Evidence based practice: training employees

Question = What are the best practices that shows successful elements to train employees in supported employment?

Pico-questionP – mentally handicapped employees OR employees with a mental handicap OR employees with low iq OR mentally impaired employees OR mentally disabled employees OR employees with a mental disability

I – learning methods OR ways to learn OR ways to learn new information OR teaching methods OR training methods OR practices

C – supported employment

O – learned new information OR understanding OR successfully trained

Database: the Psychology and Behavioral Sciences Collection via the Zuyd library.

When I filled in all the terms, I couldn’t find any articles. Then I changed the ‘people’ in the P with ‘employees’, but also then I couldn’t find any useable articles in the six that popped up.

I also tried searching on SpringerLink through the Zuyd library, but on this site I also couldn’t find anything with my researchquestion. As a way to hopefully find something I filled the question in on google Scholar.

I found an article, but this was more applicable on the question with the training of job coaches;http://ps.psychiatryonline.org/doi/full/10.1176/appi.ps.52.1.45

It says that implementing a practice needs a behavioral change, and it can be reached with using a behavioral change model. Education alone does not help, it needs also rewards and feedback with the education.

But this was not my question, so I searched one more time on the main page of google.

I found a report from the department for work and pensions, and in chapter 3.5 it states what they found in a literature review. We can use this lightly since it states what they found as to what you should focus your training on when training people with a mental disability.

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/266512/wp120.pdf

But other than this I couldn’t find any useful articles. As a last resort I also searched in Dutch.

I found an article where we can see the differences in supported employment between different countries.

http://www.werk.be/sites/default/files/VIONA_05_RPT_SupportedEmployment_rapport_0.pdf

But this is not an answer on my question, so I searched some more. But this time on google Scholar again, but with my Dutch question.

On here I found an article which stated a guideline to make a training for working people in the GGz/mental healthcare. It also stated that the used training program worked, so we could use this

guideline as a guideline for our training program. http://dspace.library.uu.nl/bitstream/handle/1874/335329/Capelle%2c%20F.pdf?sequence=2

They were talking about the guideline from Leigh on page 13, so I searched for the Leigh guideline. And I found it on google.

https://books.google.nl/books?id=1xLBDQwELHgC&pg=PR2&lpg=PR2&dq=The+Group+Trainer%E2%80%99s+Handbook:+Designing+and+Delivering+Training+for+Groups&source=bl&ots=9a4uZGL8sf&sig=95VMWUlLO7s20q9k15aWliQWcxM&hl=nl&sa=X&ved=0ahUKEwjBtMu2-P_QAhXC7xQKHc-dD_cQ6AEISTAH#v=onepage&q=The%20Group%20Trainer%E2%80%99s%20Handbook%3A%20Designing%20and%20Delivering%20Training%20for%20Groups&f=false

It states methods to train people and also gives ways to form a training with those methods incorporated in it. It kind of resembles the book ‘doen wat werkt’.

Evidence based practice: strategies to regulate emotions

PICO-question:P: people with mental disabilities, people with mental retardation, people with intellectual disabilities

I: interventions, strategies

C: other strategies, no intervention

O: people with mental disabilities can regulate their emotions

Question: Which interventions or strategies exist to help people with a mental retardation regulate their emotions?

Database: Zuyd Bibliotheek, Google Scholar, ResearchGate

Search terms: “intellectual disability” or “mental retardation” and “emotion regulation”

6 articles => 4 relevant

1. McWilliams, J. ; de Terte, I. ; Leathem, J. ; Malcolm, S. & Watson, J. (2014). Transformers: a programme for people with an intellectual disability and emotion regulation difficulties. Journal of Intellectual Disabilities & Offending Behaviour, 5(4), pp. 178-188

The Transformers programme is a community-based intervention for people with an intellectual disability (ID) who have emotion regulation difficulties, which can manifest as aggressive and challenging behaviour. The programme was adapted from the Stepping Stones programme (Oxnam and Gardner, 2011) – an emotion regulation programme for offenders with an ID who live in an inpatient setting.

The Transformers programme is delivered in weekly sessions over a six-month period in a group format. The focus is on helping group members to develop skills in recognising and understanding negative emotions and learning skills to cope effectively with such emotions. Treatment covers a variety of modules including relaxation, goal setting, chain analysis, emotion recognition, and emotion regulation. Specific strategies used include role-plays, DVDs, and quizzes.

2. Oxnam, P. & Gardner, E. (2011). Stepping Stones -- a group therapy programme for the treatment of emotion regulation difficulties in offenders with an intellectual disability. Journal of Learning Disabilities & Offending Behaviour, 2(4), pp. 146-151

Stepping Stones is an innovative 42 week programme that comprehensively addresses the‐ emotion regulation needs of offenders with an intellectual disability. Since the inception of the programme, there has been a reduction in both the frequency of aggression and the need for physical and chemical de escalation. In addition, clients have demonstrated a‐ greater understanding of their emotional responses and an improved ability to use functional means of managing distress and solving life problems.

