Staff responses to behaviour that challenges: The role of knowledge, attributions, and emotion regulation style.
Background In this study, we explored the extent to which the knowledge and attributions of support staff predicted their reported helping behaviour in relation to people with an intellectual disability who displayed challenging behaviour (CB), and whether emotion regulation style moderated the rela...
| Publicado en: | Journal of Intellectual & Developmental Disability Vol. 38; no. 3; pp. 205 - 215 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Sep2013
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104091212&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104091212 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 13668250 DDI jtl: Journal of Intellectual & Developmental Disability issn: 13668250 maglogo: Y pubinfo: dt: Sep2013 vid: 38 iid: 3 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 104091212 89981691 10.3109/13668250.2013.787589 NLM23607760 104091212 ppf: 205 ppct: 10 formats: fmt: @attributes: type: P tig: atl: Staff responses to behaviour that challenges: The role of knowledge, attributions, and emotion regulation style. aug: au: Wishart, Judith McKenzie, Karen Newman, Emily McKenzie, Amanda affil: Department of Clinical Psychology, NHS Grampian, Aberdeen, Scotland, UK sug: subj: Health Personnel Intellectual Disability Complications Professional Knowledge Behavioral Symptoms Emotions Human Self Report Questionnaires Scotland Male Female Adult Middle Age Descriptive Statistics Interrater Reliability Pearson's Correlation Coefficient Multiple Regression Adult: 19-44 years Middle Aged: 45-64 years Male Female ab: Background In this study, we explored the extent to which the knowledge and attributions of support staff predicted their reported helping behaviour in relation to people with an intellectual disability who displayed challenging behaviour (CB), and whether emotion regulation style moderated the relationship between attributions and this helping behaviour. Method Participants ( N = 107) completed self-report measures of knowledge of the meaning and management of CB, causal attributions and behavioural response to CB, and emotion regulation style. Results Knowledge and helpful attributions were significantly correlated with reported helping behaviour; however, in a regression analysis with both predictors, only knowledge significantly contributed to the variance. No moderating effect was found for emotion regulation styles on the relationship between attributions and reported helping behaviour. Conclusion Knowledge was the only significant predictor of reported positive staff approaches in managing CB, giving some support for the provision of staff training aimed at increasing knowledge, rather than changing attributions. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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