Teaching Intensive Interaction to paid carers : using the 'communities of practice' model to inform training
By: Rayner, Kelly.
Contributor(s): Bradley, Samantha | Johnson, Gemma | Mrozik, Jennifer H | Appiah, Afua | Nagra, Maninder K.
Series: British Journal of Learning Disabilities 44 (1) March 2016: 63-70. 2016Disc region: text file PDF rda.Content type: text Media type: computer Carrier type: online resource Subject(s): SEVERE PROFOUND AND MULTIPLE DISABILITIES | INTENSIVE INTERACTION | STAFF TRAINING | OUTCOMES | COMMUNITIES OF PRACTICE MODELOnline resources: Read this Article Summary: Explains that Intensive Interaction is an approach that can help carers develop their skills to engage people with severe and profound learning disabilities in personally relevant communication. Used interpretative phenomenological analysis to explore the lived experience of Intensive Interaction training and practice of three paid carers. Three superordinate themes emerged from the analysis: 'Investment', 'Outcomes' and 'Challenges'. Results suggest that participants had an overwhelmingly positive experience in learning and using Intensive Interaction and that coaching, supervision and support were vital. The clinical and practical implications for this are discussed.Item type | Current library | Call number | Status | Date due | Barcode | Item holds | |
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Article Research | IHC Library | Article (Browse shelf(Opens below)) | Available (Article available on request) | W007504 |
Explains that Intensive Interaction is an approach that can help carers develop their skills to engage people with severe and profound learning disabilities in personally relevant communication. Used interpretative phenomenological analysis to explore the lived experience of Intensive Interaction training and practice of three paid carers. Three superordinate themes emerged from the analysis: 'Investment', 'Outcomes' and 'Challenges'. Results suggest that participants had an overwhelmingly positive experience in learning and using Intensive Interaction and that coaching, supervision and support were vital. The clinical and practical implications for this are discussed.
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