A need to extent the research concerning attribution is suggested. The insertion of research into ecological contexts and the introduction of coping concept regarding staff attributions of challenging behaviours would allow a broader view of the role of attributions.

Background: People with intellectual disabilities who live in residential facilities may need social support to express self determination. Relationships with social care professionals provide an important context for promoting self-determination. Adopting a socioecological perspective, our study aimed to better understand the nature of these relationships. Method: Over a period of ten months, we held 13 focus group discussions with a total of 20 participants, including both residents and staff at facilities for people with intellectual disabilities. Using transcripts of these discussions, we analysed expressions of self-determination among people with intellectual disabilities and the responses of social care professionals. Results: Our results highlight the importance of relational adjustment in fostering self-determination among people with intellectual disabilities and underline the importance of respective roles within relationships between people with intellectual disabilities and social care professionals. Conclusion:The partnership between people with intellectual disabilities and professionals seems to be the most effective type of relationship in order to support the self-determination of people with intellectual disabilities.This paper provides a fresh perspective on the role played by people with intellectual disabilities in their relationships with social care professionals. By engaging people with intellectual disabilities as partners in fostering self-determination, social care professionals can encourage social participation and feelings of empowerment. Relationships based on partnership offer people with intellectual disabilities a form of hetero-regulation that can help them overcome challenges to behaving in a fully self-determined way. However, partnership also requires changes in professional practices and attitudes.

Accessible summary• The professional caregivers of persons with learning disabilities are the focus of this research. They have been shown to experience high levels of stress when they have to face challenging behaviours. This stress may also affect the persons under their care as they can respond to them in an inappropriate way. • The way professional caregivers believe in their competencies to help the persons showing challenging behaviours plays a great role in their stress experience. • Some ideas for research are presented to help professional caregivers to increase their feeling of competency in situations of challenging behaviours. SummarySelf-efficacy has been reported to play a significant role in stress levels of parents facing challenging behaviours of their children with learning disabilities. The role of self-efficacy has also been found to affect the stress levels of professional caregivers in such situations. To understand the implications of staff self-efficacy in stressful situations of challenging behaviours, its inscription in transactional stress process will be considered. As a result, this study investigates this relationship through a qualitative design. Semi-structured interview format was selected. Theoretical indicators of self-efficacy regarding particular stress stages were identified in a categorical analysis. A case study method was used to promote the apparition of ecological data and enhance comprehension of inter-influences. Findings highlight the importance of adequate measures of self-efficacy regarding its insertion in particular contexts. Moreover, different forms of self-efficacy related to the coping process are suggested.

Accessible summary People with learning disabilities may need to receive support from social care professionals to make choices and to change things in their life. They may need to receive advice, but sometimes they prefer not to receive advice. Professionals must trust them when they try something new. It is important that professionals know what people with learning disabilities want and need to support them in a better way. It is important that they become aware of the importance to express what they want and what they need. Abstract Background: Intervention to increase self‐determination of people with learning disabilities is a major issue for social care practices. This study examines relational needs of people with learning disabilities regarding self‐determination in the context of the relationships they share with social care professionals. Method: We held focus group discussions to explore the relational needs of 10 residents and 10 educators at three facilities for people with learning disabilities located in the French part of Switzerland. Results: Relational needs expressed by participants with learning disabilities concern three distinct stages of the self‐determination process (pre‐choice, post‐choice and goal achievement). Conclusion They suggest the importance of the relational quality of interventions aimed to enhance self‐determination of people with learning disabilities.

This study examines perceptions and understandings of self-determination in the context of relationships between people with intellectual disabilities and social care professionals. We held focus group discussions to explore the views and experiences of 10 residents and 10 professionals at three facilities for people with intellectual disabilities located in Western Switzerland. Participants perceived and understood self-determination in terms of decision-making, social skills, procedures, identity, self-consciousness, autonomy, freedom, barriers, and facilitators. The research process highlighted the shifting and situational nature of the concept, as well as the importance of self-determination for people with intellectual disabilities. The findings also highlight the importance of discussion and reflection on the concept of self-determination and its benefits for people with intellectual disabilities.