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Inputs and outcomes: what do staff in services for people with intellectual disabilities perceive they bring to and receive from their work-based relationships?
- Authors:
- DISLEY Philip[, HATTON Chris, DAGAN Dave
- Journal article citation:
- Journal of Intellectual Disabilities, 16(4), December 2012, pp.297-306.
- Publisher:
- Sage
- Place of publication:
- London
A number of studies involving staff working in services for people with intellectual disabilities have used equity theory as a theoretical framework. According to this theory, individuals evaluate their social relationships by comparing their perceived ratio of outcomes to inputs to the corresponding ratio of a comparison other. Inputs and outcomes are defined, respectively, as what an individual perceives they give to and receive from a particular social relationship. Within the work context, examples of inputs include age, education, skills, personal appearance, experience and effort. Examples of outcomes include pay, status symbols, fringe benefits, monotony and job security. Little is known about what constitute inputs and outcomes for staff working in services for people with intellectual disabilities. Semi-structured interviews were conducted with 15 NHS staff working in specialist, domiciliary, residential and community support services for adults with intellectual disabilities. The interviews were carried out in the first half of 2008. Data were analysed using template analysis. A wide range of inputs and outcomes was identified. These were grouped under high-level themes relating to relationships with their employers, their co-workers and the service users.
Report on the first 7 days of action
- Authors:
- JAMES Elaine, NEARY Mark, HATTON Chris
- Publisher:
- Lancaster University. Centre for Disability Research
- Publication year:
- 2016
- Pagination:
- 22
- Place of publication:
- Lancaster
Reports on the experience of the 3,000 people with a learning disability in English hospitals for assessment and treatment. The paper shows that 83% of people with a learning disability in Assessment and Treatment Units (ATUs) are detained under the Mental Health Act. The Mental Health Act Code of Practice (s1.2-1.6) states that, where possible, people should be treated safely and lawfully without detaining them and that the least restrictive options should always be considered.. The paper reports that on the date of the 2015 Census: 525 people (18%) who were in inpatient units had been subject to the Mental Health Act (1983) for up to a year; 1,025 people (34%) for up to 5 years; 500 people (17%) for up to 10 years; 435 people (15%) for more than 10 years. The Act (s1.15-1.17) also states that decisions about care and treatment should be appropriate to the person with clear therapeutic aims, promote recovery and should be performed to current national guidelines and/or current, available best practice guidelines. The paper reports that that on the date of the 2015 Census: 85% of people in ATUs did not have a mental health diagnosis “severe enough to require treatment”; 73% of people did not have a behavioural risk “severe enough to require treatment”; there were 3,000 people with learning disabilities and/or autistic spectrum disorder who were in hospital for assessment and treatment in England on the date of the latest NHS Digital learning disability census 30 September 2015. (Edited publisher abstract)
The mental health of children and adolescents with learning disabilities in Britain
- Authors:
- EMERSON Eric, HATTON Chris
- Publisher:
- Lancaster University; Foundation for People with Learning Disabilities
- Publication year:
- 2007
- Pagination:
- 31p.
- Place of publication:
- Lancaster
The above-average occurrence of mental health problems among children with learning difficulties may not be linked to their condition. The study, which has been carried out by the Foundation for People with Learning Disabilities found the higher rate of mental illness could instead be a consequence of life experience. Eric Emerson, professor of disability and health research at Lancaster University, who was involved in the study, said children with learning difficulties were more likely to experience poverty, social exclusion, neglect and abuse than other children.This had large implications for the way services were provided for the group.