scholarly journals Attributional styles of support staff working with people with intellectual disabilities exhibiting challenging behaviour

2019 ◽  
Vol 33 (3) ◽  
pp. 465-474
Author(s):  
Kim J. H. M. Bogaard ◽  
Henk L. I. Nijman ◽  
Petri J. C. M. Embregts
Keyword(s):  
Intellectual Disabilities ◽  
Support Staff ◽  
Challenging Behaviour ◽  
Attributional Styles ◽  
People With Intellectual Disabilities

scholarly journals Trainer and support staff’s experiences of engaging with the Who’s Challenging Who? challenging behaviour training course

2019 ◽  
Vol 24 (3) ◽  
pp. 367-380 ◽  
Author(s):  
Samantha Flynn ◽  
Richard P Hastings ◽  
David Gillespie ◽  
Rachel McNamara ◽  
Elizabeth Randell
Keyword(s):  
Intellectual Disabilities ◽  
Thematic Analysis ◽  
Perspective Taking ◽  
Current Practice ◽  
Support Staff ◽  
Challenging Behaviour ◽  
Structured Interviews ◽  
Training Course ◽  
People With Intellectual Disabilities

Background: The Who’s Challenging Who? (WCW) training is coproduced and delivered by people with intellectual disabilities (IDs), and it aims to improve staff empathy for people with challenging behaviour (CB). This study qualitatively describes trainees’ and trainers’ experiences of the WCW. Methods: Semi-structured interviews were undertaken with managers ( n = 7), support staff ( n = 6) and the WCW trainers ( n = 4; three had IDs). Interviews were transcribed verbatim and analysed using thematic analysis. Results: Two cross-cutting themes were drawn from the data: (1) valued roles of the trainers, whereby trainers and trainees benefited from the training being coproduced and delivered by people with IDs, and (2) beyond the training, within which trainees reported that they were engaging in increased reflection about their past and current practice. Conclusions: Being trained by people with IDs and CB appears to be a useful method, which can lead to perspective taking and reflection about supporting people with IDs and CB.

Commentary on “A family’s battle to understand ‘challenging behaviour’”

2017 ◽  
Vol 22 (2) ◽  
pp. 105-108
Author(s):  
Joann Kiernan
Keyword(s):  
Intellectual Disabilities ◽  
Design Methodology ◽  
Local Communities ◽  
Challenging Behaviour ◽  
Content Type ◽  
People With Intellectual Disabilities ◽  
Individuals With Intellectual Disabilities

Purpose The purpose of this paper is to provide a commentary on issues raised in the paper “A family’s battle to understand ‘challenging behaviour’”. Design/methodology/approach Drawing on literature associated with issues identified in the paper this commentary will reflect on the evidence associated with providing specialist support to people with intellectual disabilities and challenging behaviour. Findings Families, individuals and services are unable to access timely and appropriate specialist support for individuals with intellectual disabilities and challenging behaviour. As individuals go on to develop behaviours associated with a lack of intervention their levels of vulnerability increase due to their exclusion from services and their local communities. Originality/value The commentary provides a discussion on the issues faced by individuals and their families in relation to intellectual disabilities and challenging behaviour.

The role of support staff as people move from congregated settings to group homes and personalized arrangements in Ireland

2016 ◽  
Vol 20 (2) ◽  
pp. 152-164 ◽  
Author(s):  
Edurne García Iriarte ◽  
Janine Stockdale ◽  
Roy McConkey ◽  
Fiona Keogh
Keyword(s):  
Public Policy ◽  
Intellectual Disabilities ◽  
Social Relationships ◽  
Staff Training ◽  
Living Arrangements ◽  
Group Homes ◽  
Support Staff ◽  
Community Group ◽  
People With Intellectual Disabilities

The movement of people with intellectual disabilities into the community is increasingly endorsed by public policy. Whilst staff are critical to a successful transition to the community, there is only scattered research on their role in supporting people to move. In this study, 32 staff and the 16 people with intellectual disabilities they supported to move from congregated settings to group homes or personalized living arrangements in the community were interviewed on two occasions, before (time 1) and after (time 2) the move. In congregated settings, staff steered the move to community living, they helped them to settle in community group homes and supported them to increase control over their lives in personalized community arrangements, where they support became increasingly more personalized and geared towards community participation and development of social relationships. Implications for staff training are drawn.

The role of nurses/social workers in using a multidimensional guideline for diagnosis of anxiety and challenging behaviour in people with intellectual disabilities

2015 ◽  
Vol 24 (13-14) ◽  
pp. 1955-1965 ◽  
Author(s):  
Addy Pruijssers ◽  
Berno van Meijel ◽  
Marian Maaskant ◽  
Noortje Keeman ◽  
Steven Teerenstra ◽  
...  
Keyword(s):  
Intellectual Disabilities ◽  
Social Workers ◽  
Challenging Behaviour ◽  
People With Intellectual Disabilities
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