Supporting Care Staff Using Mindfulness‐ and Acceptance‐ Approaches

Noone, Stephen J.

doi:10.1002/9781118329252.ch13

Cited by 5 publications

(3 citation statements)

References 46 publications

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“…The workshop included a number of experiential tasks that the staff were guided through with opportunities to reflect on their experiences and consider how this may shape their future practice. The first experiential task was the ‘job advert’ task (Noone, 2013), which is a value-based exercise in order to set the context for the challenges of the support job role and the distinct values necessary for such a job. Within this task, staff were asked to describe what qualities they bring to the job and also what difficult behaviours they have experienced in their job.…”

Section: Methodsmentioning

confidence: 99%

An initial evaluation of direct care staff resilience workshops in intellectual disabilities services

Ingham

Riley

Nevin

et al. 2013

J Intellect Disabil

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The emotional responses to challenging behaviour of direct care staff who support people with intellectual disabilities is thought to be an important mediating factor within the stress experienced by staff and a potential maintaining factor in challenging behaviour. A brief workshop to improve direct care staff resilience was developed and initially evaluated using a measure of emotional reaction to challenging behaviour and a measure of burnout. It was found that negative emotional reactions to challenging behaviour significantly reduced following the workshop, but a measure of burnout did not. This may indicate the usefulness of this intervention with direct care staff in managing their emotional reactions to challenging behaviour. However, further development and evaluation of such interventions with direct care staff is required to explore ways of impacting upon burnout and managing the display of challenging behaviour.

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Section: Methodsmentioning

confidence: 99%

An initial evaluation of direct care staff resilience workshops in intellectual disabilities services

Ingham

Riley

Nevin

et al. 2013

J Intellect Disabil

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show abstract

“…Furthermore, there was some question whether individuals with developmental disabilities would have the cognitive capacity to understand and practice some of the foundational concepts associated with mindfulness-based procedures. As attested by the current research, there is now optimism that mindfulness and acceptance procedures may prove to be valuable in assisting parents and paid carers to enhance the quality of life of individuals with developmental disabilities (Noone 2013;Russell 2011). Indeed, there is also limited research that indicates individuals who function at mild, and perhaps moderate, levels of intellectual disabilities may benefit from learning mindfulness-based procedures (Robertson 2011).…”

mentioning

confidence: 90%

Mindfulness and Acceptance in Developmental Disabilities: Introduction to the Special Issue

Hastings

Manikam²

2013

Mindfulness

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“…Hasenfeld (2010) argues that the ability to establish empathetic relationships between professionals and clients is a keystone of human services in general. Still, providing care and support can be challenging (Noone and Hastings, 2009;Noone, 2013;White et al, 2006) not at least due to what Bigby and Frawley (2010) call a 'difference dilemma'. The dilemma refers to a balancing act for professionals to treat a person as autonomous with equal rights and expectations -similar to other citizens -without disregarding their disability and need for adjustments and support to attain equal outcomes of a given assignment.…”

Section: Introduction and Research Questionmentioning

confidence: 99%

Knowing, being or doing? A comparative study on human service professionals’ perceptions of quality in day-to-day encounters with clients and students with intellectual disabilities

Ineland

Hjelte

2017

J Intellect Disabil

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What does it mean to decide, act and behave in a professional manner towards people with intellectual disabilities? This article analyses how professionals from three welfare organizations describe quality in daily encounters with people with intellectual disabilities. Four hundred and twenty-one respondents participated in the study. Our empirical data consisted of written excerpts exclusively. Findings revealed that quality in encounters with people with intellectual disabilities was associated with personal attributes, pertinent knowledge, professional actions and ideological awareness. Findings also show differences in responses, both quantitatively (frequency) and qualitatively (content), which seem to be associated with organization. This reflects that human service organizations, as normative environments, underpin ideas about relevance and appropriateness in day-to-day situations, forming actions and perceptions among its members. Our conclusion is that organizational context needs to be considered to enhance our knowledge on how different categories of professionals view quality and moral worth when working with people with intellectual disabilities.

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Supporting Care Staff Using Mindfulness‐ and Acceptance‐ Approaches

Cited by 5 publications

References 46 publications

An initial evaluation of direct care staff resilience workshops in intellectual disabilities services

An initial evaluation of direct care staff resilience workshops in intellectual disabilities services

Mindfulness and Acceptance in Developmental Disabilities: Introduction to the Special Issue

Knowing, being or doing? A comparative study on human service professionals’ perceptions of quality in day-to-day encounters with clients and students with intellectual disabilities

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