The impact of introducing ‘key adults’ to support children with challenging behaviour

2019 ◽  
pp. 84-92
Author(s):  
Jill Turner
Keyword(s):  
Challenging Behaviour ◽  
The Impact

scholarly journals Abstract : stomp in HPFT

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S220-S220
Author(s):  
Anu Sharma ◽  
Kamalika Mukherji ◽  
Chetan Shah
Keyword(s):  
Data Collection ◽  
Learning Disability ◽  
Psychotropic Medication ◽  
Clinical Sample ◽  
Challenging Behaviour ◽  
Psychological Therapies ◽  
Nice Guidance ◽  
The Individual ◽  
Community Team ◽  
The Impact

AimsAnalyse the pattern of psychotropic drug use and deprescribing (in the context of STOMP) in people with Intellectual disability and Challenging behaviour in Hertfordshire community team(s) during 2016-17. STOMP stands for Stopping Over Medication in People with Learning Disability, Autism or both.BackgroundPublic Health England in 2015 estimated that on an average day in England, between 30,000 and 35,000 adults with a learning disability, autism or both were taking prescribed psychotropics without appropriate clinical indications . HPFT signed up to the STOMP pledge in 2017 to actively review psychotropic prescribing in line with NICE guidance alongside patients, carers and professional partnerships. This audit provides the outcomes of applying the STOMP Pledge to clinical practice.MethodData collection for the current audit occurred over Q1-5 in 2016–2017. All patients with Intellectual Disabilities on psychotropic medication were reviewed in psychiatric clinics. Awareness was raised about STOMP in teams. A semi-structured tool was developed based on the Self assessment framework published by the ID faculty RCPsych and prospective data were collected after each outpatient visit.Result347 patients were prescribed psychotropic medication and reviewed quarterly between 2016-2017. 96 patients were prescribed antipsychotics for challenging behaviour. Other prescribed medications included mood stabilisers, anticonvulsants, anti-depressants and benzodiazepines. Common antipsychotics used: Risperidone (63), Aripiprazole (14), Quetiapine (9), Olanzapine (4); Chlorpromazine (2). Four patients were maintained on two antipsychotics in varying combinations. The data collection tool noted that alternatives to medication were tried in 32 cases. Deprescribing occurred in 41 casesConclusionThis study represents an attempt to capture the impact of the STOMP principles in a clinical sample. Various alternatives to medications were pursued in the sample such as positive behaviour support, sensory integration, psychological therapies, social support. Younger adults (under 30 years) represented the largest proportion of cases where medication was increased. Adults over 30 years represented the largest proportion of cases where a STOMP reduction occurred. This may reflect the individual factors at play. Younger people with ID and /or Autism are more likely to experience changes in support and structure at transition, whilst older adults may have more physical comorbidities that may influence this decision.zcvv

Training Foster Carers in a Preventive Approach to Children Who Challenge: Mixed Messages from Research

2003 ◽  
Vol 27 (1) ◽  
pp. 47-56 ◽  
Author(s):  
Jan Hill-Tout ◽  
Andrew Pithouse ◽  
Kathy Lowe
Keyword(s):  
Experimental Investigation ◽  
Challenging Behaviour ◽  
Limited Impact ◽  
Preventive Approach ◽  
Child Conduct ◽  
Key Features ◽  
Mixed Messages ◽  
The Impact

Jan Hill-Tout, Andrew Pithouse and Kathy Lowe set out key features of a two-year semi-experimental investigation, completed in April 2001, into the impact of training foster carers in techniques to manage challenging behaviour. The results suggested that training, as designed and delivered in this study, had limited impact on child conduct and carer capacity. However, the training was perceived very positively by foster carers who claimed they put into practice what they had learned and that the training had been useful.

scholarly journals Commentary on “Training in positive behavioural support: increasing staff self-efficacy and positive outcome expectations”

2016 ◽  
Vol 21 (2) ◽  
pp. 103-107 ◽  
Author(s):  
Ciara Padden
Keyword(s):  
Staff Training ◽  
Self Efficacy ◽  
Outcome Expectations ◽  
Positive Outcome ◽  
Challenging Behaviour ◽  
Content Type ◽  
Training Outcomes ◽  
Behavioural Support ◽  
Competence Framework ◽  
The Impact

Purpose – The purpose of this paper is to provide a commentary on Stocks and Slater’s paper, “Training in positive behavioural support: increasing staff self-efficacy and positive outcome expectations”. Design/methodology/approach – This is a narrative review of staff training in positive behaviour support (PBS) and challenging behaviour, drawing on Stocks and Slater’s paper and the core staff competencies outlined in the PBS Competence Framework (PBS Coalition, 2015). Findings – Taking into consideration multiple outcome measures, including staff outcomes such as self-efficacy, changes in staff behaviour, and the impact on quality of life for service users, may provide a broader insight into the effects of staff training. Supports and systems such as hands-on training, supervision, and practice leadership are also important factors that are likely to lead to positive service user and staff outcomes. Originality/value – This commentary reflects on Stocks and Slater’s paper in the broader context of staff training outcomes and factors that contribute to high-quality services for people with learning disabilities and challenging behaviour.

the impact of nurse education on staff attributions in relation to challenging behaviour

2004 ◽  
Vol 7 (5) ◽  
pp. 16-20
Author(s):  
Karen McKenzie ◽  
Donna Paxton ◽  
Daphne Loads ◽  
Elaine Kwaitek ◽  
Liz McGregor ◽  
...  
Keyword(s):  
Nurse Education ◽  
Challenging Behaviour ◽  
The Impact

scholarly journals Who’s Challenging Who?: a co-produced approach for training staff in learning disability services about challenging behaviour

2019 ◽  
Vol 24 (4) ◽  
pp. 192-199 ◽  
Author(s):  
Samantha Flynn ◽  
Richard P. Hastings ◽  
Rachel McNamara ◽  
David Gillespie ◽  
Elizabeth Randell ◽  
...  
Keyword(s):  
Large Scale ◽  
Social Care ◽  
Work Motivation ◽  
Controlled Trial ◽  
Theoretical Background ◽  
Care Staff ◽  
Care Practice ◽  
Challenging Behaviour ◽  
Content Type ◽  
The Impact

Purpose 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). Design/methodology/approach 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). Findings 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). Research limitations/implications 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. Practical implications People with LD can be actively involved in the co-production and delivery of social care training. Social implications Employment and a fair wage can increase the confidence and empowerment of people with LD. Originality/value 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.

scholarly journals Impact of a community-based ‘challenging behaviour’ service on bed occupancy

1995 ◽  
Vol 19 (11) ◽  
pp. 660-662 ◽  
Author(s):  
David Perry ◽  
Vallepur H. R. Krishnan ◽  
Sidhartha Tewari ◽  
Colin Cowan ◽  
Ashok Roy
Keyword(s):  
Learning Disability ◽  
Challenging Behaviour ◽  
Bed Occupancy ◽  
Patient Assessment ◽  
Behavioural Disturbance ◽  
Community Based ◽  
New Community ◽  
The Impact

People with learning disability and behavioural disturbance can be difficult to treat in the community, frequently requiring specialist in-patient assessment. The impact which a new community-based ‘challenging behaviour service’ has had on a district's in-patient bed use is described.

Sign in / Sign up

Export Citation Format

Share Document