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Title: Challenging behaviour : an investigation of attributions and stress in staff working in learning disability services
Author: Sharp, Kirstin M.
Awarding Body: University of Edinburgh
Current Institution: University of Edinburgh
Date of Award: 2001
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Objectives: Challenging behaviour may produce a range of emotional reactions (e.g. annoyance, fear, anger) amongst staff in learning disabilities (e.g. Bromley and Emerson, 1995) and can be stressful. Attributional models may help explain why staff experience differing levels of stress when working with clients that challenge. Research has focused on the relationship between attributions and emotion in helping behaviour (e.g. Sharrock, Day, Qazi and Brewin, 1990; Dagnan, Trower and Smith, 1998; Stanley and Standen, 2000). There has been little research that has considered attributions in relation to stress. Study one of the present research explored attributions and stress in staff that work with clients with learning disabilities and challenging behaviour. Training is a valuable avenue for increasing knowledge amongst those working in the field of learning disabilities. Training can increase carers knowledge of challenging behaviour and can contribute to the development of appropriate beliefs about behaviour (Hastings, Remington and Hopper, 1995). Study two explores the effect of training in challenging behaviour on attributions and stress. Design: Study one used an exploratory questionnaire design to obtain the views of staff working in learning disability services. Study two looked at the effects of training on the measures studied. Method: A questionnaire was designed for the purposes of the study. Reliability and validity was measured. Seventy-six care staff participated in study one. Thirty-nine staff participated in training in challenging behaviour and completed the same measures at three different time scales. Results: The relationships between factors are examined, as is the relationship between variables and demographic variables such as experience. Changes in the measures following training are explored. Conclusions: Results are discussed with reference to previous research findings and clinical implications are discussed.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Clin.Psy.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available