Discovery Awareness for Staff Supporting Individuals with Intellectual Disabilities and Challenging Behaviour: Is It Helpful and Does It Increase Self-Efficacy?

Autor/inn/en	Thompson, Bethany; Tickle, Anna; Dillon, Gayle
Titel	Discovery Awareness for Staff Supporting Individuals with Intellectual Disabilities and Challenging Behaviour: Is It Helpful and Does It Increase Self-Efficacy?
Quelle	In: International Journal of Developmental Disabilities, 67 (2021) 1, S.44-57 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thompson, Bethany) ORCID (Dillon, Gayle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2047-3869
DOI	10.1080/20473869.2019.1599605
Schlagwörter	Video Technology; Intellectual Disability; Behavior Problems; Staff Meetings; Staff Development; Self Efficacy; Intervention; Positive Behavior Supports; Behavior Modification; Interpersonal Relationship; Caregiver Role; Caregiver Training; Perspective Taking; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Intellect; Disability; Disabilities; Verstand; Behinderung; Pädagogische Konferenz; Personnel development; Personalentwicklung; Self-efficacy; Selbstwirksamkeit; Behaviour modification; Verhaltensänderung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Zukunftsperspektive; Ausland
Abstract	Discovery awareness (DA) is an approach to using video within structured meetings to help staff become more mindful, aware and interested in a client they are supporting who has intellectual disabilities and challenging behaviour. The objective was to evaluate whether, and how, DA is helpful for staff in both inpatient and community settings, and whether it increases self-efficacy in working with people with challenging behaviour. A two-phase mixed method design was employed. For phase 1, forty staff who took part in one of seven single DA meetings completed the Challenging Behaviour Self-Efficacy Scale pre- and post-DA. In addition, post-DA, participants completed an Adapted Helpful Aspects of Therapy Scale (AHAT). For phase 2, six participants completed a follow-up Change Interview; 3-12 weeks after DA. Descriptive statistics reveal participants found events in the DA 'greatly helpful'. The changes identified varied in whether they were expected or not, but were unlikely to occur without DA and 'very important'. Statistical analysis showed no significant changes in self-efficacy following the DA. A thematic analysis on the qualitative data generated by the change interviews and AHAT identified three main themes: Impact on interaction; DA is unique and valuable; and the power of the process. The latter had three subthemes: a structure to facilitate change, making use of the content and reflective space to promote learning. Attendance at a single DA meeting does not increase staff perceptions of self-efficacy, however, staff find the process of DA helpful as it encourages reflection on their interactions with individuals with intellectual disability and challenging behaviour and attuning of their interactions, though further research is needed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01