• A psychodynamic interpretation of staff accounts of working with people who have learning disabilities and complex needs

      Collis, Mary-Ann; Clegg, Jennifer (2012)
      Experiences of eight staff working with people who have a learning disability and complex mental health needs were explored by interviews and analysed using the free association narrative interview approach (Hollway & Jefferson 2000). Participants reported that organisational factors such as not having enough permanent staff and having to manage a complex patient mix impacted upon their work. Participants unconscious communications were interpreted as evidence that they were experiencing projected anxiety from their patients. Participants did not appear to be given opportunities in work to reflect upon their emotions and often coped by repressing painful experiences or displacing these onto the organisation. Staff would benefit from exploring their conscious and unconscious reactions to their patients.
    • Antenatal support for people with learning disabilities

      Harrison, Ruth (2015)
      Following the introduction of learning disability nurses in acute and primary care in 2009, several health areas were taken into consideration as a priority for change. Maternity services were considered in order to bring this area into line with the other parts of the UK. This article will examine the provision of services for people with learning disabilities, and identify areas for improvement including educational needs for midwives. Outcomes of an audit and evaluations of local services against national policy and provision will be highlighted, barriers faced by both prospective parents with a learning disability and by professionals will be discussed and recommendations for future practice will be presented. Misleading diagnosis, discrepancies in numbers and training developments will also be addressed. Despite Government policy identifying that 'reasonable adjustment' must be made when supporting parents with a learning disability, 23 midwives, team managers and health care assistants in midwifery services in Nottinghamshire have highlighted that there is little awareness in the field locally.
    • Lessons from the front line: Working with offenders with learning disability and personality disorder in a high secure therapeutic community

      Taylor, Jon (2013)
      Purpose: The aim of this paper is to provide an overview of the experiences of nursing staff providing a residential treatment programme for high risk offenders with an intellectual disability and personality disorder. Design/methodology/approach: The paper’s approach is thematic analysis of focus groups, repeated measures EssenCES. Findings: Nursing staff report increased insight into patients’ risk factors, improved relationships with patients and enhanced team working. Practical implications: This descriptive paper will be of interest to clinicians working with offenders with intellectual disability and personality disorder. Improvements in team functioning may be of interest to managers. Originality/value: There are few published papers concerning treatment approaches with offenders with intellectual disability and personality disorder. This paper fills some of the gaps. (PsycINFO Database Record (c) 2016 APA, all rights reserved)(journal abstract)
    • Striking the balance: A grounded theory analysis of staff perspectives

      Clegg, Jennifer (1996)
      Studied constraints and enablements experienced by direct care staff working with adults with profound learning disabilities, by means of the grounded theory form of qualitative analysis. Staff from 4 units of 19–49 yr old adults with profound learning disabilities described their relationships with particular clients during individual discussions. Issues arising from discussion were elaborated in subsequent individual and group meetings, evolving into an account of interactional aspects of professional care based on a core typology of relationships (Provider, Meaning-maker, Mutual and Companion). Analysis suggests that stable social environments which support relationship-building and the creation of meaning are important facilitators of staff–client contact. The authors offer 4 propositions about staff–client relationships and discuss their implications for clinical services. (PsycINFO Database Record (c) 2016 APA, all rights reserved)