UNDERSTANDING COMPLEX AND CHALLENGING NEEDS

DIS518

2020

Credit points: 15

Subject outline

The complex support needs of people with cognitive disabilities arise from interplay between multiple factors such as social disadvantage, poor physical and/or mental health, and impaired cognition and communication. Challenging behaviours are exhibited by many people with cognitive disability as a result of their complex support needs. Such behaviours often entail their exclusion from services or the imposition of restrictive practices. In this subject, students will explore behavioural and non-behavioural perspectives on understanding challenging behaviours, and both individual and systemic interventions to create change. Three principal research-based interventions are explored: Positive Behaviour Support, Attachment, and the creation of Psychologically-Informed Environments. Students will be encouraged to master each of these distinct approaches before trying to think about synthesis of these making judgements about which is most appropriate for a person in a particular context.

School: Allied Health, Human Services & Sport (Pre 2022)

Credit points: 15

Subject Co-ordinator: Sian Anderson

Available to Study Abroad/Exchange Students: No

Subject year level: Year Level 5 - Masters

Exchange Students: No

Available as Elective: No

Learning Activities: N/A

Capstone subject: No

Subject particulars

Subject rules

Prerequisites: Must be admitted into HCADP

Co-requisites: N/A

Incompatible subjects: ADP5CCN

Equivalent subjects: DIS508

Quota Management Strategy: N/A

Quota-conditions or rules: N/A

Special conditions: N/A

Minimum credit point requirement: N/A

Assumed knowledge: N/A

Learning resources

New Directions in the Treatment of Aggressive Behaviour for Persons with Mental and Developmental Disabilities

Resource Type: Book

Resource Requirement: Prescribed

Author: Liberman, R.P., & Lavinga, G.W.

Year: 2016

Edition/Volume: N/A

Publisher: Nova Science Publishers: New York

ISBN: N/A

Chapter/article title: N/A

Chapter/issue: N/A

URL: N/A

Other description: N/A

Source location: N/A

Incorporating Attachment Theory into Practice: Clinical Practice Guideline for Clinical Psychologists working with People who have Intellectual Disabilities

Resource Type: Book

Resource Requirement: Prescribed

Author: Skelly, A., Fletcher, H.K., Flood, A., & Jones, L.

Year: 2017

Edition/Volume: N/A

Publisher: The British Psychological Society

ISBN: N/A

Chapter/article title: N/A

Chapter/issue: N/A

URL: https://www1.bps.org.uk/system/files/user-files/Division%20of%20Clinical%20Psychology/public/INF284%20WEB.pdf

Other description: N/A

Source location: N/A

Attachment in Intellectual and Developmental Disability: A Clinicians Guide to Practice and Research

Resource Type: Book

Resource Requirement: Prescribed

Author: Fletcher, H.K., Flood, A., & Hare, D.J.

Year: 2016

Edition/Volume: N/A

Publisher: Wiley-Blackwell

ISBN: N/A

Chapter/article title: N/A

Chapter/issue: N/A

URL: N/A

Other description: N/A

Source location: N/A

Career Ready

Career-focused: No

Work-based learning: No

Self sourced or Uni sourced: N/A

Entire subject or partial subject: N/A

Total hours/days required: N/A

Location of WBL activity (region): N/A

WBL addtional requirements: N/A

Graduate capabilities & intended learning outcomes

Graduate Capabilities

Intended Learning Outcomes

01. Critique the way in which 'complex and challenging needs' are understood within the context of disability practice.

02. Appraise the evidence-base for the application of Positive Behaviour Support (PBS to the needs of individuals with cognitive disability.

03. Appraise the significance of different types of attachment in childhood, and how these are established, in order to understand the way adults approach relationships with others.

04. Critically evaluate the three different types of organised adult attachment and disorganized attachment to understand their relevance for care relationships between people with intellectual disabilities who are challenging, and parents and staff.

05. Critically appraise and defend judgements about the contexts in which either positive behaviour support, attachment or the creation of Psychologically-Informed Environments (PIE are likely to be effective, separately or in combination.

06. Critically appraise and defend judgements about the contexts in which either positive behaviour support, attachment or the creation of Psychologically-Informed Environments (PIE are likely to be effective, separately or in combination.

On-Line, 2020, Semester 2, Online

Overview

Online enrolment: Yes

Maximum enrolment size: N/A

Enrolment information: N/A

Subject Instance Co-ordinator: Sian Anderson

Class requirements

Scheduled Online ClassWeek: 31 - 43
Three 1.00 hour scheduled online class every three weeks on weekdays during the day from week 31 to week 43 and delivered via online.

Unscheduled Online ClassWeek: 31 - 43
One 10.00 hours unscheduled online class per week on any day including weekend during the day from week 31 to week 43 and delivered via online.

Assessments

Assessment element	Comments	Category	Contribution	Hurdle	%	ILO*
Support Plan critique (2000 words equivalent)Students to critique a plan and suggest recommendations to improve it.	N/A	N/A	N/A	No	40	SILO1, SILO2
Annotated bibliography (500 words equivalent)Assessment will provide students with solid grounding in attachment through the review of published key works.	N/A	N/A	N/A	No	10	SILO3
Comparative essay (1500 words equivalent)Essay requires students to compare behavioural approaches and explain environmental rather than individual interventions for challenging behaviour.	N/A	N/A	N/A	No	35	SILO4, SILO5
3 x 200-word online forum posts (600 word equivalent)Students participate in moderated online fora throughout the semester (each worth 5%). These 'debates' draw upon case scenarios provided.	N/A	N/A	N/A	No	15	SILO6