Background Whereas there is a knowledge base on staff attributions of challenging behaviour, there has been little research on the effects of training, type of behaviour and biological context on staff attributions of controllability in the context of people with intellectual disabilities and dementia. Methods A mixed design was used to investigate the effects of three factors on care staff attributions of the controllability of challenging behaviour. Pre-and posttraining measures were administered to participants (n ¼ 97) attending training on ageing, dementia and people with intellectual disabilities. Results No significant effects of diagnosis or type of behaviour on attributions were found. There was a significant increase in knowledge after training (P < 0.001) and training was found to significantly decrease the attribution of controllability (P < 0.001).Conclusion These results suggest that training that focuses on aspects of change relevant to behaviour can favourably influence care staff's knowledge and attributions of controllability within the context of people with Down syndrome and dementia.

This article explores experiences of transition, instability and coping using a qualitative approach with young offenders within a specialist forensic child and adolescent mental health service (CAMHS). Participants were four young people (aged 14–17 years) on community orders under the supervision of local youth offending teams (YOTs). Semi-structured interviews were conducted and data analysed using an inductive thematic analysis approach. Three main themes were identified: (i) people and places; (ii) growth; and (iii) managing difficult experiences. Findings suggest that young offenders are exposed to a wide range of challenging contextual factors including unpredictable or inadequate home environments, numerous transitions (between family members/foster placements and schools), limited engagement with educational settings and a lack of social support, supporting the findings of Paton et al. Findings also portrayed a sense of participants’ ‘psychological growth’ with development along a trajectory from a young child ‘acting out’ in response to the environments in which they were living; through a more reflective stage, in which they were able to begin to consider the situations they found themselves in; before reaching a position in which they were able to look beyond their day-to-day circumstances with some hope that their lives could be different in the future. Furthermore, accounts revealed that these young people had a limited range of functional coping strategies and had largely negative experiences of services. Clinical implications and the need for further research developing professionals’ understanding of the influence of early experiences on young offenders’ behaviour are discussed.