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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

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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
Subjects: H Social Sciences > HV Social pathology. Social and public welfare
R Medicine > RC Internal medicine
Divisions: Faculty of Social Sciences > Centre for Educational Development, Appraisal and Research (CEDAR)
Library of Congress Subject Headings (LCSH): People with mental disabilities -- Care, Learning disabled -- Services for, Social workers -- In-service training
Journal or Publication Title: Tizard Learning Disability Review
Publisher: Emerald Publishing Limited
ISSN: 1359-5474
Official Date: 4 September 2019
Dates:
DateEvent
4 September 2019Accepted
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
RIOXX Funder/Project Grant:
Project/Grant IDRIOXX Funder NameFunder ID
Knowledge Transfer PartnershipWales.‏ Welsh Governmenthttp://viaf.org/viaf/187200302
Knowledge Transfer PartnershipRoyal Society for Mentally Handicapped Children and Adultshttp://viaf.org/viaf/137843149
Knowledge Transfer PartnershipTechnology Strategy Boardhttp://dx.doi.org/10.13039/501100000396
CO88/T14-035/WURH-P64[NIHR] National Institute for Health Researchhttp://dx.doi.org/10.13039/501100000272
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