3. McWilliams, J. L. ; de Terte, I. & Leathem, J. (2014). An Evaluation of an Emotion Regulation Programme for People with an Intellectual Disability. Therapeutic Communities, 35 (3)

Five people with an intellectual disability participated in the Transformers programme and took part in the current study. The intervention was evaluated using the Profile of Anger Coping Skills (PACS) and incident reports. The PACS was completed by participants and their caregivers.

The majority of participants demonstrated increases in self- and caregiver-reported use of appropriate emotion regulation strategies following their involvement in the Transformers programme. However, treatment gains were not always maintained at follow-up. Three of the participants also exhibited fewer incidents of challenging behaviour after taking part in the programme.

Overall, the results provide preliminary support for the continued use of the Transformers programme with people with an intellectual disability who have emotion regulation difficulties.

4. McClure, K. S.; Halpern, J.; Wolper, P. A.; Donahue, J. J. (2009). Emotion Regulation and Intellectual Disability. Journal on Developmental Disabilities, 15 (2), pp. 38-44

Despite the plethora of published studies on emotion regulation, relatively few have discussed their applicability to individuals with intellectual disability. This paper discusses the components of emotion regulation that have been studied in intellectually disabled populations (emotion development, recognition and understanding, as well as self and behaviour regulation). We conclude with specific recommendations for future studies so that intellectually disabled populations can be represented within the emotion regulation literature.

5. de Terte, ID; McWilliams, J; Leathem, J. (2013). Are emotional regulation strategies able to be taught to people with an intellectual disability? XIIIth International Conference of Forensic Mental Health Services. Empowering Forensic Mental Health Services: Integrating Research and Practice Conference Program, pp. 18 - 18

People who work in the field have identified emotion regulation difficulties in people with an intellectual disability.

Clinicians have identified emotion regulation difficulties as a percipient to challenging behaviours.

Evidence based practice: training people with mental disabilityPico-questionP: Mental retardation, Employees, Mental illnessI: Train, Support for employment, vocationalC: -O: Supported employment, Training program.

Question: How to train/support people with mental retardation/people with mental illness/employees in support employment?

Artikel 1Titel: Evidence-Based Interventions for Increasing Work Participation for Persons With Various Disabilities: A Systematic Review.Strategie: training of mental retardation supported employmentDatabase: Pubmed. Samenvatting: Artikel is helaas niet beschikbaar. URL: https://www.ncbi.nlm.nih.gov/pubmed/27940924

Artikel 2Titel: Trainen voor een baan.Strategie: Trainen voor een baan supported employment. Database: Google. Samenvatting: JobtrainingFocus De inhoud van de Jobtraining wordt hieronder nader uitgewerkt, omdat deze stap het onderwerp is van deze interventiebeschrijving. De Jobtraining vormt samen met jobfinding de toeleidingsfase.Korte beschrijving Jobtraining Tijdens de Jobtraining ligt de nadruk op de training op de werkplek. Daarom gaat een deelnemer zo snel mogelijk op een reguliere werkplek aan de slag. Samen met de deelnemer en werkgever wordt er een trainingsplangemaakt. Hierin staat onder andere wat de werkgever zelf doet en wat de jobcoach doet. Er is geen apart keuzemoment voor de werkgever in het traject.Kenmerken Jobtraining op een rij Hieronder worden puntsgewijs de kenmerken van de Jobtraining weergegeven:

begint zo snel mogelijk na aanmelding, intake en jobfinding; vindt plaats op de toekomstige werkplek (dus in de praktijk); is individueel en door één jobcoach; centraal staat het opdoen van werkervaring; onderzoeken of een succesvolle match mogelijk is; bevorderen van zelfstandigheid doorcoachende houding van de jobcoach (EIM); informeren, ondersteunen en trainen van werkgevers en directe collega´s door de jobcoach; duurt twee tot drie maanden, in een aantal gevallen nog eenzelfde periode op andere

werkplek; functie wordt aangepast/ samengesteld uit meerdere taken, er is nauwelijks sprake van

standaardfuncties; altijd gericht op het behalen van een arbeidscontract

URL: http://www.interventiesnaarwerk.nl/sites/default/files/interventies/Trainen_voor_een_Baan_0.pdf

Artikel 3Titel: Teaching supported employees with severe mental retardation to solve problems.Strategie: how to train employees in supported employmentDatabase: Google ScholarSamenvatting: Leren door middel van zelfinstructie en meervoudige voorbeelden. Two individuals with severe mental retardation, employed by a janitorial supply company, were taught to use self-instruction in combination with multiple exemplar training to solve work-related problems. Use of the combined strategy resulted in generalization of the effects of independent variables, as well as generalization to nontrained problems. Use of the strategy is discussed in terms of promoting independent performance among supported employees.URL: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1286193/pdf/jaba00094-0031.pdf

