Staff reactions to self-injurious behaviours in learning disability services: attributions, emotional responses and helping.

OBJECTIVES: The aim of the study was to explore an amended version of Weiner's (e.g. Weiner, 1980) helping behaviour model potentially more specific to the context of care staff working with people with learning disabilities and challenging behaviours.
DESIGN: Key elements of the helping model (causal attributions, affective responses, and helping behaviour) were assessed using self-report questionnaires. In contrast to previous research, helping behaviour was conceptualized as behaviour more or less likely to reinforce challenging behaviours rather than as willingness to expend extra effort in helping. Furthermore, dimensions of positive and negative affect associated with challenging behaviour were used.
METHOD: A total of 123 care staff in adult services viewed one of two videos depicting a person with learning disabilities engaging in self-injurious behaviour. Information about the behaviour's function was manipulated in order to assess reinforcing staff helping responses. Staff completed self-report scales immediately after viewing the video material.
RESULTS: There was very little evidence for the predicted associations between causal attributions and both positive and negative affect, and only one significant association between affect and reinforcing helping responses. Given this lack of association, we did not fully test Weiner's prediction that affect would mediate the impact of causal attributions on helping.
CONCLUSIONS: We found no evidence that Weiner's helping model can be amended to account for staff working with challenging behaviour. Close examination of previous studies also reveals very few supportive data of Weiner's original formulation. Therefore, we discuss the potential utility of alternative models in addition to methodological and conceptual issues.