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ERIC Number: EJ1088127
Record Type: Journal
Publication Date: 2016-Mar
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1354-4187
EISSN: N/A
Teaching Intensive Interaction to Paid Carers: Using the "Communities of Practice" Model to Inform Training
Rayner, Kelly; Bradley, Samantha; Johnson, Gemma; Mrozik, Jennifer H.; Appiah, Afua; Nagra, Maninder K.
British Journal of Learning Disabilities, v44 n1 p63-70 Mar 2016
The engagement of people with learning disabilities in social communication is crucial to the development of relationships with others, a sense of social inclusion and self-worth. 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. Carers learn techniques by attending workshops offered by health and social care professionals, and this study seeks to explore the impact of one such training programme. This study used interpretative phenomenological analysis to explore the lived experience of Intensive Interaction training and practice of three paid carers who worked with people with learning disabilities. 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.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A