172
Views
0
CrossRef citations to date
0
Altmetric
Commentaries

Commentary on “Perceptions of frontline staff to training and communication tools to support adults with intellectual disabilities to report abuse and neglect: ‘something to work with’” (Johnson & Yee, 2020)

ORCID Icon
Pages 87-92 | Accepted 28 Dec 2019, Published online: 20 Apr 2020

References

  • Ager, A., & O’May, F. (2001). Issues in the definition and implementation of “best practice” for staff delivery of interventions for challenging behaviour. Journal of Intellectual & Developmental Disability, 26(3), 243. doi:10.1080/13668250120063412
  • Allen, D. (1999). Mediator analysis: An overview of recent research on carers supporting people with intellectual disability and challenging behaviour. Journal of Intellectual Disability Research, 43(4), 325–339. doi:10.1046/j.1365-2788.1999.00209.x
  • Australian Institute of Health and Welfare. (2019). People with disability in Australia. Retrieved from https://www.aihw.gov.au/reports/disability/people-with-disability-in-australia.
  • Baker, D. J., Craven, K., Albin, R. W., & Wieseler, N. A. (2002). Training and technical assistance strategies to prevent and respond to behavior-related crisis. (Ronald H. Hanson, Ed.). Wieseler, DC: American Association on Mental Retardation.
  • Bartlett, P., & Schulze, M. (2017). Urgently awaiting implementation: The right to be free from exploitation, violence and abuse in Article 16 of the Convention on the Rights of Persons with Disabilities (CRPD). International Journal of Law and Psychiatry, 53, 2–14. doi:10.1016/j.ijlp.2017.05.007
  • Bradshaw, J., & Goldbart, J. (2013). Staff views of the importance of relationships for knowledge development: Is training by specialists a waste of money? Journal of Applied Research in Intellectual Disabilities, 26(4), 284–298. doi:10.1111/jar.12020
  • Campbell, M. (2007). Staff training and challenging behaviour: Who needs it? Journal of Intellectual Disabilities, 11(2), 143–156. doi:10.1177/1744629507076928
  • Chadwick, D. D. (2017). Dysphagia management for people with intellectual disabilities: Practitioner identified processes, barriers, and solutions. Journal of Policy and Practice in Intellectual Disabilities, 14(4), 319–331. doi:10.1111/jppi.12216
  • Corrigan, P. W., & McCracken, S. G. (1997). Interactive staff training: Rehabilitation teams that work. New York: Plenum.
  • Feder, G., Davies, R. A., Baird, K., Dunne, D., Eldridge, S., Griffiths, C., … Sharp, D. (2011). Identification and Referral to Improve Safety (IRIS) of women experiencing domestic violence with a primary care training and support programme: A cluster randomised controlled trial. The Lancet, 378(9805), 1788–1795. doi:10.1016/S0140-6736(11)61179-3
  • Fennell, K. (2016). Call of duty: An exploration of the factors influencing NHS professionals to report adult protection concerns. The Journal of Adult Protection, 18(3), 161–171. doi:10.1108/JAP-11-2015-0034
  • Flaherty, E. G., & Sege, R. (2005). Barriers to physician identification and reporting of child abuse. Pediatric Annals, 34(5), 349–356. doi:10.3928/0090-4481-20050501-08
  • Gushwa, M., Bernier, J., & Robinson, D. (2019). Advancing child sexual abuse prevention in schools: An exploration of the effectiveness of the enough! Online training program for K-12 teachers. Journal of Child Sexual Abuse, 28(2), 144–159. doi:10.1080/10538712.2018.1477000
  • James, D. M., Hall, A., Lombardo, C., & McGovern, W. (2016). A video feedback intervention for workforce development: Exploring staff perspective using longitudinal qualitative methodology. Journal of Applied Research in Intellectual Disabilities, 29(2), 111–123. doi:10.1111/jar.12161
  • Johnson, H., & Yee, R. (2019). Perceptions of frontline staff to training and communication tools to support adults with intellectual disabilities to report abuse and neglect: “Something to work with”. Research and Practice in Intellectual and Developmental Disabilities, 7(1). 75–86. doi:10.1080/23297018.2019.1680312
  • Kenny, M. C., & Abreu, R. L. (2015). Training mental health professionals in child sexual abuse: Curricular guidelines. Journal of Child Sexual Abuse, 24(5), 572–591. doi:10.1080/10538712.2015.1042185
  • Kirkpatrick, D. L. (1996). Techniques for evaluating training programs. Classic Writings on Instructional Technology, 1(192), 119.
  • MacDonald, A., McGill, P., & Murphy, G. (2018). An evaluation of staff training in positive behavioural support. Journal of Applied Research in Intellectual Disabilities, 31(6), 1046–1061. doi:10.1111/jar.12460
  • Marsland, D., Oakes, P., & Bright, N. (2015). It can still happen here: Systemic risk factors that may contribute to the continued abuse of people with intellectual disabilities. Tizard Learning Disability Review, 20(3), 134–146. doi:10.1108/TLDR-11-2014-0039
  • Moore, S. (2016). See no evil, hear no evil, speak no evil? Underreporting of abuse in care homes. The Journal of Adult Protection, 18(6), 303–317. doi:10.1108/JAP-07-2016-0014
  • Northway, R., Davies, R., Mansell, I., & Jenkins, R. (2007). ‘Policies don’t protect people, it’s how they are implemented’: Policy and practice in protecting people with learning disabilities from abuse. Social Policy & Administration, 41(1), 86–104. doi:10.1111/j.1467-9515.2007.00540.x
  • Ottmann, G., McVilly, K., Anderson, J., Chapman, J., Karlyawasam, I., Roy, A., … Stefano, A. (2017). Barriers and enablers to safeguarding children and adults within a disability services context: Insights from an Australian Delphi Study. Social Policy and Administration, 51(3), 488–510. doi:10.1111/spol.12189
  • Purcell, M., McConkey, R., & Morris, I. (2000). Staff communication with people with intellectual disabilities: The impact of a work-based training programme. International Journal of Language and Communication Disorders, 35(1), 147–158. doi:10.1080/136828200247313
  • Smidt, A., Balandin, S., Sigafoos, J., & Reed, V. A. (2009). The Kirkpatrick model: A useful tool for evaluating training outcomes. Journal of Intellectual and Developmental Disability, 34(3), 266–274. doi:10.1080/13668250903093125
  • Tener, D., & Sigad, L. (2019). “I felt like I was thrown into a deep well”: Educators coping with child sexual abuse disclosure. Children and Youth Services Review, 106, 104465. doi:10.1016/j.childyouth.2019.104465
  • Walsh, K., Bridgstock, R., Farrell, A., Rassafiani, M., & Schweitzer, R. (2008). Case, teacher and school characteristics influencing teachers’ detection and reporting of child physical abuse and neglect: Results from an Australian survey. Child Abuse and Neglect, 32(10), 983–993. doi:10.1016/j.chiabu.2008.03.002
  • Ziarnik, J. P., & Bernstein, G. S. (1984). Effecting change in community-based facilities: Putting staff training in perspective. Behavior Therapist, 7(3), 39–41

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.