Search results for ‘Subject term:"learning disabilities services"’ Sort:
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Staff stress and burnout in intellectual disability services: work stress theory and its application
- Authors:
- DEVEREUX Jason, HASTINGS Richard, NOONE Steven
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 22(6), November 2009, pp.561-573.
- Publisher:
- Wiley
A search of the literature identified five stress theories that have been applied in intellectual disability research: person–environment, demand–support–control, cognitive-behavioural, emotional overload, and equity theory. Each of the five work stress theories is described and the extent to which data within intellectual disability research relates to these theories is explored. Some of the key theoretical constructs within these work stress models have been explored in intellectual disability research but frequently the underlying processes within work stress models have not been fully tested. Partial exploration of work stress theories means that theoretical understanding of how best to explain work stress in intellectual disability staff is limited. Suggestions for future research are discussed, particularly concerning the relationship between empirical research and work stress theory.
Staff stress and people who have mental health needs living in new models of service
- Author:
- ROSE John L.
- Journal article citation:
- Advances in Mental Health and Learning Disabilities, 3(2), June 2009, pp.20-25.
- Publisher:
- Emerald
This paper introduces some of the research that has been conducted into staff stress in learning disability services. It also examines how some individual characteristics of service users, particularly challenging behaviour and mental health problems, may influence the levels of staff stress reported. Service changes as a result of the development of supported living are also considered briefly. Some suggestions are made as to how these changes might influence staff. The importance of new research investigating these developments from a staff perspective is highlighted.
Staff training in the mental health needs of people with learning disabilities in the UK
- Authors:
- WOODWARD Peter, HALLS Sarah
- Journal article citation:
- Advances in Mental Health and Learning Disabilities, 3(2), June 2009, pp.15-19.
- Publisher:
- Emerald
This paper gives a general overview of some of the factors involved in the training and knowledge of learning disabilities staff relating to mental health. Early indications from research have shown that training may be effective as a way of addressing these problems, but further research and clear guidance on best practice in implementing staff training are needed in this important area.
Specialist staff: understanding the challenges in supporting people in their communities
- Author:
- NATIONAL DEVELOPMENT TEAM FOR INCLUSION
- Publisher:
- National Development Team for Inclusion
- Publication year:
- 2018
- Pagination:
- 2
- Place of publication:
- London
Summarises learning from National Development Team for Inclusion Community is for All programme, where specialist staff in learning disability services explored the differences in what they do to support people and families how this fits with asset-based and community focussed work. The main findings were that specialist staff provide a long-term nurturing relationship that someone with multiple impairments and a history of institutionalisation requires. This contrasts to the work of colleagues whose main focus is more immediate needs, such as helping someone get home from hospital. (Edited publisher abstract)
Introducing advanced clinical reasoning to an adult learning disability service
- Authors:
- STANSFIELD Jois, MATTHEWS Alison
- Journal article citation:
- Journal of Intellectual Disabilities, 18(1), 2014, pp.20-34.
- Publisher:
- Sage
- Place of publication:
- London
The advanced clinical reasoning approach is widely adopted in speech and language therapy practice. This article reports on the introduction of the approach across a multidisciplinary adult learning disability service and staff reports on the impact of this initiative. Staff in the service were offered training in the approach. Staff completed pre-course questionnaires, immediate post-course evaluations of the training and questionnaires a year after initial training. Semi-structured interviews took place with three team managers a year after the training. Staff and team managers reported that the training had a positive impact on their practice. All respondents demonstrated confidence in the use of the advanced clinical reasoning terminology and a clear understanding of the nature of duty of care and clinical risk. Enhanced knowledge about caseloads and greater confidence in managing episodes of care were reported by staff and team managers to have resulted in a more efficient and effective service. (Publisher abstract)
Social climate in learning disability services
- Authors:
- WILLETS Laura, MOONEY Paul, BLAGDEN Nicholas
- Journal article citation:
- Journal of Intellectual Disabilities and Offending Behaviour, 5(1), 2014, pp.24-37.
