Date of Award
Masters theses/dissertations - taught courses
This project focussed on the experiences of the Author through the process of introducing facilitated reflective practice sessions for front line staff working within a challenging behaviour unit. Staff supporting individuals who display challenging behaviour may be at risk of increased work related stress (Jennings, 2004) and can inadvertently interact in ways that can contribute to the presentation of challenging behaviour (Mitchell & Hastings, 2001; Noone, 2013; Phillips & Rose, 2010). Yet frontline staff working with individuals living in residential services are the key to promoting and facilitating participation with a focus on rights and equality as highlighted throughout the Disability Standards (Health Information and Quality Authority, 2013) following the recent introduction of regulation within this sector (Health Act, 2013). To support the Author in their role of leading the change initiative, the HSE model for change (HSE, 2008) was used as a framework to guide the process and the outcome of the project was evaluated through the identified SMART objectives, achieving each objective within the range of 60 – 75%. Alongside the identified objectives the Author identifies other potential benefits from introducing the reflective groups. The groups were shown to provide a positive impact for staff attending as they were able to have a safe space to discuss the challenges they faced and a forum to share ideas. Through a reflective process, the author provides a critical review of the project and also highlights recommendations for future progression of the project and ideas for actions that may have improved the outcome for the original project.
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Pearson C. Introducing Reflective Practice Groups for Frontline Staff in Services for Adults with Disabilities [Masters dissertation]. Dublin: Royal College of Surgeons in Ireland; 2015.