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Who’s Challenging Who?: a co-produced approach for training staff in learning disability services about challenging behaviour
Tizard Learning Disability Review Pub Date : 2019-09-26 , DOI: 10.1108/tldr-03-2019-0013
Samantha Flynn , Richard P. Hastings , Rachel McNamara , David Gillespie , Elizabeth Randell , Leisa Richards , Zac Taylor

The purpose of this paper is to outline the development, piloting and evaluation of the Who’s Challenging Who? (WCW) training intervention for social care staff to improve their empathy and attitudes towards people with learning disabilities (LD) and challenging behaviour (CB).,A phased approach was taken to the development and testing of the intervention. Initially, the existing literature was reviewed, the theoretical background of the intervention was developed, and then the intervention was designed. A pilot study was undertaken, followed by further development, and a large-scale randomised controlled trial (RCT).,WCW had a small positive effect on staff empathy 20 weeks after the intervention, and small to moderate effects for other staff reported outcomes (e.g. positive empowerment attitudes and positive work motivation). Being trained by people with LD and CB encouraged staff to reflect on the impact they have on the people they support. The trainers with LD valued their role, and saw benefits beyond this (e.g. friendships).,It is possible to carry out high-quality RCT evaluations of social care practice, and research should continue to generate evidence in this way, as in healthcare settings. However, there were difficulties in retaining participants.,People with LD can be actively involved in the co-production and delivery of social care training.,Employment and a fair wage can increase the confidence and empowerment of people with LD.,This is the first large-scale RCT of an intervention that aimed to improve empathy/change attitudes in social care staff who work with people with LD and CB.

中文翻译:

谁在挑战谁?:一种共同制作的方法,用于培训员工学习障碍服务,了解挑战行为

本文的目的是概述 Who's Challenging Who? 的开发、试点和评估。(WCW) 针对社会护理人员的培训干预,以提高他们对有学习障碍 (LD) 和具有挑战性行为 (CB) 的人的同理心和态度。对干预的开发和测试采取了分阶段的方法。首先,回顾现有文献,发展干预的理论背景,然后设计干预。进行了一项试点研究,随后进行了进一步的发展,并进行了一项大规模随机对照试验 (RCT)。WCW 在干预后 20 周对员工的同理心产生了很小的积极影响,对其他员工报告的结果产生了小到中等的影响。例如积极的赋权态度和积极的工作动机)。接受 LD 和 CB 人员的培训鼓励员工反思他们对他们所支持的人的影响。具有 LD 的培训师重视他们的角色,并看到了除此之外的好处(例如友谊)。对社会护理实践进行高质量的 RCT 评估是可能的,并且研​​究应该继续以这种方式产生证据,就像在医疗保健环境中一样. 然而,在留住参与者方面存在困难。,LD患者可以积极参与社会关怀培训的联合制作和交付。,就业和公平的工资可以增加LD患者的信心和赋权。,这就是旨在改善与 LD 和 CB 患者一起工作的社会护理人员的同理心/改变态度的干预措施的首个大规模 RCT。
更新日期:2019-09-26
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