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dc.contributor.authorCampbell, Martin
dc.date.accessioned2013-03-07T17:31:01Z
dc.date.available2013-03-07T17:31:01Z
dc.date.issued2010-09
dc.identifier.citationCampbell , M 2010 , ' Workforce development and challenging behaviour : training staff to treat, to manage or to cope? ' , Journal of Intellectual Disabilities , vol. 14 , no. 3 , pp. 185-196 . https://doi.org/10.1177/1744629510385624en
dc.identifier.issn1744-6295
dc.identifier.otherPURE: 3928094
dc.identifier.otherPURE UUID: 708af0ce-59ae-4424-b27f-3637d395a10e
dc.identifier.otherScopus: 78651231371
dc.identifier.urihttp://hdl.handle.net/10023/3382
dc.description.abstractStaff working directly with adults challenging behaviours in learning disability services need to be very good at what they do. They also need to want to do the job. A theory-practice gap exists, however, between what is known about effective, evidence-based approaches and whether and how these are used in person-centred, community services. Many front line staff working with people with the most serious challenging behaviours do not have the skills to implement programmes to change behaviour. This discussion paper reviews workforce development in the context of clinical and service guidelines and asks whether the legitimate purview of frontline staff is a balance of treating challenging behaviour, managing it or to simply coping with it on a daily basis, whilst maintaining the best quality of life possible for service users.
dc.language.isoeng
dc.relation.ispartofJournal of Intellectual Disabilitiesen
dc.rightsCopyright (c) 2010 SAGE Publications. The definitive version of this article can be found at http://jid.sagepub.com/content/14/3/185en
dc.subjectChallenging behaviouren
dc.subjectWorkforce developmenten
dc.subjectStaff trainingen
dc.subjectHV Social pathology. Social and public welfareen
dc.subject.lccHVen
dc.titleWorkforce development and challenging behaviour : training staff to treat, to manage or to cope?en
dc.typeJournal articleen
dc.description.versionPostprinten
dc.contributor.institutionUniversity of St Andrews.School of Psychology and Neuroscienceen
dc.identifier.doihttps://doi.org/10.1177/1744629510385624
dc.description.statusPeer revieweden
dc.identifier.urlhttp://www.scopus.com/inward/record.url?scp=78651231371&partnerID=8YFLogxKen


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