Staff Knowledge about Symptoms of Mental Health Problems in People with Learning Disabilities

Quigley, Ashley; Murray, George; McKenzie, Karen; Elliot, Gordon

doi:10.1177/146900470100500303

Cited by 25 publications

(16 citation statements)

References 16 publications

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“…As such, it accurately reflected current training resources and practices and could be readily adopted by services. As in previous research (Mester 1999; Quigley et al. 2001) the study found evidence to suggest that training was associated with increased knowledge of psychopathology.…”

Section: Discussionsupporting

confidence: 79%

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The Role of Training in Improving Community Care Staff Awareness of Mental Health Problems in People with Intellectual Disabilities

Costello

Bouras

Davis

2006

Research Intellect Disabil

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Background Care staff play a key role in identifying individuals with intellectual disabilities and additional mental health problems. Yet, few receive training in mental health, and evidence about the effectiveness of training is scant. Materials and Methods A pre–post study is reported, using a mental health screen and a self‐report questionnaire to examine staff awareness of mental health problems and to measure whether training improved knowledge of psychopathology, attitudes towards mental health services and referral decisions. Results Prior to training, deficits in awareness were evident. The Psychiatric Assessment Schedule for Adults with a Developmental Disability (PAS‐ADD) Checklist detected significant psychopathology in approximately one‐third of the individuals judged to have no mental health problems according to staff. Four months after the delivery of training, significant improvements in knowledge, attitudes and referral decisions were observed. Conclusion Brief training interventions may improve awareness of mental health problems, but further research is needed to understand the referral process and to demonstrate the role of training in influencing actual staff behaviour.

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Section: Discussionsupporting

confidence: 79%

“…Measuring knowledge of psychopathology more directly by using the Mini PAS‐ADD (Prosser et al. 1997) as a comparator, Quigley et al. (2001) conducted a postal survey of 116 health and social care staff working in intellectual disability services.…”

Section: Introductionmentioning

confidence: 99%

The Role of Training in Improving Community Care Staff Awareness of Mental Health Problems in People with Intellectual Disabilities

Costello

Bouras

Davis

2006

Research Intellect Disabil

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“…There is evidence to suggest that the percentage of frontline staff trained to recognize mental illness among those with an intellectual disability is low. In a study of 116 health and social care staff, only 47% of those supporting a client with a mental health problem and an intellectual disability had received any specialist mental health training (Quigley, Murray, Mckenzie, & Gordon, 2001). Similar findings were reported by Bates, Priest, and Gibbs (2004) who suggested that care staff had received little or no training, and few had access to screening or assessment tools.…”

Section: Introductionmentioning

confidence: 99%

Impact of Mental Health Training for Frontline Staff Working With Children With Severe Intellectual Disabilities

Whitehurst¹

2008

Policy Practice Intel Disabi

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The risk factors for young people with intellectual disabilities developing a mental health disorder are higher than those found in the general population, yet training is very rarely available to frontline staff. A recent study in the United Kingdom cited prevalence rates of mental ill health among adults with intellectual disabilities ranging from 35.2 to 40.9%, depending upon the sensitivity of the diagnostic tool used (Cooper et al., 2007). The ability to identify mental health problems is crucial to early intervention, but is particularly difficult when the symptoms of intellectual disability often mask emerging problems and confound differential diagnosis. The literature relating to mental health training focuses largely on changes in knowledge base and attitude, falling short of considering the primary focus of training—its impact upon practice and how this ultimately benefits people with intellectual disabilities. This study highlights the need for training, considers a training package provided to all frontline (direct care) staff in a residential school in the United Kingdom, catering to young people between the ages of 6 and 19 with severe intellectual disabilities, and investigates the impact of training upon practice and its influence upon the organization.

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“…Staff knowledge in this area has been widely studied (e.g. Bates et al, 2004;Costello, 2005;Mohr et al, 2002;Quigley et al, 2001), with most studies identifying inadequate knowledge and limited relevant training, despite the introduction of national vocational qualifications in the UK (such as the Learning Disability Awards Framework (LDAF), 2009 and the Learning Disability Qualification (LDQ), 2010). It is worth noting that LDQ and LDAF have ceased to exist as of 2011 and have been replaced by the Common Induction Standards.…”

Section: Staff Training and Knowledgementioning

confidence: 99%

Support workers’ mental health knowledge and confidence in relation to exposure, experience, work setting and training

Kilanska

Priest²

2014

Advances in Mental Health and Intellectual Disabilities

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Purpose -Previous studies have shown that support workers often have difficulties in recognising mental health problems in service users with intellectual disabilities. In the context of improved UK training programmes, the purpose of this paper is to explore the factors that can predict support workers' knowledge and confidence in this respect. Design/methodology/approach -In total, 80 support workers (40 residential and 40 community-based) completed a questionnaire about their length of work experience, exposure to service users with additional mental health needs, training, general and specific mental health knowledge, and confidence in working with mental health issues. It was hypothesised that length of work experience, extent of training, and level of exposure would predict knowledge about mental health problems, and also predict confidence in working with people with mental health problems. It was further predicted that residential support workers would be more knowledgeable and confident than community workers. Findings -Results showed that level of exposure could predict knowledge about schizophrenia, but not about depression, anxiety, or dementia, while length of experience could predict overall mental health knowledge and confidence. Extent of training could only predict knowledge about anxiety, and work setting (residential or community) had no effect to on knowledge or confidence. Implications for practice and training are discussed. Originality/value -In the context of improved UK training programmes, this study aimed to explore the factors that can predict support workers' knowledge and confidence in this respect.

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Staff Knowledge about Symptoms of Mental Health Problems in People with Learning Disabilities

Cited by 25 publications

References 16 publications

The Role of Training in Improving Community Care Staff Awareness of Mental Health Problems in People with Intellectual Disabilities

The Role of Training in Improving Community Care Staff Awareness of Mental Health Problems in People with Intellectual Disabilities

Impact of Mental Health Training for Frontline Staff Working With Children With Severe Intellectual Disabilities

Support workers’ mental health knowledge and confidence in relation to exposure, experience, work setting and training

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