Staff Views of the Importance of Relationships for Knowledge Development: Is Training by Specialists a Waste of Money?

Autor/inn/en	Bradshaw, Jill; Goldbart, Juliet
Titel	Staff Views of the Importance of Relationships for Knowledge Development: Is Training by Specialists a Waste of Money?
Quelle	In: Journal of Applied Research in Intellectual Disabilities, 26 (2013) 4, S.284-298 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2322
DOI	10.1111/jar.12020
Schlagwörter	Job Skills; Competence; Semi Structured Interviews; Knowledge Level; Skill Development; Experiential Learning; Delivery Systems; Interpersonal Relationship; Mental Retardation; Developmental Disabilities; Caregiver Training; Organizational Culture; Communities of Practice; Foreign Countries; United Kingdom (England); United Kingdom (London) + Suchen Sie Ihr Suchwort? Produktive Fertigkeit; Kompetenz; Wissensbasis; Kompetenzentwicklung; Qualifikationsentwicklung; Experiental learning; Erfahrungsorientiertes Lernen; Auslieferung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Geistige Behinderung; Entwicklungsstörung; Unternehmenskultur; Community; Ausland
Abstract	Background: The provision of skilled support is dependent on staff knowledge and understanding (Beadle-Brown J., Beecham J., Mansell J., Baumker T., Leigh J., Whelton R. & Richardson L, unpublished data). Influencing staff knowledge and understanding is an important component of interventions. Materials and Methods: Fourteen individual semi-structured interviews elicited staff views and experiences of knowledge development. These were analysed using a thematic network analysis (Attride-Stirling 2001, "Qualitative Research" 1, 385-405). Results: Three global themes were identified; "skills are developed from experience, service aims influence service delivery and practice is more important than theory." This article focuses on the first of these themes. Relationships between staff and service users played a central role in enabling development of knowledge. Although some skills were seen as transferrable, experience of a particular service user was described as being essential. Conclusions: Support staff may not see the relevance of research findings, professional knowledge or training, unless these have involved direct work with the service user in question. (Contains 1 table, 1 figure, and 1 footnote.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10