Health professionals working effectively with support workers to enhance the quality of support for adults with intellectual disabilities: A meta‐ethnography

Haines, David; Brown, A. Crum

doi:10.1111/jar.12343

Cited by 4 publications

(3 citation statements)

References 38 publications

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“…Working collaboratively can be central to enhancing support for people with learning disabilities and mental illness (Haines & Brown, ). The participants spoke about feeling able to go to the facilitators when they had concerns for a person who attended the group but who they did not personally support as, “they felt a close group connection between everyone” at the group (Participant 1).…”

Section: Resultsmentioning

confidence: 99%

“…Support staff are central to a person with a learning disability's quality of life (Haines & Brown, ) and spending time with them and taking an interest in them can avoid mental health crises from occurring (Salmon et al, ). Support staff at the dramatherapy group are active members which allows them an opportunity to obtain insight about the person they are supporting through observation and interactions, understand their relational abilities and assess their functional skills.…”

Section: Discussionmentioning

confidence: 99%

“…Their jobs are much more challenging than when based in hospital settings (Hastings, ) and include offering meaningful integration into wider social networks; so as to build a sense of community belonging, day‐to‐day decision making and the ongoing assessment of a person's mental health (Head, Ellis‐Caird, Rhodes, & Parkinson, ). All of which has meant there has been an increase in responsibility and accountability, particularly in matters previously addressed by authority figures and management (Haines & Brown, ; Kroese, Rose, Heer, & O'Brien, ; Salmon, Holmes, & Dodd, ).…”

Section: Introductionmentioning

confidence: 99%

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Learning from support workers: Can a dramatherapy group offer a community provision to support changes in care for people with learning disabilities and mental health difficulties?

Bourne

Selman

Hackett

2020

Brit J Learn Disabil

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Accessible summary Dramatherapy groups are being used to help people with learning disabilities move from hospital back to their homes. The staff who support people to attend the groups talked about their experiences. The staff felt the groups help people stay well, build friendships and get support quickly if needed. The staff felt that the groups were helpful for themselves too as they felt supported and learned new skills. Abstract BackgroundThe UK Government's Transforming Care Agenda for people with learning disabilities has struggled to meet its goals of reducing inpatient beds and building community‐based support. This article reports on the experiences of support staff who attended dramatherapy groups developed to assist transitions from an inpatient hospital and to prevent re‐admissions through post‐discharge support. The groups provide ongoing support and a place where relationships can be developed between supporter and those supported. Materials and MethodsA focus group with a purposive sample of paid support staff. The data was synthesised using a thematic framework approach. ResultsThemes include: (a) new way of supporting and (b) hospital connection. The groups helped improve social interaction, friendship building, communication and self‐confidence. Additional benefits include the pooling of support and a connection with professionals that enables difficulties to be caught early. ConclusionsSupport workers valued these dramatherapy groups, recognising how the intervention enabled people with learning disabilities to develop relationships and provide easy access to mental health professionals. Support staff also found benefits for themselves which included shared support and an increased understanding and insight into the people they support.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%