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A mindfulness intervention for direct-care staff who work with individuals with intellectual disability and psychopathology

Descriptive

TitleInfo
Title
A mindfulness intervention for direct-care staff who work with individuals with intellectual disability and psychopathology
Name (type = personal)
NamePart (type = family)
O'Connor
NamePart (type = given)
Alison S.
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Alison S. O'Connor
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RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
Schneider
NamePart (type = given)
Kenneth
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Kenneth Schneider
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
chair
Name (type = personal)
NamePart (type = family)
Razza
NamePart (type = given)
Nancy J.
DisplayForm
Nancy J. Razza
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
outside member
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School of Applied and Professional Psychology
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RoleTerm (authority = RULIB)
school
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Text
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theses
OriginInfo
DateCreated (encoding = w3cdtf); (qualifier = exact)
2019
DateOther (encoding = w3cdtf); (qualifier = exact); (type = degree)
2019-05
CopyrightDate (encoding = w3cdtf); (qualifier = exact)
2019
Language
LanguageTerm (authority = ISO 639-3:2007); (type = text)
English
Abstract
Individuals with Intellectual Developmental Disabilities (I/DD) may present with challenging, externalizing behaviors, often times as a consequence of communication or sensory difficulties (Singh et al., 2006b; Harper, Webb, & Rayner, 2013). However, dually diagnosed individuals (i.e., those with comorbid psychiatric disorders) are at even greater risk for these high intensity, disruptive behaviors (Singh et al., 2007b). These behavior disruptions severely limit individuals’ community engagement, independence, and social relationships (Harper et al., 2013) and create “bidirectional transactions” in which staff and clients negatively reciprocally influence each other serving to maintain disruptive behavior (Singh, Lancioni, Winton, Karazsia, & Singh, 2013, p. 213). Staff who are caregivers for individuals with dual diagnoses report emotional and physical stress and are at particular risk for burn-out (Whitebird et al., 2012; Creswell, Pacilio, Lindsay, & Brown, 2014). Staff who are taught mindfulness-based interventions have demonstrated an increase in happiness and quality of life as caregivers, and are able to focus energy on making internal changes within themselves rather than seeking to control the behavior of others (Singh et al. as cited in Minor et al., 2006, p. 95). There is further evidence (Harper et al., 2013) that intervening with staff is just as effective as direct intervention with clients. The current study was an assessment of mindfulness training and practice by day-program staff of dually diagnosed adult clients and the subsequent effects on their clients' behavior. A multiple baseline design was utilized to implement a mindfulness-based intervention to three day-program staff and the behavior of their corresponding clients was measured. Results of the visual analysis of changes in client behavior suggest that mindful staff lead to improvements in client behavior. For all three clients, rates of identified target behaviors dropped as their corresponding staff participated in mindfulness training and practice. Recommendations and implications for psychologists are provided.
Subject (authority = local)
Topic
Intellectual disability
Subject (authority = RUETD)
Topic
School Psychology
Subject (authority = ETD-LCSH)
Topic
Mindfulness (Psychology)
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_9546
PhysicalDescription
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application/pdf
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text/xml
Extent
1 online resource (vii, 60 pages) : illustrations
Note (type = degree)
Psy.D.
Note (type = bibliography)
Includes bibliographical references
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Title
Graduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Identifier (type = local)
rucore10001800001
Location
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NjNbRU
Identifier (type = doi)
doi:10.7282/t3-6er9-3984
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

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The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
O'Connor
GivenName
Alison S.
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2019-01-29 09:22:02
AssociatedEntity
Name
Alison S. O'Connor
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Applied and Professional Psychology
AssociatedObject
Type
License
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Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical

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2019-01-08T12:29:00
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2019-01-08T12:29:00
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