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

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.

Time of paradoxes: what the twentieth century was like for people with intellectual disabilities living in Czechoslovakia/Czech Republic

2019 ◽  
pp. 53-66
Author(s):  
Monika Mužáková ◽  
Iva Strnadová
Keyword(s):  
Czech Republic ◽  
Intellectual Disabilities ◽  
Students With Disabilities ◽  
Institutional Care ◽  
Compulsory Education ◽  
Special Schools ◽  
People With Intellectual Disabilities ◽  
Education Act ◽  
Czech Lands

This chapter explores life in Czechoslovakia (later Czech Republic) in the 20th Century for people with intellectual disabilities. It opens at the time that the Czech lands were part of the Austrian-Hungarian Empire. This was a period marked by efforts to increase the quality of institutional care for people with intellectual disabilities. The authors then describe the period of communism. They discuss the controversial nature of an Education Act (1948), which contained a well-established network of special schools for students with disabilities as a regular part of the school system, and yet it introduced the concept of “being uneducable” for students with severe and profound intellectual disabilities. The authors also debate the role of a parental movement in advocacy for the rights of people with intellectual disabilities. The chapter concludes with the period after the fall of communism, when compulsory education was introduced for all children with no exception.

scholarly journals Explicit and implicit attitudes towards people with intellectual disabilities: The role of contact and participant demographics

2017 ◽  
Vol 31 (5) ◽  
pp. 778-784 ◽  
Author(s):  
Aidan J. Murch ◽  
Tanveen Choudhury ◽  
Michelle Wilson ◽  
Eleanor Collerton ◽  
Maya Patel ◽  
...  
Keyword(s):  
Intellectual Disabilities ◽  
Implicit Attitudes ◽  
People With Intellectual Disabilities

scholarly journals Training needs of nurses and social workers in the end-of-life care for people with intellectual disabilities: A national survey

2014 ◽  
Vol 34 (4) ◽  
pp. 494-500 ◽  
Author(s):  
Nienke Bekkema ◽  
Anke J.E. de Veer ◽  
Gwenda Albers ◽  
Cees M.P.M. Hertogh ◽  
Bregje D. Onwuteaka-Philipsen ◽  
...  
Keyword(s):  
Intellectual Disabilities ◽  
End Of Life ◽  
Social Workers ◽  
National Survey ◽  
End Of Life Care ◽  
Training Needs ◽  
Life Care ◽  
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.

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