Who’s Challenging Who?: a co-produced approach for training staff in learning disability services about challenging behaviour
Tizard Learning Disability Review
ISSN: 1359-5474
Article publication date: 3 October 2019
Issue publication date: 5 November 2019
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.
Keywords
Acknowledgements
The literature reviews and pilot study were funded by a Knowledge Transfer Partnership (funded by the Royal Mencap Society, the Technology Strategy Board and Welsh Government). The RCT was funded by the National Institute for Health Research School for Social Care Research (No. CO88/T14-035/WURH-P64). This paper summarises independent research by the National Institute for Health Research School for Social Care Research. The views expressed in this presentation are those of the authors and not necessarily those of the NIHR SSCR, NHS, the National Institute for Health Research or the Department of Health. The funder of the study had no role in the study design, data collection, analysis, interpretation or preparation of this manuscript. The authors would like to thank all of the participants in all stages of this work, as well as all of the WCW trainers (Clare Bowler, Martin Banks Ben Williams, Philip Przybylak and Andrew Mitchell), and all members of the research teams, study steering committee and advisory group. Two of the WCW trainers, Philip Przybylak and Ben Williams, passed away between the project ending and the submission of this paper. Their contributions to the project were invaluable, and continue to be impactful.
Citation
Flynn, S., Hastings, R.P., McNamara, R., Gillespie, D., Randell, E., Richards, L. and Taylor, Z. (2019), "Who’s Challenging Who?: a co-produced approach for training staff in learning disability services about challenging behaviour", Tizard Learning Disability Review, Vol. 24 No. 4, pp. 192-199. https://doi.org/10.1108/TLDR-03-2019-0013
Publisher
:Emerald Publishing Limited
Copyright © 2019, Emerald Publishing Limited