Experiential Learning Theory The WritePass Journal

Experiential Learning Theory Experiential Learning Theory IntroductionDescription of a case from my teachingLearning hypothesis material to my educating caseExperiential Learning Theory (Kolb)Principles of Experiential Learning:Four Stages of Kolb’s Learning CycleConcrete experience:Reflective observation:Abstract conceptualization:Active experimentation:Four Types of Learning Styles (Kolb, 1976)AssimilatorsConvergers AccommodatorsDivergersRelevance of KOLB Learning theorY TO MY CASEConcrete Experience:Reflection: Abstract Conceptualisation:Active Experimentation:Some Practical Difficulties and Potential ImprovementsReferencesRelated Presentation It is hard to characterize taking in yet I comprehend from my educators that it is the securing of information and abilities from guidelines or studies. The instructors have a tendency and want to enable our students to procure, keep up or build up the information, aptitudes and mentalities that they need with regards to their ordinary work (Mann 2002). As indicated by Knowles, learning is comprehensively characterized as the event of progress in an individual concerning conduct, aptitudes, information and demeanor. (Knowles 2005).  Depiction of a case from my educating This was an intra-employable preparing for a Core Medical Trainee specialist (CT Doctor) in the remaking of tissue imperfection utilizing a neighborhood skin fold. The student had never done this method freely yet had seen comparative techniques being done and is normally observing the postoperative consequences of cases worked by me and different partners in the out patient follow up centers. The point of this instructing was a balanced careful ability educating of how to do a rhomboid fold, which is a transposition fold to remake the imperfection following extraction of a sore. In spite of the fact that it was an instructing of an employable method, it included three phases to be specific pre-usable arranging, per-usable down to earth system and post-usable documentation and reflection on the presentation. The understudy as a rule is required to have fundamental earlier information about the skin life structures including the segments of folds, blood course and various sorts of fold arrangements dependent on the plan (transposition, revolution and progression folds). The understudy is educated about the arrangement on the surgical table, hanging the activity site, watching every single aseptic safety measure, expulsion of the skin injury (this part is destroyed me this showing meeting), arranging of the fold, raising the fold, insetting the fold to fill the deformity, stitching the fold and giver site, applying the dressing, documentation of activity notes, reflection on the presentation and conceding to what changes expected to improve the exhibition next time. Learning hypothesis appropriate to my instructing case Experiential Learning Theory (Kolb) The experiential learning hypothesis was created by Kolb underlining the significance of involvement with the learning procedure and put together his hypothesis with respect to crafted by Dewey, Lewin and Piaget (Kolb 1984). Kolb offers a working meaning of learning as â€Å"a process whereby information is made through the change of experience† and stresses the significance of adjustment, as information isn't static yet changing, as we learn and relearn through the procedure of continuous experience which changes the training. Kolb fabricated this upon six suggestions (Kolb 1984): Learning is best considered as a procedure, not regarding results  Learning is a persistent procedure grounded in understanding  The way toward learning requires the goals of contentions between argumentatively restricted methods of adjustment to the world  Learning is an all encompassing procedure of adjustment to the world  Taking in results from synergistic exchanges between the individual and nature  Learning is a procedure of making information Standards of Experiential Learning: Learning happens best when individuals learn through their own encounters and from the impressions of their own encounters as opposed to through talks and hypotheses to produce information and abilities. In realizing what the students do is more significant instead of what they know Experiential learning makes the learners’ conduct and mentalities express with the goal that they can be surveyed to build it better for the future encounters. It isn't only adequate to show the student what to do however they should be really told the best way to do and furthermore how to improve it. The patterned learning offers the students nonstop improvement by rehashing the learning wheel again and again. Nonstop utilization of the experiential learning cycle guides people and gatherings or groups towards improved execution and top notch results. Experiential learning isn't just about gaining information and aptitudes yet creating involvement with the student to find what it resembles, how it affected them and what it intended to them, which thus is the way to producing more noteworthy abilities. The new encounters create new thoughts as well as discard or alter the old ones. Experiential learning offers significance to the key part of realizing which is to accomplish change in conduct and demeanor by the all encompassing methodology of tending to subjective, enthusiastic and the physical part of the student. Numerous students feel experiential learning process gives a feeling of fulfillment, prize or blessing in view of its worth is valued by the student as an indispensable learning device Kolb built up a repeating learning process comprising of four phases (capacities): Solid experience (capacities)  â€Å"Doing something† Intelligent perception (capacities)  â€Å"Observing and considering the action† Unique conceptualization (capacities) â€Å"Thinking and finding where the activity fits in with theory† Dynamic experimentation (capacities) â€Å"Planning to execute the plan to tackle real issues The learning can start at any of the four phases (Kolb Fry 1975) however needs to experience each of the four phases to finish and progress further for figuring out how to proceed. Kolb and Fry created four kinds of learning styles individuals use and they can be set between solid experience and theoretical conceptualization; and dynamic experimentation and intelligent perception as demonstrated as follows: Four Stages of Kolb’s Learning Cycle Solid experience: The student plays out an action and gains understanding. The action can be a showing, a contextual analysis or learning an expertise, for example, helping an activity or playing out an activity under oversight. The student connects this mindfulness or involvement in his earlier information or experience bringing about another experience or information and this structures a reason for future experience. Intelligent perception: The student reflects upon the presentation as a self-reflection, with that of the eyewitness who is normally the instructor or from a little gathering as conversation or useful analysis. This is significant for the student to connect in with his earlier information and experience and push ahead.  Dynamic conceptualization: The student builds up an idea or hypothesis from the information increased through this experience and makes a few arrangements to adjust or change his future practice. Dynamic experimentation: At this stage the student incorporates of the exercises gained from this experience to test the answers for improve the new experiential cycle. Four Types of Learning Styles (Kolb, 1976) Assimilators (Theoretical conceptualisation intelligent perception): This gathering has a solid capacity to learn better when furnished with sound consistent speculations to rehearse and reflect. They are worried about conceptual ideas than individuals. Convergersâ (Dynamic conceptualisation dynamic experimentation): This gathering learn better when presented to functional uses of ideas and speculations. They are focussed on taking care of explicit issues by thinking. Accommodators (Solid experience dynamic experimentation): Their most noteworthy quality is getting things done and learn better whenever offered chance to have â€Å"hands-on† encounters. They perform well when required to respond to prompt conditions Divergers (Solid experience intelligent perception): This gathering is solid in innovative capacity and are acceptable at producing thoughts and seeing things from alternate points of view. They are keen on individuals. In spite of the fact that there are diverse transcendent styles of learning in every student, there is significant cover and blend of various circumstances that is probably going to supplement the learning. Kolb’s model gives an important viable system to planning experiential learning for grown-ups. Significance of KOLB Learning theorY TO MY CASE Solid Experience: The CT specialist began from the phase of solid experience when the fold methodology was arranged. He has seen me doing the fold method previously and he has likewise helped me to play out this strategy previously. We had conversation pre-operatively, which set off his previous information about the fold and his earlier information on life structures, procedure of fold height, insetting, and stitching set up. This is trailed by the usable system done by him and I helped him. This down to earth experience bestowed new degree of comprehension to him and acclimatized with his earlier information. Reflection: After the fulfillment of the activity and documentation, we had the opportunity to think about this new experience and unite the involvement in the earlier information to frame another knowledge.â During the conversation, I have recognized the valid statements and both have concurred the significance of tissue dealing with, stitch arrangements comparable to tissue planes and the need to trim off the overabundance massive tissues in the fold to fill the imperfection better. Theoretical Conceptualisation: Because of above conversation and criticism, we have recognized regions

