The Gerry Simon Lecture, 1998: Enhancing the Quality of Life of People Receiving Residential Support

Felce, David John

doi:10.1111/j.1468-3156.1999.tb00075.x

Cited by 9 publications

(7 citation statements)

References 22 publications

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“…Factors such as the ability and behaviours of those being supported (Duker et al. 1989; Felce 1999) and the procedures adopted for selecting and scheduling activities appear to be more significant determinants of the level of interaction between people with learning/intellectual disabilities and support workers than staffing levels (Felce & Perry 1995; Hatton et al. 1996).…”

Section: Literature Reviewmentioning

confidence: 99%

Support workers within learning/intellectual disability services perception of their role, training and support needs

Windley¹,

Chapman²

2010

Brit J Learn Disabil

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Accessible summary• Support staff were asked what were the important things they did to support people with learning/intellectual disabilities, and what training and support they needed to do their job. • Support staff said they had difficulties in communicating with each other, and feel stressed when asked to do things which did not make the people they support happy. • Support staff also stated that there should be more training and support for new staff. • Support staff need more help to learn: how to give each other advice and how to cope with being stressed. SummaryThis study explores the perceptions of support workers working with adults with learning/intellectual disabilities, training and support needs. Data was collected by focus group (n = 3) and semi-structured interviews (n = 5). Participants saw their key role as maximising quality of life, identified 'Trial and error' as the main mode of skill development for new staff and experienced stress as a result of conflict between their beliefs and demands of the service. Participants recognised their responsibility to model good and challenge poor practice; however, poor communication and assertiveness skills affected their ability to do this. A preference for more on site supervision to provide leadership was indicated. Training by the community learning disability team was highly regarded; however, there were indications that carers found this difficult to put into practice. It is suggested that development of personal skills and relating training to human rights and person-centred planning perspectives would best enable staff to carry out their roles.

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Section: Literature Reviewmentioning

confidence: 99%

Support workers within learning/intellectual disability services perception of their role, training and support needs

Windley¹,

Chapman²

2010

Brit J Learn Disabil

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“…Just being near family or living in an ordinary street does not necessarily lead to true community integration. The measurement of quality of life is complex and highly personal (Felce, 1999). An individual placed in an out-of-borough residential home can have a good quality of life and may choose to live there.…”

Section: People With Learning Disabilitiesmentioning

confidence: 99%

Out-of-borough placements for people with learning disabilities

Jaydeokar¹,

Piachaud²

2004

Adv. psychiatr. treat

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All people with learning disabilities should be able to choose from a variety of residential placements as a way of achieving greater community integration. However, many are still placed away from their borough of origin, resulting in complex consequences for them, and their families and for clinicians. This article explores the nature of the problem, defining the current issues, and examining the role of the stakeholders and the implications for psychiatrists working in this field.

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“…1980). Even though the deinstitutionalization process is now virtually complete in the UK (Felce 1999), placements continue to break down, resulting in admissions to institutions or specialist units, or crisis moves to alternative community accommodation. Not only is a breakdown likely to be a traumatic and disempowering experience for the individual involved, but it may also consume considerable professional resources and leave families and staff with feelings of guilt and failure (Mansell et al.…”

Section: Introductionmentioning

confidence: 99%

Predicting Placement Breakdown: Individual and Environmental Factors Associated with the Success or Failure of Community Residential Placements for Adults with Intellectual Disabilities

Phillips

Rose

2010

Research Intellect Disabil

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Background Individuals with intellectual disabilities are more likely to experience a breakdown in their community residential placement if they display 'challenging' behaviour. However, some individuals with behaviour that poses a severe challenge live successfully in community services long-term, indicating that other factors are also important. This study seeks to test the validity of a proposed framework for placement breakdown that incorporates elements of Weiner's theory of helping behaviour, in particular, staff attributions of control about the causes of an individual's challenging behaviour. Method The study employed a between-subjects design with two non-experimental groups, controlling for the presence of challenging behaviour. One of these groups experienced a placement breakdown, whilst the other remained in the same placement. Staff completed questionnaires measuring a range of individual and servicerelated factors. Results No differences were found between the groups in overall levels of challenging behaviour, although the breakdown group displayed higher rates of 'intentional' antisocial behaviour. Breakdown was predicted by a combination of increased community self-sufficiency skills, attributions of a greater degree of control by the most senior members of staff, and lower levels of interaction and help from staff. Services in which a breakdown occurred were also of poorer overall quality, particularly in terms of staff resources and energy levels, the physical environment and administrative systems. Individuals experiencing breakdown were more likely to have had at least one acute behavioural or psychiatric admission. Conclusions Support was obtained for the proposed framework, indicating that staff attributions of control may play a mediating role between the challenging behaviour of an individual and the subsequent risk of placement breakdown. This has implications clinically in the identification of those at greater risk, given that this may not necessarily be those with the most severe challenging behaviour. Interventions to reduce this risk will need to address the way that staff think about challenging behaviour. Further research is required to test the validity of the framework.

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The Gerry Simon Lecture, 1998: Enhancing the Quality of Life of People Receiving Residential Support

Cited by 9 publications

References 22 publications

Support workers within learning/intellectual disability services perception of their role, training and support needs

Support workers within learning/intellectual disability services perception of their role, training and support needs

Out-of-borough placements for people with learning disabilities

Predicting Placement Breakdown: Individual and Environmental Factors Associated with the Success or Failure of Community Residential Placements for Adults with Intellectual Disabilities

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