Learning from Support Workers: Can a Dramatherapy Group Offer a Community Provision to Support Changes in Care for People with Learning Disabilities and Mental Health Difficulties?

Autor/inn/en	Bourne, Jane; Selman, Matthew; Hackett, Simon
Titel	Learning from Support Workers: Can a Dramatherapy Group Offer a Community Provision to Support Changes in Care for People with Learning Disabilities and Mental Health Difficulties?
Quelle	In: British Journal of Learning Disabilities, 48 (2020) 1, S.59-68 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bourne, Jane) ORCID (Selman, Matthew) ORCID (Hackett, Simon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-4187
DOI	10.1111/bld.12312
Schlagwörter	Foreign Countries; Hospitals; Transitional Programs; Intellectual Disability; Interpersonal Relationship; Friendship; Interaction; Interpersonal Communication; Self Esteem; Social Support Groups; Drama; Therapy; Intervention; Mental Disorders; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Krankengymnast; Krankenhaus; Intellect; Disability; Disabilities; Verstand; Behinderung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Freundschaft; Interaktion; Interpersonale Kommunikation; Self-esteem; Selbstaufmerksamkeit; Social support; Soziale Unterstützung; Schauspiel; Therapie; Mental illness; Geisteskrankheit; Großbritannien
Abstract	Background: The UK Government's Transforming Care Agenda for people with learning disabilities has struggled to meet its goals of reducing inpatient beds and building community-based support. This article reports on the experiences of support staff who attended dramatherapy groups developed to assist transitions from an inpatient hospital and to prevent re-admissions through post-discharge support. The groups provide ongoing support and a place where relationships can be developed between supporter and those supported. Materials and Methods: A focus group with a purposive sample of paid support staff. The data was synthesised using a thematic framework approach. Results: Themes include: (a) new way of supporting and (b) hospital connection. The groups helped improve social interaction, friendship building, communication and self-confidence. Additional benefits include the pooling of support and a connection with professionals that enables difficulties to be caught early. Conclusions: Support workers valued these dramatherapy groups, recognising how the intervention enabled people with learning disabilities to develop relationships and provide easy access to mental health professionals. Support staff also found benefits for themselves which included shared support and an increased understanding and insight into the people they support. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01