The effectiveness of staff training focused on increasing emotional intelligence and improving interaction between support staff and clients.
A short emotional-intelligence class makes residential staff calmer and more effective for months.
01Research in Context
What this study did
Perez et al. (2015) ran a short class for 28 residential staff who support adults with intellectual disability.
The class taught four emotional-intelligence skills: read your own feelings, read client feelings, stay calm, and use helpful coping.
Staff took surveys before the class, right after, and again four months later.
What they found
After the class staff scored higher on emotional intelligence and used more task-focused coping.
The gains were still there four months later.
Scores on emotion control went up for some staff but not all, so results were mixed on that part.
How this fits with other research
Herron et al. (2018) also used behavioral skills training, but they added a clicker to mark correct staff moves. Both studies show brief BST packs can change staff behavior fast.
Bigby et al. (2009) paired staff training with a simple supply box and cut medication errors in half. M et al. did not add any tools, yet still saw gains, showing the class alone can work.
Neely et al. (2022) pushed staff to a large share fidelity with a token system, while M et al. aimed for softer emotional skills. Together they tell us BST works for both hard procedures and people skills.
Why it matters
You can lift the emotional tone of a whole house without buying anything. Run a four-hour class, give staff practice with role-plays, and check in four months later. Better emotional intelligence means fewer meltdowns, less turnover, and residents feel heard. Try it at your next staff meeting.
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02At a glance
03Original abstract
BACKGROUND: Recent research addressed the relationship between staff behaviour and challenging behaviour of individuals with an intellectual disability (ID). Consequently, research on interventions aimed at staff is warranted. The present study focused on the effectiveness of a staff training aimed at emotional intelligence and interactions between staff and clients. The effects of the training on emotional intelligence, coping style and emotions of support staff were investigated. METHOD: Participants were 214 support staff working within residential settings for individuals with ID and challenging behaviour. The experimental group consisted of 76 staff members, 138 staff members participated in two different control groups. A pre-test, post-test, follow-up control group design was used. Effectiveness was assessed using questionnaires addressing emotional intelligence, coping and emotions. RESULTS: Emotional intelligence of the experimental group changed significantly more than that of the two control groups. The experimental group showed an increase in task-oriented coping, whereas one control group did not. The results with regard to emotions were mixed. Follow-up data revealed that effects within the experimental group were still present four months after the training ended. CONCLUSIONS: A staff training aimed at emotional intelligence and staff-client interactions is effective in improving emotional intelligence and coping styles of support staff. However, the need for more research aiming at the relationship between staff characteristics, organisational factors and their mediating role in the effectiveness of staff training is emphasised.
Journal of intellectual disability research : JIDR, 2015 · doi:10.1111/jir.12164