McGill, P. and Bradshaw, J. and Hughes, A. (2007) Impact of extended education/training in positive behaviour support on staff knowledge, causal attributions and emotional responses. Journal of Applied Research in Intellectual Disabilities, 20 (1). pp. 41-51. ISSN 1360-2322 .
|The full text of this publication is not available from this repository. (Contact us about this Publication)|
Background This study sought to gather information about the impact of extended training in positive behaviour support on staff knowledge, causal attributions and emotional responses. Methods Students completed questionnaires at the beginning, middle and end of a University Diploma course to measure changes in their knowledge of challenging behaviour, their causal attributions and their emotional responses. Results Students' knowledge significantly increased across the three data points. Students became less likely to attribute challenging behaviour to emotional causes. Changes in respect of making more behavioural attributions varied across different measures. Negative emotional responses reduced especially those related to depression/anger. Conclusions The training course presented here was associated with changes in student knowledge, attributions and emotional responses that are likely to be associated with better staff performance and better outcomes for people with intellectual disabilities.
|Uncontrolled keywords:||attributions; challenging behaviour; emotional responses; positive behaviour support; staff training|
|Subjects:||B Philosophy. Psychology. Religion > BF Psychology|
|Divisions:||Faculties > Social Sciences > School of Social Policy Sociology and Social Research > Tizard|
|Depositing User:||Suzanne Duffy|
|Date Deposited:||31 Mar 2008 18:13|
|Last Modified:||14 Jan 2010 14:08|
|Resource URI:||http://kar.kent.ac.uk/id/eprint/2600 (The current URI for this page, for reference purposes)|
- Depositors only (login required):