Getting the Message: Intuition and Reflexivity in Professional Interpretations of Non-Verbal Behaviours in People with Profound Learning Disabilities

Autor/in	Phelvin, Andrew
Titel	Getting the Message: Intuition and Reflexivity in Professional Interpretations of Non-Verbal Behaviours in People with Profound Learning Disabilities
Quelle	In: British Journal of Learning Disabilities, 41 (2013) 1, S.31-37 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-4187
DOI	10.1111/j.1468-3156.2011.00719.x
Schlagwörter	Intuition; Verbal Ability; Multiple Disabilities; Mental Retardation; Nonverbal Communication; Nursing; Reflection; Public Policy; Foreign Countries; Legislation; Health Services; Learning Disabilities; United Kingdom + Suchen Sie Ihr Suchwort? Mündliche Leistung; Multiple disability; Mehrfachbehinderung; Geistige Behinderung; Non-verbal communication; Nonverbale Kommunikation; Krankenpflege; Öffentliche Ordnung; Ausland; Gesetzgebungslehre; Health service; Gesundheitsdienst; Gesundheitswesen; Learning handicap; Lernbehinderung; Großbritannien
Abstract	This paper describes the current challenges facing nurses and other professionals who care for people with profound and multiple intellectual disabilities. This particularly vulnerable group of service users often rely on a repertoire of non-verbal behaviours to communicate their needs and wishes. These challenges include the requirements of Person Centred Planning, the Mental Capacity Act 2005 and the evidence-based practice movement. Drawing on nursing and some other relevant professional literature, this paper explores the latter in particular and how it relates to the intuitive knowledge base that professionals use to interpret NVC behaviours in this ?eld. It concludes with a discussion of the dangers and limitations of this knowledge and skill base and posits a professional need to discipline its deployment by re?ective practice (re?exivity) within well-established therapeutic relationships. A theoretical example of re?ective practice is included. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10