scholarly journals Experiences and needs of direct support staff working with people with intellectual disabilities during the COVID‐19 pandemic: A thematic analysis

2020 ◽  
Author(s):  
Petri J. C. M. Embregts ◽  
Tess Tournier ◽  
Noud Frielink
Keyword(s):  
Intellectual Disabilities ◽  
Thematic Analysis ◽  
Support Staff ◽  
Direct Support ◽  
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.

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.

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