Impact of Mental Health Training for Frontline Staff Working with Children with Severe Intellectual Disabilities

Autor/in	Whitehurst, Teresa
Titel	Impact of Mental Health Training for Frontline Staff Working with Children with Severe Intellectual Disabilities
Quelle	In: Journal of Policy and Practice in Intellectual Disabilities, 5 (2008) 1, S.6-11 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1122
DOI	10.1111/j.1741-1130.2007.00133.x
Schlagwörter	Early Intervention; Severe Mental Retardation; Residential Schools; Mental Health; Program Effectiveness; Foreign Countries; Staff Development; Caregivers; Mental Disorders; Incidence; Disability Identification; Clinical Diagnosis; Children; Adolescents; Special Schools; United Kingdom + Suchen Sie Ihr Suchwort? Heimschule; Psychohygiene; Ausland; Personnel development; Personalentwicklung; Caregiver; Carer; Betreuungsperson; Pfleger; Mental illness; Geisteskrankheit; Vorkommen; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Special school; Sonderschule; Großbritannien
Abstract	The risk factors for young people with intellectual disabilities developing a mental health disorder are higher than those found in the general population, yet training is very rarely available to frontline staff. A recent study in the United Kingdom cited prevalence rates of mental ill health among adults with intellectual disabilities ranging from 35.2 to 40.9%, depending upon the sensitivity of the diagnostic tool used (Cooper et al., 2007). The ability to identify mental health problems is crucial to early intervention, but is particularly difficult when the symptoms of intellectual disability often mask emerging problems and confound differential diagnosis. The literature relating to mental health training focuses largely on changes in knowledge base and attitude, falling short of considering the primary focus of training--its impact upon practice and how this ultimately benefits people with intellectual disabilities. This study highlights the need for training, considers a training package provided to all frontline (direct care) staff in a residential school in the United Kingdom, catering to young people between the ages of 6 and 19 with severe intellectual disabilities, and investigates the impact of training upon practice and its influence upon the organization. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10