Work

Exploring Staff Perceptions and Experiences in Services Providing Different Levels of Active Support

Year: 2025

Type: article

Abstract: INTRODUCTION: Outcomes for people with intellectual and developmental disabilities, particularly those with more severe and complex needs, depend on the quality of support they receive from staff. This paper explores staff perspectives on skilled support and relationships with training and experience. METHODS: Questionnaires were received from 93 staff working in 28 supported accommodation services in which observations of the quality of support had also been conducted. Staff were asked about experience, training and views on skilled support. Content analysis was used to code written responses. Statistical analysis explored relationships between staff responses, and the quality of support was observed. RESULTS: Staff perceived improving the quality of life of people they supported as key. All staff considered themselves as being at least partially skilled, with the majority associating being skilled with length of experience and attendance at training. Specific training was rarely mentioned, and receipt of training was not associated with the provision of better quality of support. Practice leadership was rarely mentioned. CONCLUSIONS: In most cases, staff showed awareness of the principles set out in policy, but their reflections did not match observed practice.

Source: Journal of Intellectual Disability Research

DOI: 10.1111/jir.70047

Authors: Jill Bradshaw, Beckie Whelton, Julie Beadle‐Brown, Lisa Richardson, Jennifer Leigh

Institutions: University of Birmingham, University of Kent

Language: English

Topic: Down syndrome and intellectual disability research

Subfield: Public Health, Environmental and Occupational Health

Field: Medicine

Domain: Health Sciences

SDGs: Good health and well-being, Quality education

Open Access status: hybrid

Estimated APC paid: $3,920