The History of the Radio and Television Receiver Industry in essays

The History of the Radio and Television Receiver Industry in expositions In the article Introductory exposition: the social molding of innovation (1999), MacKenzie and Wajcman asserted that mechanical determinism is definitely not a good clarification for the improvement of new advances. Their perspective in Technological Determinism as a Theory of Technology expressed that innovation just changes, either following science or voluntarily (MacKenzie and Wajcman, 1999, p 5). In A Network of Tinkerers: The Advent of the Radio and Television Receiver Industry in Japan, the creator Yuzo Takahashi gave a verifiable appearance and investigation of the improvement of radio and TV inputs in Japan. Yuzo Takahashis article gives a contextual analysis of the innovative improvements that underpins the contentions put by MacKenzie and Wajcman against mechanical determinism. All the more critically, the authentic improvement of these hardware in Japan shows the accompanying cases put by MacKenzie and Wajcman in their exposition: initially The Economic Shaping of Technology: The predominant perspective about the association among financial aspects and innovation is the neoclassical methodology, which depends on the supposition that organizations will pick the procedure of the creation that offers the greatest conceivable pace of benefit. (1999, p 13); furthermore, Does Science Shape Technology?: Where science and innovation are associated, as they progressively have been since the second 50% of the nineteenth century. Innovation has ostensibly contributed as a lot to science as the other way around. (1999, p 7); and finally The Path Dependence of Technical Change: The historical backdrop of innovation is a way needy history, one in which past occasions practice proceeding with impacts. Which of at least two advancements inevitably succeed isn't controlled by their inborn qualities alone, yet additionally by their accounts of selection. In the article A N... <!

