Premium
Support workers within learning/intellectual disability services perception of their role, training and support needs
Author(s) -
Windley Debbie,
Chapman Melanie
Publication year - 2010
Publication title -
british journal of learning disabilities
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.633
H-Index - 39
eISSN - 1468-3156
pISSN - 1354-4187
DOI - 10.1111/j.1468-3156.2010.00610.x
Subject(s) - psychology , challenging behaviour , learning disability , perception , intellectual disability , service (business) , training (meteorology) , medical education , professional development , assertiveness , applied psychology , social psychology , pedagogy , medicine , developmental psychology , physics , economy , neuroscience , meteorology , economics , psychiatry
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.Summary This 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.