- Publisher:
- Emerald
Purpose: The social climate of psychiatric institutions correlates with multiple outcomes related to staff and patients. Research into social climate in Learning Disability services is limited. Staff and patients in Learning Disability services have documented both positive and negative experiences. No research has directly compared the social climate of Learning Disability and non-Learning Disability psychiatric services. The purpose of this paper is to understand how these compare. The study will also compare staff and patient views of social climate and the impact of security on social climate in Learning Disability services. Design/methodology/approach: A total of 64 patients and 73 staff, from Learning Disability and non-Learning Disability psychiatric hospitals completed the Essen Climate Evaluation Schema (EssenCES) measure of social climate. Findings: Patients in Learning Disability and non-Learning Disability services did not differ in their perceptions of social climate. Staff in non-Learning Disability services had a more positive perception of social climate than staff in Learning Disability services. Patients and staff did not differ in their views on climate. Security was negatively related to patients’ Experienced Safety. Originality/value: The findings suggest that staff perceive that the deficits associated with Learning Disabilities may limit patients’ therapeutic experience and relationships with their peers. Despite this, patients with Learning Disabilities feel supported by their peers, have positive views of the treatment process and feel as safe as non-Learning Disabled psychiatric patients. (Publisher abstract)
The adult day care workforce in England at a time of policy change: implications for learning disability support services
- Authors:
- HUSSEIN Shereen, MANTHORPE Jill
- Journal article citation:
- Journal of Intellectual Disabilities, 14(2), June 2010, pp.95-110.
- Publisher:
- Sage
- Place of publication:
- London
More people will receive personal budgets to pay for social care services in England. Such people may or may not continue using services such as adult day care centres. Many day centres are under threat of closure. These trends will affect those working in adult day care. This article examines the profile of this workforce, using recent NMDS-SC data and applying multinomial statistical modelling. Using the data approximately 6000 adult day care workers were identified, over half supporting adults with learning disability. The results of the analysis show significant variations between the adult day care, residential care and domiciliary workforces. At the personal level, day care workers are significantly older and less ethnically diverse than other workers. They tend to have been working in the sector for longer, and their work patterns are more stable. The findings are discussed within the context of policy changes affecting learning disabilities and social care workforce strategies.
Sexual abuse prevention: a training program for developmental disabilities service providers
- Authors:
- BOWMAN Rachel A., SCOTTI Joseph R., MORRIS Tracy L.
- Journal article citation:
- Journal of Child Sexual Abuse, 19(2), March 2010, pp.119-127.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
It has been reported that persons with developmental disabilities are at an increased risk for becoming victims of sexual abuse, and research has revealed that the largest group of identified perpetrators of sexual abuse is within developmental disability service providers. The purpose of this study was to develop, implement, and evaluate the effectiveness of a sexual abuse prevention training program. Participants included one hundred and twenty four developmental disability service providers, from West Virginia, who were administered a survey assessing knowledge and attitudes before and after the training workshop. Approximately 55% of individuals served by these agencies were children under the age of 18 years. Findings showed that small improvements in knowledge and attitudes about sexual abuse and the sexuality of persons with developmental disabilities were identified. However, more general attitudes about individuals with developmental disabilities did not change. Implications for future research in this area are highlighted.
Caregiver perceptions of the understanding of death and need for bereavement support in adults with intellectual disabilities
- Authors:
- MacHALE Rosemary, McEVOY John, TIERNEY Edel
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 22(6), November 2009, pp.574-581.
- Publisher:
- Wiley
Care staff are an important source of information and support for people with intellectual disabilities following bereavement. This study explored staff perceptions of service users' conceptualisations of death, reactions to bereavement, required levels of support and staff confidence in providing post-bereavement support. Forty-two staff rated individuals with intellectual disabilities with whom they worked on a regular basis. In general, staff believed that service users had a good concept of death, though staff tended to overestimate levels of understanding and possibly underestimate the potential for dysfunctional behaviour post-bereavement. Although staff expressed confidence in their ability to recognise grief symptoms, they were less confident in their ability to provide post-bereavement support. The implications for staff training and post-bereavement support are considered.
Investigating burnout and psychological well-being of staff working with people with intellectual disabilities and challenging behaviour: the role of personality
- Authors:
- CHUNG Man Cheung, HARDING Carly
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 22(6), November 2009, pp.549-560.
- Publisher:
- Wiley
The present research extended previous research by broadening the dimensions of personality traits, and focusing on burnout and psychological well-being among staff working with people with intellectual disabilities and challenging behaviour. A cross-sectional survey was carried out in which 103 staff completed questionnaires measuring clients' challenging behaviour according to staff perception, as well as staff burnout, psychological well-being and personality traits. Regression analyses showed that staff perception of challenging behaviour predicted burnout. Controlling for challenging behaviour, three personality traits (neuroticism, extraversion and conscientiousness) predicted burnout and psychological well-being. It is concluded that personality traits can affect the degree of burnout and poor psychological well-being that staff may experience. Staff should be informed about the role that their personality traits can play in their well-being. Training programmes for staff should incorporate the complex relationship between personality traits and well-being. Further studies should aim at identifying other personality traits that could increase or decrease resilience of staff working in this area.