Commentary on “Who’s Challenging Who?: a co-produced approach for training staff in learning disability services about challenging behaviour”
Research output: Contribution to journal › Comment/debate › peer-review
Purpose - The purpose of this paper is to provide a commentary on the article by Flynn et al.
Design/methodology/approach - In this commentary, the authors will develop some further thoughts about the importance of empathy, its relational nature and place in practice. The authors use some examples from systemic practice to illustrate.
Findings - Social psychological research underlines the importance of empathy in practice. Systemic practice and other collaborative approaches that ask about the experiences and abilities of people with a learning disability and their networks can support new possibilities as network members are listened to, included and respected.
Originality/value - The relational nature of empathy and its connection with practice is explored in this paper.
Design/methodology/approach - In this commentary, the authors will develop some further thoughts about the importance of empathy, its relational nature and place in practice. The authors use some examples from systemic practice to illustrate.
Findings - Social psychological research underlines the importance of empathy in practice. Systemic practice and other collaborative approaches that ask about the experiences and abilities of people with a learning disability and their networks can support new possibilities as network members are listened to, included and respected.
Originality/value - The relational nature of empathy and its connection with practice is explored in this paper.
| Original language | English |
|---|---|
| Journal | Tizard Learning Disability Review |
| DOIs |
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| Publication status | Published - 4 Oct 2019 |
Documents
- Commentary on Who’s Challenging Who
Rights statement: Mark Haydon-Laurelut & Karl Nunkoosing. 'Commentary on “Who’s Challenging Who?: a co-produced approach for training staff in learning disability services about challenging behaviour”'. Tizard Learning Disability Review, 24(4), pp.200-203. DOI: 10.1108/TLDR-08-2019-0025. Copyright © 2019 Emerald Publishing Limited. All rights reserved.
Accepted author manuscript (Post-print), 174 KB, PDF document
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