一线管理人员在为居住在社区住房、有复杂支持需求的自闭症成人提供支持时的实践领导经验

IF 0.5 Q4 EDUCATION, SPECIAL Tizard Learning Disability Review Pub Date : 2024-07-16 DOI:10.1108/tldr-01-2024-0001
Georgina Rickard, Roy Deveau
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引用次数: 0

摘要

本研究旨在调查一线管理人员在监督和培养员工以支持居住在社区两类住宅中的自闭症成年人方面的经验。对录音材料进行了转录,并采用主题分析法对其进行了分析。主题 1 "实践中的自闭症 "说明了所观察到的影响接受员工支持的有学习障碍的成年自闭症患者的共同点;一个次主题说明了这些共同点的体验和表达方式的多样性,另一个次主题侧重于参与者对员工关注被描述为具有挑战性的行为的体验。主题二 "自闭症支持的重要意义 "反映了参与者对工作人员为自闭症服务对象提供以人为本的成功支持的特点的看法。研究局限性/影响这些管理人员的 "丰富 "经验可能无法轻易推广。培养员工的技能和信心,使其能够在经常出现高风险行为的情况下采用熟练的方法,这需要时间,也需要一线管理人员 "现场 "观察、指导、辅导和示范良好的做法。社会影响在普通住房中为成年自闭症患者提供支持的工作人员需要一线管理人员充当实践领导者,而不是管理者。原创性/价值据作者所知,本研究是第一份关于在社区住房中为成年自闭症患者提供支持的工作人员管理的报告。
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Frontline managers’ experiences of practice leadership for when supporting autistic adults with complex support needs residing in community housing

Purpose

This study aims to investigate the experiences of frontline managers supervising and developing staff to support autistic adults living in two types of residential housing in the community.

Design/methodology/approach

A qualitative approach used semi-structured interviews with 14 frontline managers. Audio-taped material was transcribed and analysed using thematic analysis.

Findings

Two main themes emerged. Theme 1 “autism in practice” illustrates commonalities observed to affect autistic adults with learning disabilities receiving staff support; whilst one sub-theme illustrated the diversity in how these commonalities may be experienced and expressed, another focused on participants’ experiences of staff concerns regarding behaviours described as challenging. Theme two, “what’s important in autism-informed support” reflected participants’ perceptions of the features of successful person-centred staff support for autistic service users.

Research limitations/implications

The “rich” experiences of these managers may not be readily generalised.

Practical implications

Features of good staff support for autistic adults who may show behaviours of concern included attending to individuals’ specific communication and sensory needs and for predictability within their environments. Developing staff skills and confidence to implement skilled approaches in the context of often high risk behaviour of concern took time and frontline managers “on site” to observe, coach, mentor and demonstrate good practice. More intellectually (verbally) able service-users were perceived as more “difficult” to support.

Social implications

Staff supporting autistic adults in ordinary housing need frontline managers to act as practice leaders rather than administrators.

Originality/value

This study is the first to report, to the best of the authors’ knowledge, on management for staff supporting autistic adults living in community housing.

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来源期刊
Tizard Learning Disability Review
Tizard Learning Disability Review EDUCATION, SPECIAL-
CiteScore
1.50
自引率
16.70%
发文量
20
期刊最新文献
The effects of changing the classroom play environment on the peer interactions of autistic children with an intellectual disability Using the children’s accelerated trauma technique with adults with intellectual disabilities Commentary on “The effects of changing the classroom play environment on the peer interactions of autistic children with an intellectual disability” Frontline managers’ experiences of practice leadership for when supporting autistic adults with complex support needs residing in community housing Commentary on “Stakeholder experiences of deprescribing psychotropic medicines for challenging behaviour in people with intellectual disabilities”
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