Being a Valuable Contributor on the Frontline: The Self-Perception of Staff in Group Homes for People with Intellectual Disability

Autor/inn/en	Quilliam, Claire; Bigby, Christine; Douglas, Jacinta
Titel	Being a Valuable Contributor on the Frontline: The Self-Perception of Staff in Group Homes for People with Intellectual Disability
Quelle	In: Journal of Applied Research in Intellectual Disabilities, 31 (2018) 3, S.395-404 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Quilliam, Claire) ORCID (Bigby, Christine) ORCID (Douglas, Jacinta)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2322
DOI	10.1111/jar.12418
Schlagwörter	Group Homes; Employee Attitudes; Intellectual Disability; Program Implementation; Staff Role; Constructivism (Learning); Grounded Theory; Semi Structured Interviews; Participant Observation; Sense of Community; Self Efficacy; Organizational Communication; Stress Variables; Burnout + Suchen Sie Ihr Suchwort? Gruppenheim; Arbeitnehmerinteresse; Intellect; Disability; Disabilities; Verstand; Behinderung; Teilnehmende Beobachtung; Self-efficacy; Selbstwirksamkeit; Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom
Abstract	Background: Group home frontline staff have a critical role in implementing service policies, yet research typically examines implementation issues from an organisational perspective. The aim of this study was to explore the self-perception of frontline staff about their role in group homes for people with intellectual disability. Method: Constructivist grounded theory methodology guided the study. Data were collected with frontline staff through semistructured interviews and participant observations. Coding and sorting methods were used to analyse participants' self-perception. Results: Frontline staff felt they were valuable contributors who knew the service setting and residents well. Despite this staff felt powerless in their roles, excluded from organisational dialogue, stressed and exhausted. Conclusions: Frontline staff have critical insight into service implementation although disability service organisations may limit their capacity to contribute to this. Further action could explore new ways to better nurture frontline staff engagement in organisational dialogue. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01