Support Workers within Learning/Intellectual Disability Services Perception of Their Role, Training and Support Needs

Autor/inn/en	Windley, Debbie; Chapman, Melanie
Titel	Support Workers within Learning/Intellectual Disability Services Perception of Their Role, Training and Support Needs
Quelle	In: British Journal of Learning Disabilities, 38 (2010) 4, S.310-318 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-4187
DOI	10.1111/j.1468-3156.2010.00610.x
Schlagwörter	Mental Retardation; Learning Disabilities; Quality of Life; Assertiveness; Interviews; Skill Development; Stress Variables; Employee Attitudes; Adults; Educational Needs; Allied Health Occupations; Allied Health Occupations Education; Staff Role; Caregiver Role; Caregiver Attitudes; Caregivers; Caregiver Training; Focus Groups + Suchen Sie Ihr Suchwort? Geistige Behinderung; Learning handicap; Lernbehinderung; Lebensqualität; Interviewing; Interviewtechnik; Kompetenzentwicklung; Qualifikationsentwicklung; Arbeitnehmerinteresse; Educational need; Bildungsbedarf; Gesundheitsberuf; Caregiver; Carer; Betreuungsperson; Pfleger
Abstract	This study explores the perceptions of support workers working with adults with learning/intellectual disabilities, training and support needs. Data was collected by focus group (n = 3) and semi-structured interviews (n = 5). Participants saw their key role as maximising quality of life, identified "Trial and error" as the main mode of skill development for new staff and experienced stress as a result of conflict between their beliefs and demands of the service. Participants recognised their responsibility to model good and challenge poor practice; however, poor communication and assertiveness skills affected their ability to do this. A preference for more on site supervision to provide leadership was indicated. Training by the community learning disability team was highly regarded; however, there were indications that carers found this difficult to put into practice. It is suggested that development of personal skills and relating training to human rights and person-centred planning perspectives would best enable staff to carry out their roles. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10