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Article
Publication date: 31 January 2011

Eric Emerson and Susannah Baines

4479

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Tizard Learning Disability Review, vol. 16 no. 1
Type: Research Article
ISSN: 1359-5474

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Book part
Publication date: 13 March 2023

Adrien B. Bonache and Kenneth J. Smith

This chapter combines quantitative studies of the connections between stressors and performance in accounting settings and identifies the mediators and moderators of…

Abstract

This chapter combines quantitative studies of the connections between stressors and performance in accounting settings and identifies the mediators and moderators of stressors–performance relationships. Using meta-analyses and path analyses, this research compiles 72 studies to investigate the relationships of stressors with accountant and auditor performance. As hypothesized, bivariate meta-analyses results indicate that work-related stressors negatively affect performance, and burnout and stress are negatively related to performance, whereas motivation is positively related to performance. Moreover, a meta-analytical structural equation modeling indicates that role stressors have significant direct and indirect effects (through burnout and stress) on job performance. Accumulation of multiple samples through meta-analysis bolsters statistical power compared to single-sample studies and thus reveals the sign of residual direct effects of role stressors on job performance in accounting settings.

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Advances in Accounting Behavioral Research
Type: Book
ISBN: 978-1-80455-798-3

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Article
Publication date: 1 February 2005

Jim Mansell

This paper reviews progress in deinstitutionalisation and community living for people with learning disabilities. The effects of replacing institutional care on residents are…

137

Abstract

This paper reviews progress in deinstitutionalisation and community living for people with learning disabilities. The effects of replacing institutional care on residents are summarised and some emerging problems identified.

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Tizard Learning Disability Review, vol. 10 no. 1
Type: Research Article
ISSN: 1359-5474

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Article
Publication date: 1 June 2000

Mary Lindsey

156

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Mental Health Review Journal, vol. 5 no. 2
Type: Research Article
ISSN: 1361-9322

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Article
Publication date: 1 November 1999

Michele Di Terlizzi, Paul Cambridge and Pam Maras

Assessment, care management and service planning for people with challenging needs should be sensitive to gender and ethnicity for equitable and appropriate service provision…

168

Abstract

Assessment, care management and service planning for people with challenging needs should be sensitive to gender and ethnicity for equitable and appropriate service provision. This paper explores the relevant literature to map and identify the issues, and profiles a exploratory study of special schools, adult residential services and community support teams, to identify the gender and ethnic characteristics of people with learning disabilities and challenging behaviours. The findings suggest that gender stereotypes contribute to the attribution of maladaptive behaviour in boys, significant in severe and moderate learning disabilities in schools. The findings on ethnicity are discussed with reference to staff training and the implications of providing gender‐sensitive and culturally appropriate service responses and support.

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Tizard Learning Disability Review, vol. 4 no. 4
Type: Research Article
ISSN: 1359-5474

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Article
Publication date: 1 September 2005

Jim Mansell

This paper reviews progress in deinstitutionalisation and community living for people with learning disabilities. The effects of replacing institutional care on residents are…

88

Abstract

This paper reviews progress in deinstitutionalisation and community living for people with learning disabilities. The effects of replacing institutional care on residents are summarised and some emerging problems identified.

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Housing, Care and Support, vol. 8 no. 3
Type: Research Article
ISSN: 1460-8790

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Book part
Publication date: 20 June 2017

David Shinar

Abstract

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Traffic Safety and Human Behavior
Type: Book
ISBN: 978-1-78635-222-4

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Article
Publication date: 2 April 2010

Chih Sin, Rob Francis and Chloe Cook

Despite laudable intentions and evidence of progress, significant barriers remain in relation to the access to and experiences of child and adolescent mental health services…

1081

Abstract

Despite laudable intentions and evidence of progress, significant barriers remain in relation to the access to and experiences of child and adolescent mental health services (CAMHS). This article draws on the findings of a literature review and reports a number of barriers and their impact on children and young people with learning disabilities. Children and young people with learning disabilities are at a disproportionate risk of experiencing mental health problems yet access and experience of CAMHS can be highly uneven. Families are often unclear about how to access mental health services and what services are available. Such information and knowledge‐related barriers are particularly significant for certain minority ethnic groups. Barriers related to the CAMHS workforce mix, skills and staff attitudes can also mean that skills required for working with people with both mental health conditions and learning disabilities can be lacking. At a macro level, systems‐related barriers include a lack of joint commissioning and planning, unclear care pathways, the lack of a single point of referral, difficult transition to adult mental health services and a lack of inappropriate services.

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Mental Health Review Journal, vol. 15 no. 1
Type: Research Article
ISSN: 1361-9322

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Article
Publication date: 1 April 2004

Jim Mansell and Julie Beadle‐Brown

Grouping people with learning disabilities and challenging behaviour in residential care has been the focus of several recent research studies. This paper describes these studies…

231

Abstract

Grouping people with learning disabilities and challenging behaviour in residential care has been the focus of several recent research studies. This paper describes these studies and what they found. In general, they show negative effects of grouping people with challenging behaviour together in terms of the quality of staff interaction with them and the outcomes they experience.

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Tizard Learning Disability Review, vol. 9 no. 2
Type: Research Article
ISSN: 1359-5474

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Article
Publication date: 27 November 2009

Valerie Monaghan and Stuart Cumella

Support workers have more day‐to‐day contact with people with a learning disability than any other group of staff, but a high proportion are unqualified and untrained, and there…

245

Abstract

Support workers have more day‐to‐day contact with people with a learning disability than any other group of staff, but a high proportion are unqualified and untrained, and there are problems in recruitment and retention. This paper uses undisclosed participant observation and life history methods to analyse the experiences of a support worker in six agencies that provide community‐based care for people with learning disabilities. It was found that a lack of training is associated with limited awareness of the needs of people with learning disabilities, and contributes to stress among staff. Some support workers manage stress by disengaging from their clients. Person‐centred approaches had limited impact, and even agencies committed to person‐centred planning can be reluctant to implement it with clients with severely impaired communication. The greatest commitment to staff induction and training and person‐centred approaches was found in small organisations managed by families. It is possible that large residential care providers are more likely than small agencies to have extended lines of management and standardised procedures, and further research is needed to assess whether these factors are associated with disempowerment of staff and clients.

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Housing, Care and Support, vol. 12 no. 3
Type: Research Article
ISSN: 1460-8790

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