The impact of gender on staff responses towards adults with learning disabilities who display aggressive behaviour

This thesis focuses on care staff responses to aggression, a common form of challenging behaviour, displayed by adults with learning disabilities. Part 1 is a literature review investigating factors influencing staff responses to aggression. Definitions of 'challenging behaviour', its prevalence, associated risk factors and costs are outlined. Search strategies used to identify relevant literature are specified and the results presented in four parts. Firstly, theories that have been used as a framework for understanding staff responses to challenging behaviour are listed. Secondly, studies using attribution theories as a way of making sense of challenging behaviour are discussed. Thirdly, studies on the impact of staff, service user and environmental factors on staff responses to these behaviours are presented. Fourthly, qualitative studies on staff experiences of aggression are outlined. The findings are then summarised and implications considered. Part 2 is an empirical study designed to address gaps raised in the literature review by examining the impact of gender on staff responses towards adults with learning disabilities who display aggressive behaviour. The lack of attention paid to gender in the field of learning disabilities is highlighted and literature stressing the impact of gender on people's perceptions and responses outside the field of learning disabilities is considered. The results are presented and followed by a discussion of the findings including study limitations and implications for future research and service delivery. Part 3 is a critical appraisal outlining the development of the study and difficulties encountered during the study. Measures of staff affective responses, attributions and behavioural intentions are then critically reviewed followed by suggestions regarding the most appropriate measures for future research