Artikel 4Titel: The effectiveness of skills training for improving outcomes in supported employmentStrategie: supported employment mental illness training programDatabase: Google Scholar: Samenvatting: Training van sociale vaardigheden helpt.Objective: This study evaluated whether a supplementary skills training program improved work outcomes for clients enrolled in supported employment programs. Methods: Thirty-five recently employed clients with severe mental illness who were receiving supported employment services at a free-standing agency were randomly assigned to participate in either the workplace fundamentals program, a skills training program designed to make work more “successful and satisfying,” or treatment as usual. Knowledge of workplace fundamentals (for example, identifying workplace stressors, problem solving, and improving job performance) was assessed at baseline and at nine months; employment outcomes and use of additional vocational services were tracked for 18 months. Results: Clients in the workplace fundamentals group (N=17) improved more in knowledge of workplace fundamentals than those in the control group (N=18) at the nine-month follow-up, but the two groups did not differ in the number of hours or days worked, salary earned, or receipt of additional vocational services over the 18-month period. In general, clients in this study had higher educational levels and better employment outcomes than clients in most previous studies of supported employment, making it difficult to detect possible effects of the skills training intervention on work. Conclusions: Supplementary skills training did not improve work outcomes for clients who were receiving supported employment. (Psychiatric Services 56:1254–1260, 2005)URL: http://ps.psychiatryonline.org/doi/pdf/10.1176/appi.ps.56.10.1254

Artikel 5: Titel: Vocational services offered to people with severe mental illnessStrategie: train support people in supported employment programsDatabase: Google Scholar. Samenvatting: AbstractBackground: Vocational services offered to people with severe mental illness represent a cornerstone for their social integration. Differences in terminology and the adaptations or modifications in vocational services make it difficult for stakeholders to have a clear understanding of the goals and content of the vocational services offered to people with severe mental illness.Aims: To facilitate comparisons of vocational services worldwide; this paper describes the mostcommon types of vocational services identified in the literature. Conclusion: An empirical investigation of the effectiveness of specific vocational services components is warranted in order to determine which types or combinations of services work best for which individuals with severe mental illness.URL: http://www.tandfonline.com/doi/abs/10.1080/09638230701677779

Artikel 6: Titel: A review of the reliability and validity of Likert-type scales for people with intellectual disabilityStrategie: train support people with mental retardation pdfDatabase: Google Scholar.Samenvatting: Likert schaal is bruikbaar. AbstractBackgroundLikert-type scales are increasingly being used among people with intellectual disability (ID). These scales offer an efficient method for capturing a wide range of variance in self-reported attitudes and behaviours. This review is an attempt to evaluate the reliability and validity of Likert-type scales in people with ID.MethodsFifty-one studies reporting response rates, response bias, reliability and validity of Likert-type scales among adolescents and adults with ID were reviewed.ResultsLow response rates were found among adolescents and adults with moderate to profound ID, when pictorial representations of response alternatives were not employed, and for Likert-type scales withself-descriptive statements. Response bias was evident, particularly among adolescents and adults with moderate to profound ID. Likert-type scales have better reliability and validity among adolescents and adults with borderline IQ or mild ID. Pretests and clarifying questions increase reliability and validity.ConclusionsLikert-type scales should include pictorial representations of response alternatives, a single set of one or two word response descriptors, clarifying questions, and pretests, and are best used with adolescents and adults with borderline IQ to mild ID.URL: http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2788.2006.00844.x/full

Artikel 7:Titel: Augmenting Vocational Outcomes of Supported Employment with Social Skills Training.Strategie: train mental disability employment vocationalDatabase: DIZ, Zuyd Hogeschool. Samenvatting: Although social skills training and supported employment have been widely accepted as effective treatment modalities to improve social and vocational outcomes of persons with severe mental illness, they are regarded as two unrelated and sometimes even conflicting strategies. Limited effort has been made to combine these two techniques to produce a better vocational outcome. Inthis article, the author traced the development and evidence in support of supported employment, reviewed the role of social functioning in employment outcome, and argued that the vocational outcomes in terms of job retention using supported employment could be improved with the addition of social skills training program specially designed and developed for job tenure. A preliminary service protocol for this Integrated service was described. The application of this protocol was illustrated via a case vignette.URL: http://eds.a.ebscohost.com/eds/detail/detail?vid=11&sid=6ab5a037-5fdb-456d-9e33-942f4acffcbc%40sessionmgr4008&hid=4102&bdata=Jmxhbmc9bmwmc2l0ZT1lZHMtbGl2ZQ%3d%3d#db=aph&AN=10507950

Artikel 8: Titel: Best practice in occupational therapy: Program characteristics that influence vocational outcomes for people with serious mental illnesses.Artikel niet beschikbaar.