaviour typologies and their prevalence is fundamental not only to understand these behaviour types but also to orient and educate RNIDs in specific behaviour programme development. The paper aims to discuss these issues. Design/methodology/approach: This study reports on a survey of the prevalence of verbal aggression, aggression against property and aggression against others experienced by RNIDs’ within four residential settings across two health service executive regions in Ireland. A purposeful non-random convenience sampling method was employed. Totally, 119 RNIDs responded to the survey which was an adaptation of Crocker et al. (2006) survey instrument Modified Overt Aggression Scale. Findings: The findings of this study showed the experienced prevalence rate of verbal aggression, aggression against property and aggression against others were 64, 48.9 and 50.7 per cent, respectively. Cross-tabulation of specific correlates identifies those with a mild and intellectual disability as displaying a greater prevalence of verbal aggression and aggression against property. While those with a moderate intellectual disability displayed a higher prevalence of aggression against others. Males were reported as more aggressive across all three typologies studied and those aged between 20 and 39 recorded the highest prevalence of aggression across all three typologies. The practice classification areas of challenging behaviour and low support reported the highest prevalence of aggression within all typologies. Originality/value: The health care of the person with intellectual disability and aggressive behaviour presents an enormous challenge for services. In-order to improve considerably the quality of life for clients, services need to take a careful considered pragmatic view of the issues for the person with intellectual disability and aggressive behaviour and develop realistic, proactive and responsive strategies. To do this, precise knowledge of the prevalence of aggressive behaviours needs to be obtained. This study is the first of its kind in the Republic of Ireland. (Publisher abstract)
Staff training in positive behaviour support: impact on attitudes and knowledge
- Authors:
- LOWE Kathy, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 20(1), January 2007, pp.30-40.
- Publisher:
- Wiley
Positive behavioural support is increasingly viewed as the preferred service approach for people who challenge, but skills are insufficiently widespread. The need for effective staff training has been highlighted as a key factor in high quality service provision, with investigators recommending a multidimensional approach to increase effectiveness and produce changes in work performance. Attitudes and knowledge of registered (qualified nurses) and non-registered (unqualified nursing assistants) staff in specialist health care services in and area of South Wales were assessed via self-completion questionnaires before and after the delivery of a newly accredited taught course in PBS and at a 1-year follow-up. Significant increases in knowledge were evident immediately after the training for both groups, with further increases evident over time for the non-registered staff who completed the qualification. Initial changes in attributions immediately after training reverted to baseline levels over time. Enduring change occurred in perceived confidence, which significantly increased both for registered and non-registered staff. The training had a positive effect on knowledge and perceived confidence but little enduring effect on attributions or emotional responses. The importance of training conducted in conjunction with allied changes in organizational systems to ensure ongoing management attention is discussed.
Service user outcomes of staff training in positive behaviour support using person-focused training: a control group study
- Authors:
- GREY Ian M., MCCLEAN Brian
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 20(1), January 2007, pp.6-15.
- Publisher:
- Wiley
Effectively supporting individuals with intellectual disabilities who display challenging behaviours continues to be a priority for service providers. Person-focused training (PFT) is a model of service delivery which provides staff with skills in functional assessment and intervention development. This current study involves the use of a control group of individuals with challenging behaviours matched against those selected for PFT over a 6-month period. Groups were matched on type of challenging behaviour, duration of challenging behaviour, gender and level of disability. Information on the frequency, management difficulty and severity of challenging behaviour was collected pre- and post-training using the Checklist of Challenging Behaviours (CCB) for both groups. Observational data were collected for the target group alone. Rates of psychotropic medication were tracked across the training period. Significant reductions in the frequency, management difficulty and severity of challenging behaviour were found for service users in the target group but not in the control group after 6 months. No significant changes were found in the use of psychotropic medication for either group over the 6-month period. Overall results suggest that PFT is an effective model for providing support to individuals with challenging behaviours.
Impact of extended education/training in positive behaviour support on staff knowledge, causal attributes and emotional responses
- Authors:
- McGILL Peter, BRADSHAW Jill, HUGHES Andrea
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 20(1), January 2007, pp.41-51.
- Publisher:
- Wiley
This study sought to gather information about the impact of extended training in positive behaviour support on staff knowledge, causal attributions and emotional responses. Students completed questionnaires at the beginning, middle and end of a University Diploma course to measure changes in their knowledge of challenging behaviour, their causal attributions and their emotional responses. Students' knowledge significantly increased across the three data points. Students became less likely to attribute challenging behaviour to emotional causes. Changes in respect of making more behavioural attributions varied across different measures. Negative emotional responses reduced especially those related to depression/anger. The training course presented here was associated with changes in student knowledge, attributions and emotional responses that are likely to be associated with better staff performance and better outcomes for people with intellectual disabilities.
Community staff causal attributions about challenging behaviours in people with intellectual disabilities
- Authors:
- HASTINGS Richard P., et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 10(3), 1997, pp.238-249.
- Publisher:
- Wiley
This article focuses on a study of community staff attributions as compared with those of inexperienced healthcare workers such as students nurses. Outlines the implications of research in this area for staff training and behavioural intervention and discusses suggestions for future research.