Top

Gepubliceerd in:

01-06-2010 | Original Paper

Using Acceptance and Mindfulness-Based Workshops with Support Staff Caring for Adults with Intellectual Disabilities

Auteurs: Stephen J. Noone, Richard P. Hastings

Gepubliceerd in: Mindfulness | Uitgave 2/2010

Abstract

Support staff in intellectual disability services may experience significant work-related stress. This stress has been shown to be associated with avoidance processes, and theoretical models of aspects of support staff behavior have also implicated escape and avoidance processes. In the present paper, we review the case for the match between acceptance and mindfulness-based approaches and the work experiences of support staff. We also report data from 34 support staff who received the Promotion of Acceptance in Carers and Teachers (PACT) intervention. Staff reported less psychological distress post-PACT even though the perceived level of stress in the work environment did not reduce. Positive change was greatest for those staff without a professional qualification and who were reporting more stress at pre-intervention. Combined with other published data, these results suggest that support staff in intellectual disability settings may benefit from acceptance and mindfulness-based interventions.

volgende artikel Training Teachers to Deliver Mindfulness-Based Interventions: Learning from the UK Experience

Bond, F. W., & Bunce, D. (2000). Mediators of change in emotion-focused and problem-focused worksite stress management interventions. Journal of Occupational Health Psychology, 5, 156–163.CrossRefPubMed

Bond, F. W., & Bunce, D. (2003). The role of acceptance and job control in mental health, job satisfaction, and work performance. Journal of Applied Psychology, 88, 1057–1067.CrossRefPubMed

Bond, F. W., & Flaxman, P. E. (2006). The ability of psychological flexibility and job control to predict learning, job performance, and mental health. Journal of Organizational Behavior Management, 26, 113–130.CrossRef

Carr, E. G., Taylor, J. C., & Robinson, S. (1991). The effects of severe behavior problems in children on the teaching behavior of adults. Journal of Applied Behavior Analysis, 24, 523–535.CrossRefPubMed

Carr, E. G., Horner, R. H., Turnbull, A. P., Marquis, J. G., McLaughlin, D. D., McAtee, M. L., et al. (1999). Positive behavior support for people with developmental disabilities: A research synthesis. Washington: American Association on Mental Retardation.

Cohen, J. (1992). A power primer. Psychological Bulletin, 112, 155–159.CrossRefPubMed

Devereux, J. M., Hastings, R. P., & Noone, S. J. (2009a). Staff stress and burnout in intellectual disability services: work stress theory and its application. Journal of Applied Research in Intellectual Disabilities, 22, 561–573.CrossRef

Devereux, J. M., Hastings, R. P., Noone, S. J., Firth, A., & Totsika, V. (2009b). Social support and coping as mediators or moderators of the impact of work stressors on burnout in intellectual disability support staff. Research in Developmental Disabilities, 30, 367–377.CrossRefPubMed

Emerson, E., Kiernan, C., Alborz, A., Reeves, D., Mason, H., Swarbrick, R., et al. (2001). The prevalence of challenging behaviours: a total population study. Research in Developmental Disabilities, 22, 77–93.CrossRefPubMed

Gardner, B., Rose, J., Mason, O., Tyler, P., & Cushway, D. (2005). Cognitive therapy and behavioural coping in the management of work-related stress: an intervention study. Work and Stress, 19, 137–152.CrossRef

Hastings, R. P. (2002). Do challenging behaviors affect staff psychological well-being?: Issues of causality and mechanism. American Journal on Mental Retardation, 107, 455–467.CrossRefPubMed

Hastings, R. P. (2005). Staff in special education settings and behaviour problems: towards a framework for research and practice. Educational Psychology, 25, 205–219.CrossRef

Hastings, R. P., & Remington, B. (1994). Rules of engagement: toward an analysis of staff responses to challenging behavior. Research in Developmental Disabilities, 15, 279–298.CrossRefPubMed

Hastings, R. P., & Brown, T. (2002). Coping strategies and the impact of challenging behaviors on special educators’ burnout. Mental Retardation, 40, 148–156.CrossRefPubMed

Hastings, R. P., Horne, S., & Mitchell, G. (2004). Burnout in direct care staff in intellectual disability services: a factor analytic study of the Maslach Burnout Inventory. Journal of Intellectual Disability Research, 48, 268–273.CrossRefPubMed

Hastings, R. P. (2010). Support staff working in intellectual disability services: the importance of relationships and positive experiences. Journal of Intellectual and Developmental Disability, in press.

Hatton, C., & Emerson, E. (1994). The development of a shortened ‘ways of coping’ questionnaire for use with direct care staff in learning disability services. Mental Handicap Research, 8, 237–251.

Hatton, C., Brown, R., Caine, A., & Emerson, E. (1995). Stressors, coping strategies and stress-related outcomes among direct care staff in staffed houses for people with learning disabilities. Mental Handicap Research, 8, 252–271.

Hatton, C., Emerson, E., Rivers, M., Mason, H., Mason, L., Swarbrick, R., et al. (1999). Factors associated with staff stress and work satisfaction in services for people with intellectual disability. Journal of Intellectual Disability Research, 43, 253–267.CrossRefPubMed

Hatton, C., Rivers, M., Mason, H., Mason, L., Kiernan, C., Emerson, E., et al. (1999). Staff stressors and staff outcomes in services for adults with intellectual disabilities: the Staff Stressor Questionnaire. Research in Developmental Disabilities, 20, 269–285.CrossRefPubMed

Hayes, S. C., Strosahl, K. D., & Wilson, K. G. (1999). Acceptance and commitment therapy: An experiential approach to behavior change. New York: Guilford.

