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Who’s challenging who? : a co-produced approach for training staff in learning disability services about challenging behaviour
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Flynn, Samantha, Hastings, Richard P., McNamara, Rachel, Gillespie, David, Randell, Elizabeth, Richards, Leisa and Taylor, Zac (2019) Who’s challenging who? : a co-produced approach for training staff in learning disability services about challenging behaviour. Tizard Learning Disability Review, 24 (4). pp. 192-199. doi:10.1108/TLDR-03-2019-0013
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Official URL: https://doi.org/10.1108/TLDR-03-2019-0013
Abstract
Purpose
The purpose of this paper is to outline the development, piloting and evaluation of the Who’s Challenging Who? (WCW) training intervention for social care staff to improve their empathy and attitudes towards people with learning disabilities (LD) and challenging behaviour (CB).
Design/methodology/approach
A phased approach was taken to the development and testing of the intervention. Initially, the existing literature was reviewed, the theoretical background of the intervention was developed, and then the intervention was designed. A pilot study was undertaken, followed by further development, and a large-scale randomised controlled trial (RCT).
Findings
WCW had a small positive effect on staff empathy 20 weeks after the intervention, and small to moderate effects for other staff reported outcomes (e.g. positive empowerment attitudes and positive work motivation). Being trained by people with LD and CB encouraged staff to reflect on the impact they have on the people they support. The trainers with LD valued their role, and saw benefits beyond this (e.g. friendships).
Research limitations/implications
It is possible to carry out high-quality RCT evaluations of social care practice, and research should continue to generate evidence in this way, as in healthcare settings. However, there were difficulties in retaining participants.
Practical implications
People with LD can be actively involved in the co-production and delivery of social care training.
Social implications
Employment and a fair wage can increase the confidence and empowerment of people with LD.
Originality/value
This is the first large-scale RCT of an intervention that aimed to improve empathy/change attitudes in social care staff who work with people with LD and CB.
| Item Type: | Journal Article | ||||
|---|---|---|---|---|---|
| Divisions: | Faculty of Social Sciences > Centre for Educational Development, Appraisal and Research (CEDAR) | ||||
| Journal or Publication Title: | Tizard Learning Disability Review | ||||
| Publisher: | Emerald Publishing Limited | ||||
| ISSN: | 1359-5474 | ||||
| Official Date: | 4 September 2019 | ||||
| Dates: |
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| Date of first compliant deposit: | 13 September 2019 | ||||
| Volume: | 24 | ||||
| Number: | 4 | ||||
| Page Range: | pp. 192-199 | ||||
| DOI: | 10.1108/TLDR-03-2019-0013 | ||||
| Status: | Peer Reviewed | ||||
| Publication Status: | Published | ||||
| Access rights to Published version: | Restricted or Subscription Access | ||||
| Copyright Holders: | © 2019, Emerald Publishing Limited | ||||
| Related URLs: |
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