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A manifesto for the use of video in service improvement and staff development in residential services for people with learning disabilities.

Finlay, W. M. L. and Antaki, Charles and Walton, Chris (2008) A manifesto for the use of video in service improvement and staff development in residential services for people with learning disabilities. British Journal of Learning Disabilities, 36 (4). pp. 227-231. ISSN 1354-4187

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    Abstract

    In this paper we argue that video recording of actual practice should be a central tool for organisations attempting to improve services for people with learning disabilities. Since an important site for the disempowerment of service-users is in everyday, mundane interactions with service staff, an approach to staff development is needed which allows workers to see what they actually do and how they might do it differently. Research illustrates that retrospective self-reports of what people habitually do cannot capture much of the important details of communicative interaction. We argue that video recordings are the best way of doing this, and provide examples from our own work of the type of benefits that can arise. Finally, we set out a set of guidelines for the use of video recording in reflective practice in services.

    Item Type: Article
    Journal or Publication Title: British Journal of Learning Disabilities
    Additional Information: The definitive version is available at www.blackwell-synergy.com
    Uncontrolled Keywords: Choice • communication • control • developmental disabilities • disempowerment • empowerment • intellectual disability • interaction • learning disability • mental retardation • person-centred • service improvement • staff • video
    Subjects: B Philosophy. Psychology. Religion > BF Psychology
    Departments: Faculty of Science and Technology > Psychology
    ID Code: 21097
    Deposited By: Dr Chris Walton
    Deposited On: 15 Dec 2008 16:07
    Refereed?: No
    Published?: Published
    Last Modified: 26 Jul 2012 15:43
    Identification Number:
    URI: http://eprints.lancs.ac.uk/id/eprint/21097

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