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dc.contributor.authorCollis, Mary-Ann
dc.contributor.authorClegg, Jennifer
dc.date.accessioned2017-09-20T16:01:31Z
dc.date.available2017-09-20T16:01:31Z
dc.date.issued2012
dc.identifier.citationStorey, J., Collis, M.-A. & Clegg, J. (2012). A psychodynamic interpretation of staff accounts of working with people who have learning disabilities and complex needs. British Journal of Learning Disabilities, 40 (3), pp.229-235.
dc.identifier.other10.1111/j.1468-3156.2011.00697.x
dc.identifier.urihttp://hdl.handle.net/20.500.12904/10605
dc.description.abstractExperiences 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.
dc.description.urihttp://onlinelibrary.wiley.com/doi/10.1111/j.1468-3156.2011.00697.x/full
dc.subjectLearning disorders
dc.subjectAttitude of health personnel
dc.subjectEmotions
dc.titleA psychodynamic interpretation of staff accounts of working with people who have learning disabilities and complex needs
dc.typeArticle


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