Understanding Factors That Influence Staff Responses to Challenging Behaviours: An Exploratory Interview Study

Abstract

Staff beliefs about challenging behaviours, and their perception of their working environment, are important for two main reasons. Firstly, the manner in which staff define challenging behaviour affects who is labelled as a challenge, and who is referred to specialist services. Secondly, staff views of their working environment may help us to understand why staff interact with people with learning disabilities in the apparently counter-habilitative ways outlined in previous reasearch. These issues were investigated in a systematic semi-structured interview of 19 care staff. The interview covered staff definitions of challenging behaviour, the reasons for its occurrence, and strategies for its amelioration; their views on training and behavioural programmes; and their reported emotional responses to challenging behaviour. Content analysis of the interview transcripts revealed several patterns that may help in generating an account of staff behaviour. For example, staff's beliefs about the causes of challenging behaviour were partially congruent with those of psychological analyses, but their reported interventions for challenging behaviour could not be characterised as 'functional' strategies. Staff reports also revealed some of the factors in the service environment that may explain why they respond 'inappropriately' to challenging behaviour in the short term. These included: an emphasis in staff training on techniques for managing behaviour rather than understanding it, the (possibly resulting) belief that challenging behaviour is to be controlled, and the aversive nature of challenging behaviours. These findings, and their implications for research and practice, are discussed.

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“…2001a,b; Nøttesdat & Linaker 2001; McClintock et al. 2003), as well as the reactions of carers to the behaviours in the individual’s social environment that maintain it (Hasting & Remington 1993; Hastings 1995; Murphy et al. 1999; Nøttesdat & Linaker 2001; Oliver et al.…”

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“…1992; Berryman et al. 1994; Scott‐Little & Holloway 1994; Hastings 1995, 1997; Hastings et al. 1995, 1997; Oliver et al.…”

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