Hayes, S. C., Barnes-Holmes, D., & Roche, B. (2001). Relational frame theory: A post-Skinnerian account of human language and cognition. New York: Plenum.

Holden, B., & Gitlesen, J. P. (2006). A total population study of challenging behavior in the county of Hedmark, Norway: Prevalence and risk markers. Research in Developmental Disabilities, 27, 456–465.CrossRefPubMed

Iwata, B. A., Dorsey, M. F., Slifer, K. J., Bauman, K. E., & Richman, G. S. (1994). Toward a functional analysis of self-injury. Journal of Applied Behavior Analysis, 27, 197–209. Reprinted from Analysis and Intervention in Developmental Disabilities, 2, 3-20, 1982.CrossRefPubMed

Kabat-Zinn, J. (1990). Full catastrophe living: Using the wisdom of your body and mind to face stress, pain and illness. New York: Delacorte.

Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal and coping. New York: Springer.

Lowe, K., Allen, D., Jones, E., Brophy, S., Moore, K., & James, W. (2007). Challenging behaviours: Prevalence and topographies. Journal of Intellectual Disability Research, 51, 625–636.CrossRefPubMed

McLoughlin, M., Armstrong, P., Byrne, M., Heaney, D., O’Brien, N., & Murphy, A. W. (2005). A comparative study on attitudes, mental health and job stress amongst GPs participating, or not, in a rural out-of-hours co-operative. Family Practice, 22, 275–279.CrossRef

Mitchell, G., & Hastings, R. P. (2001). Coping, burnout, and emotion in staff working in community services for people with challenging behaviors. American Journal on Mental Retardation, 106, 448–459.CrossRefPubMed

Morita, N., & Wada, I. (2007). Job stress and mental health of child-counseling office workers. Journal of Occupational Health, 49, 125–133.CrossRefPubMed

Mossman, D. A., Hastings, R. P., & Brown, T. (2002). Mediators’ emotional responses to self-injurious behavior: an experimental study. American Journal on Mental Retardation, 107, 252–260.CrossRefPubMed

Noone, S. J., & Hastings, R. P. (2009). Building psychological resilience in support staff caring for people with intellectual disabilities: pilot evaluation of an acceptance-based intervention. Journal of Intellectual Disabilities, 13, 43–53.CrossRefPubMed

Oliver, C. (1995). Self-injurious behaviour in children with learning disabilities: recent advances in assessment and intervention. Journal of Child Psychology and Psychiatry, 36, 909–927.CrossRefPubMed

Patterson, G. R. (1982). Coercive family process. Eugene: Castalia.

Robertson, J., Hatton, C., Felce, D., Meek, A., Carr, D., Knapp, M., et al. (2005). Staff stress and morale in community based settings for people with intellectual disabilities and challenging behaviour. Journal of Applied Research in Intellectual Disabilities, 18, 271–277.CrossRef

Rose, J., Jones, F., & Fletcher, C. B. (1998). The impact of a stress management programme on staff well-being and performance at work. Work and Stress, 12, 112–124.CrossRef

Singh, N. N., Wahler, R. G., Sabaawi, M., Goza, A. B., Singh, S. D., & Molina, E. J. (2002a). Mentoring treatment teams to integrate behavioral and psychopharmacological treatments in developmental disabilities. Research in Developmental Disabilities, 23, 379–389.CrossRef

Singh, N. N., Wechsler, H. A., Curtis, W. J., Sabaawi, M., Myers, R. E., & Singh, S. D. (2002b). Effects of role-play and mindfulness training on enhancing the family friendliness of the admissions treatment team process. Journal of Emotional and Behavioral Disorders, 10, 90–98.CrossRef

Singh, N. N., Lancioni, G. E., Winton, A. S. W., Curtis, W. J., Wahler, R. G., Sabaawi, M., et al. (2006). Mindful staff increase learning and reduce aggression in adults with developmental disabilities. Research in Developmental Disabilities, 27, 545–558.CrossRefPubMed

Singh, N. N., Lancioni, G. E., Winton, A. S. W., Singh, A. N., Adkins, A. D., & Singh, J. (2009). Mindful staff can reduce the use of physical restraints when providing care to individuals with intellectual disabilities. Journal of Applied Research in Intellectual Disabilities, 22, 194–202.CrossRef

Skirrow, P., & Hatton, C. (2007). Burnout amongst direct care workers in services for adults with intellectual disabilities: a systematic review of research findings and initial normative data. Journal of Applied Research in Intellectual Disabilities, 20, 131–144.CrossRef

Taylor, J. C., & Carr, E. G. (1992). Severe problem behaviors related to social interaction 2: a systems analysis. Behavior Modification, 16, 336–371.CrossRefPubMed

Titel: Using Acceptance and Mindfulness-Based Workshops with Support Staff Caring for Adults with Intellectual Disabilities
Auteurs: Stephen J. Noone
Richard P. Hastings
Publicatiedatum: 01-06-2010
Uitgeverij: Springer US
Gepubliceerd in: Mindfulness / Uitgave 2/2010
Print ISSN: 1868-8527
Elektronisch ISSN: 1868-8535
DOI: https://doi.org/10.1007/s12671-010-0007-4

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 2/2010

Mindfulness for Psychologists: Paying Kind Attention to the Perceptible

Ronald D. Siegel: The Mindfulness Solution: Everyday Practices for Everyday Problems

Mindfulness as Presence

Posttraumatic Stress Symptom Severity and Marijuana Use Coping Motives: A Test of the Mediating Role of Non-Judgmental Acceptance within a Trauma-Exposed Community Sample

Training Teachers to Deliver Mindfulness-Based Interventions: Learning from the UK Experience

Does Mindfulness Meditation Enhance Attention? A Randomized Controlled Trial