Experiences of Empathy‐Based Stress Among Care Staff Supporting Children and Adolescents With Intellectual Disabilities and/or Autism in Residential and Respite Services: A Qualitative Exploration

Health & Social Care in the Community, Journal Year: 2025, Volume and Issue: 2025(1)

Published: Jan. 1, 2025

Background: Care staff in the disability sector experience high levels of work‐related stress and burnout, which contribute to turnover limited residential service capacity affect both well‐being quality care provided. Little is currently known about impact that exposure secondary trauma has on staff, could put them at risk experiencing empathy‐based stress. This qualitative study aimed explore how experienced by supporting children adolescents with intellectual disabilities and/or autism respite services, factors they perceive as contributing towards or protecting from Methods: Twelve four different community‐based organisations Ireland (two two overnight respite) took part online semistructured interviews, were recorded transcribed verbatim. Reflexive thematic analysis was used analyse data. Results: Four themes identified, had three subthemes each: (i) Challenging Periods (exposure distress trauma, empathy feeling powerless), (ii) Organisational Factors (lack support management, training cohesion), (iii) Personal Resilience (awareness, focussing positives) (iv) Impact Empathy‐Based Stress (negative work affect, adverse health well‐being). Conclusion: Staff exposed user times initiated an process. A build‐up factors, individual contextual, led physical psychological outcomes negative affect. These findings have implications for policy practice within settings suggest interventions a personal organisational level adoption trauma‐informed approach may help reduce improve users.

Language: Английский

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Advancing Trauma‐Informed Care System‐Change in Disability Organizations: A National Learning Collaborative

Journal of Policy and Practice in Intellectual Disabilities, Journal Year: 2025, Volume and Issue: 22(1)

Published: March 1, 2025

ABSTRACT Organizations supporting people with intellectual and developmental disabilities (IDD) are increasingly becoming aware of the impact trauma, yet have often fallen short in their efforts to respond through trauma‐informed care (TIC). This study describes evaluates first‐of‐its‐kind learning collaborative (LC) advance system‐wide TIC among four IDD organizations, occurring during COVID‐19 pandemic. A multi‐method approach, including a pre‐ post‐survey for staff, process notes, liaison survey, was used monitor assess organizational change experience LC. Quantitative analyses demonstrated mixed results associated staff‐level change. The notes revealed complexity positive that further supported by survey. Limitations, implications, future directions discussed.

Language: Английский

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Treating traumatized children with intellectual disabilities: Tailoring Trauma‐Focused Cognitive Behaviour Therapy for a vulnerable population

Journal of Applied Research in Intellectual Disabilities, Journal Year: 2024, Volume and Issue: 37(4)

Published: May 8, 2024

Abstract Background Children with intellectual disabilities are at heightened risk for traumatization, though underserved due to silos of care, diagnostic overshadowing, and lack adapted treatment. Trauma‐Focused Cognitive Behavioural Therapy (TF‐CBT), an evidence‐based childhood trauma therapy, is described recommended adaptations use children who have disabilities. Method We present a suggested theoretical clinical guide treating mild moderate explicate key functional domains disabilities—comprehension, executive functions, generalization—as the basis tailoring treatment model. Results recommendations organized into heuristic ‘matrix’ resources TF‐CBT components, based on experience research literature, illustrated composite case vignettes. Conclusion uniquely vulnerable population historically excluded from interventions but can respond care. Considerations future dissemination discussed.

Language: Английский

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The Curriculum in IDD Healthcare (CIDDH) eLearn Course: Evidence of Continued Effectiveness Using the Streamlined Evaluation and Analysis Method (SEAM)

Knowledge, Journal Year: 2024, Volume and Issue: 4(1), P. 68 - 84

Published: Feb. 21, 2024

Medical professionals are rarely trained to treat the unique healthcare needs and health disparities of people with intellectual developmental disabilities (IDD). The Curriculum in IDD Healthcare (CIDDH) eLearn course aims redress gaps delivery medical care IDD. An initial comprehensive evaluation CIDDH in-person training content had previously underscored its knowledge skill transfer efficacy for Mississippi providers. Training has recently become available nationwide through an online self-paced modality address physicians’ education needs. This study introduces applies a new framework called SEAM (Streamlined Evaluation Analysis Method) that offers promising avenue rendering follow-up appraisal after rigorous evidence program effectiveness been established. reduces data-reporting burden on trainees maximizes instructor–trainee contact time by relying abbreviated post-only questionnaire focused subjective trainee appraisals. It further methodological analytical complexity enhance programmatic self-assessment facilitate sound data interpretation when external evaluator is unavailable. Ratings from small sample early-cohort provide important test during CIDDH’s transition learning clinicians nationwide. Using SEAM, achieved high ratings this wave across various evaluative domains. concludes highlighting several implications SEAM.

Language: Английский

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