Reducing dementia-related aggression through a staff education intervention

Chrzescijanski, Deirdre, Moyle, Wendy and Creedy, Debra (2007) Reducing dementia-related aggression through a staff education intervention. Dementia, 6 2: 271-286. doi:10.1177/1471301207080369

Author Chrzescijanski, Deirdre
Moyle, Wendy
Creedy, Debra
Title Reducing dementia-related aggression through a staff education intervention
Journal name Dementia   Check publisher's open access policy
ISSN 1471-3012
Publication date 2007-05
Sub-type Article (original research)
DOI 10.1177/1471301207080369
Volume 6
Issue 2
Start page 271
End page 286
Total pages 16
Place of publication London, United Kingdom
Publisher Sage Publications
Language eng
Abstract This article presents findings from a research study that examined the impact of a staff education programme on aggression as displayed by people with dementia living in residential aged care. The staff education programme was designed to change staff attitudes and perceptions towards their care management of the person with dementia. A simple interrupted time series, with the resident acting as his/her own comparison, was used to measure residents' aggressive behaviour both before and after the education intervention — Emotional Responses as Quality Indicators (ERIC). Forty-three residents and 85 staff were involved in the study. Staff attitudes to their work were assessed before and six weeks after the education intervention using the Attitude to Elderly Severely Mentally Infirm Care Scale. Findings indicate that people with dementia display cues about impending physical aggression, but such cues are often ignored by staff, as they may not see or understand anger as a legitimate human emotion within the context of the disease process.
Keyword Agression
Human needs
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status Non-UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: ERA 2012 Admin Only
School of Psychology Publications
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Created: Tue, 31 Jan 2012, 17:12:33 EST by Rachelle Croton on behalf of School of Psychology