Search results for ‘Subject term:"learning disabilities"’ Sort:
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An oral history of the ethics of institutional closure
- Authors:
- INGHAM Nigel, ATKINSON Dorothy
- Journal article citation:
- Ethics and Social Welfare, 7(3), 2013, pp.241-256.
- Publisher:
- Taylor and Francis
- Place of publication:
- Abingdon
This paper examines the ethical dimensions of the closure process of an English large long-stay institution for people with learning difficulties, Royal Albert Hosptial, during the last quarter of the twentieth century. It does this primarily through an analysis of oral historical interview data stemming from those managers who implemented rundown. The paper illustrates the ways in which their testimonies indicate the presence of a morally infused dominant rhetoric, which was based upon the therapeutic benefits of closure, informed by the ideas of normalisation and social role valorisation. However, the paper argues that this principled managerial perspective had unfortunate ethical consequences, in that it under-acknowledged, marginalised and discredited staff viewpoints which raised pertinent issues relating to the downsizing of this particular hospital. (Publisher abstract)
Training for staff caring for people with learning disability
- Authors:
- SMITH Beryl, WUN Wai-Ling, CUMELLA Stuart
- Journal article citation:
- British Journal of Learning Disabilities, 24(1), 1996, pp.20-25.
- Publisher:
- Wiley
This article considers the training of staff who care for people with learning disability in the community. Looks at the findings from a survey of staff in community units in the West Midlands which suggest that although most staff receive some training, this is largely a mixture of short in-service courses and there is a lack of consistency across the various agencies. The article argues that despite the considerable changes taking place within services for people with learning disability, which require new knowledge and skills, we are still far removed from having an explicit, relevant and agreed strategy for training 'front-line carers'. Present approaches are reviewed and recommendations made for future development.
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)
Job stress, burnout and job satisfaction in staff working with people with intellectual disabilities: community and criminal justice care
- Authors:
- SONDENAA Erik, et al
- Journal article citation:
- Journal of Intellectual Disabilities and Offending Behaviour, 6(1), 2015, pp.42-52.
- Publisher:
- Emerald
Purpose: The purpose of this paper is to examine and compare levels of burnout, traumatic stress and resilience amongst Norwegian nursing care staff in two intellectual disability (ID) services. Design/methodology/approach: This was a cross-sectional survey in which 137 staff completed questionnaires measuring work-related stress, burnout, compassion and resilience. Two groups were compared; staff in the national forensic ID services and staff in the community ID caring services. Findings: Nursing staff in the community ID caring services had significantly more signs of stress and burnout compared to the other group. At the same time they were more compassionate. Originality/value: The different caring cultures examined in this study indicated that the forensic ID staff tended to focus on the physical aspects of the caring role whilst the community ID staff tended to focus on the relational issues. The impact of serious events resulted in a higher level of stress and burnout symptoms, however the community carers showed more compassion to their work. (Publisher abstract)
The experiences of children with learning disabilities, their carers and staff during a hospital admission
- Authors:
- JACKSON BROWN Freddy, GUVENIR Jane
- Journal article citation:
- British Journal of Learning Disabilities, 37(2), June 2009, pp.110-115.
- Publisher:
- Wiley
Government policy is that people with learning disabilities should have their healthcare needs met by mainstream services. This study interviewed the carers of 13 children with learning disabilities admitted to hospital for a period longer than 24 hours. Nursing staff and two children were also interviewed. Five themes were identified as having a significant impact: (i) child, carer and staff anxiety, (ii) preparedness for the admission, (iii) difficulties managing the child's behaviour, (iv) carer presence during the admission and (v) ward environment. This study presents edited responses from children, their carers and ward staff and identifies areas for service improvement. These include an emphasis on the value of emotional support, ensuring staff are prepared for hospital admission, agreeing strategies for supporting the child's behaviour, clarifying carers and staff roles during an admission, ensuring the child has an individual room if required. Study limitations are discussed and directions for future research recommended.
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.
Managing organisational change
- Author:
- O'DRISCOLL David
- Journal article citation:
- Community Living, 20(1), 2006, pp.18-19.
- Publisher:
- Hexagon Publishing
Many studies indicate that people with learning difficulties feel positive about moves from institutional community-based living but little research had been undertaken into how staff react to these changes. The author draws on research undertaken by Respond looking at the problems for staff and how they can be helped.
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.
Understanding factors that influence staff responses to challenging behaviours: an exploratory interview study
- Author:
- HASTINGS Richard P.
- Journal article citation:
- Mental Handicap Research, 8(4), 1995, pp.296-320.
- Publisher:
- BIMH Publications
Staff beliefs about challenging behaviours, and their perception of their working environment, are important for two main reasons. Firstly, the manner in which staff define challenging behaviour affects who is labelled as a challenge, and who is referred to specialist services. Secondly, staff views of their working environment may help us to understand why staff interact with people with learning disabilities in apparently counter-habilitative ways outlined in previous research. These issues were investigated in a systematic semi-structured interview of care staff. These findings, and their implications for research and practice, are discussed.
Investing in people
- Authors:
- EZELLE Lesley Anne, et al
- Journal article citation:
- Nursing Times, 16.2.94, 1994, pp.26-30.
- Publisher:
- Nursing Times
The closure of long-stay hospitals for people with learning disabilities and with mental illness have been severely disruptive for those living and working with them - looks at the stress on staff during the transition.