Improving empathy and self-efficacy in caregivers of persons with intellectual disabilities, using m-learning (HiSense APP-ID): study protocol for a randomized controlled trial

Wingerden, Evelien van; Sterkenburg, P.S.; Wouda, Mirjam

doi:10.1186/s13063-018-2772-7

Cited by 6 publications

(3 citation statements)

References 39 publications

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“…However, given limitations of PBS in terms of both implementation and it not necessarily attending closely to attunement, it is appropriate to consider other interventions that may increase self-efficacy of staff in relating to individuals they care for. This reflects research developments that attend to the self-efficacy of parent carers to improve their sensitivity and responsivity to their children with intellectual disabilities (van Windergen et al 2018).…”

Section: Relationships and Attunementmentioning

confidence: 85%

Discovery awareness for staff supporting individuals with intellectual disabilities and challenging behaviour: is it helpful and does it increase self-efficacy?

Thompson

Tickle

Dillon

2019

International Journal of Developmental Disabilities

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Word count: 6477 (9305 including tables and references) Discovery Awareness for staff supporting individuals with intellectual disabilities and challenging behaviour: Is it helpful and does it increase self-efficacy?Objectives: Discovery Awareness (DA) is an approach to using video within structured meetings to help staff become more mindful, aware and interested in a client they are supporting who has intellectual disabilities and challenging behaviour. The objective was to evaluate whether, and how, DA is helpful for staff in both inpatient and community settings, and whether it increases selfefficacy in working with people with challenging behaviour.Methods: A two-phase mixed method design was employed. For phase one, forty staff who took part in one of seven single DA meetings completed the Challenging Behaviour Self-Efficacy Scale pre-and post-DA. In addition, post-DA, participants completed an Adapted Helpful Aspects of Therapy Scale (AHAT).For phase two, six participants completed a follow-up Change Interview; three to 12 weeks after DA.Results: Descriptive statistics reveal participants found events in the DA 'greatly helpful'. The changes identified varied in whether they were expected or not, but were unlikely to occur without DA and 'very important'. Statistical analysis showed no significant changes in self-efficacy following the DA. A thematic analysis on the qualitative data generated by the change interviews and AHAT identified three main themes: Impact on interaction; DA is unique and valuable; and The power of the process. The latter had three subthemes: a structure to facilitate change, making use of the content and reflective space to promote learning.Conclusion: Attendance at a single DA meeting does not increase staff perceptions of self-efficacy, however, staff find the process of DA helpful as it encourages reflection on their interactions with individuals with ID and challenging behaviour and attuning of their interactions, though further research is needed.

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Section: Relationships and Attunementmentioning

confidence: 85%

Discovery awareness for staff supporting individuals with intellectual disabilities and challenging behaviour: is it helpful and does it increase self-efficacy?

Thompson

Tickle

Dillon

2019

International Journal of Developmental Disabilities

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“…A research protocol for this study was published in TRIALS [19]. Despite our initial intentions, we were not able to recruit enough relatives of persons with ID to participate in the study.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of m-learning HiSense APP-ID in enhancing knowledge, empathy, and self-efficacy in caregivers of persons with intellectual disabilities: a randomized controlled trial

2019

Self Cite

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M-learning is a flexible form of digital education that can benefit professional caregivers. The m-learning intervention ‘HiSense APP-ID’ was developed to support caregivers of persons with intellectual disability (ID). The intervention focuses on improving knowledge about sensitive and responsive caregiving for persons with ID. This randomized controlled trial of 101 professional caregivers of persons with moderate or mild ID evaluated whether m-learning improves practical and theoretical knowledge about secure attachment in persons with ID, and increases empathy and self-efficacy. The ‘HiSense APP-ID’ consists of 120 multiple-choice questions relating to attachment theory and the experience of persons with ID. Participants answer four questions each day for 30 days. In pre-, post-, and follow-up assessments, all participants completed a series of questionnaires concerning social validity, knowledge, self-efficacy, and empathy. Linear mixed effects modeling was then used to assess the effectiveness of the intervention. Users rated the app positively on usefulness, ease of use, design, and development of their own skills. Knowledge improved in the group of participants who followed m-learning. An interaction effect was found for empathic concern, but no significant effect was found for social empathy or self-efficacy. Thus, m-learning is a useful and flexible educational tool for professional caregivers of persons with ID, and the ‘HiSense APP-ID’ was able to improve theoretical knowledge in very short sessions spaced over a longer period of time.

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“…We agree with Satchidanand (2012) that there is very little research for other social professionals in this field on self-efficacy itself or the relationship with attitudes for that matter (Satchidanand et al, 2012). There is for example only limited research available on increasing self-efficacy in supporting parents in dealing with their child with disabilities (van Wingerden et al, 2018), but no research on selfefficacy of other professionals.…”

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confidence: 99%

Does intense contact with people with disabilities lead to more inclusive behaviour within professional practice?

Emmers

Baeyens

Petry

2022

Educational Studies

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Does intense contact with people with disabilities lead to more inclusive behaviour within professional practice? BackgroundA Flemish training program for pre-service teachers and pre-service special educators organises a sports camp where the participants have intense and direct contact with people with disabilities. These pre-service special educators are trained in orthopedagogy, which can be defined as the theory of support within a problematic parenting or educational situation. In this sports camp, pre-service teachers and special educators can immerse themselves and experience the world of people with disabilities. This sports camp is based on the contact hypothesis which assumes that such a "bath" of direct contact will improve the inclusive behaviour of the pre-service professionals. This inclusive behaviour, which refers to acting in accordance with the UN Convention on Persons with Disabilities (United Nations, 2006), is required of these pre-service teachers and special educators as they will be employed in education and support services for persons with disabilities.This sports camp, however, requires a lot of man-hours for guidance and preparation from the training program and is very expensive in accommodation costs. In addition, it is also very demanding for the training program to set up a complete sports camp with 80 pre-service teachers and special educators, 40 participants with different types of disabilities, 2 nurses and 5 teacher educators on an annual basis. On top of that, one does not know whether such a sports camp is effective on the pedagogical inclusive behaviour of these pre-service professionals. Therefore, the objective of this study is to examine whether this sports camp is effective in terms of an increase in inclusive pedagogical behaviour.

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Improving empathy and self-efficacy in caregivers of persons with intellectual disabilities, using m-learning (HiSense APP-ID): study protocol for a randomized controlled trial

Cited by 6 publications

References 39 publications

Discovery awareness for staff supporting individuals with intellectual disabilities and challenging behaviour: is it helpful and does it increase self-efficacy?

Discovery awareness for staff supporting individuals with intellectual disabilities and challenging behaviour: is it helpful and does it increase self-efficacy?

Effectiveness of m-learning HiSense APP-ID in enhancing knowledge, empathy, and self-efficacy in caregivers of persons with intellectual disabilities: a randomized controlled trial

Does intense contact with people with disabilities lead to more inclusive behaviour within professional practice?

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