Using a Variety of Descriptive Essay Samples

Using a Variety of Descriptive Essay SamplesStudents who have learned English literature and want to write a descriptive essay need more than the standard sample essays. A descriptive essay is different from most other essays in that it allows the student to create a coherent story. The student can tell a story using a specific setting, such as describing the events of an airplane crash or a bus accident, but the actual description itself is the most important part of the story.Students need descriptive essays with a specific focus. This focus allows the writer to focus on one theme or idea and show how this concept relates to other themes and ideas. Many descriptive essays use a city setting to relate different aspects of life in a city, such as the problems students face in choosing a college or in choosing a job. Using the subject of a city gives the writer the ability to relate to and describe the lives of many people living in cities.Students who learn English literature tend to benefit the most from using descriptive essay samples. This is because they can see what they are writing and change the structure and language until they reach the end. In addition, by having the words written for them, they have the ability to focus on the words and then explore what they mean. The writer can explain how the word means what it does without explaining the word itself.Describing events as well as building characters are other strategies used to help describe an idea. Once a writer has a topic for their essay, they can consider the elements of the story and how these elements relate to the overall theme. For example, if the subject of the essay is a night of fun at a country club, the writer can begin to describe the party scene as the main character, rather than the event.As the writer explores the characters of the story, they can start to build connections between the main characters. Characters are important to all good stories, so using descriptive essay sample s to create a plot requires creativity and effort. The writer needs to be able to make connections between the various characters and the ideas the writer is exploring.Students should also be careful about breaking down information too much. Many students like to use descriptive essay samples that show them the process involved in creating an essay. It's always good to show students how a good story is formed and why this process helps them create a good essay.Teachers who use descriptive essay samples need to be sure to use only one idea in their writings. This way the student can see how many ideas or subjects they can use to write a good essay. Teaching the student to organize their thoughts and then use that knowledge to describe an idea or topic will allow the student to create a better essay.Students should try to develop short pieces of one or two pages to show their potential. There are no shortage of descriptive essay samples available. Students should be sure to consider t his fact when they are choosing which ones to use.

Art And Culture, 1920-1945, An Exhibition Curated By Dr....

Between February 13 and July18, 2015 the Brigham Young University Museum of Art is exhibiting Deco Japan: Shaping Art and Culture, 1920-1945, an exhibition curated by Dr. Kendall Brown. The exhibit was collected in an attempt to detail the cultural transformation that took place in Japan from the Roaring Twenties all the way through the end of World War II. The exhibit displays the tension between the deep national culture and the up and coming cosmopolitan lifestyle. Dr. Brown gathered art of all variations, ranging from paintings to sculptures to ordinary household objects. Deco Art itself is a reflection of changing world cultures. It was born in France post-World War I as a sort of marriage between craft motifs and the industrial age, characterized by wealthy and bold-looking colors and shapes. The art form is well depicted in the decoration of the Rockefeller Center in New York or any of the art and decor found in the movie The Great Gatsby. This striking form represented the glamour of the age. In a great sense, the period represented a change from conservative to a more liberal view on life. This was no different in Japan. The period observed through the art pieces is one of extreme tension between two very different lifestyles. During this time, many Japanese youth were reaching out to Western Modernism and the allure of the big city and Jazz culture. The â€Å"Moga,† short for Modan Gaaru (modern girl) and the â€Å"Mobo,† the modern boy, were paving the way for a new

Why Wrights Hollyhock House Is Important Architecture

Women s Liberation The Lack Of Involvement From Women

Samantha Tellez Mrs. Austermann English 11 March 31, 2015 Women’s Liberation Envision the lack of involvement from women in society before the 1960’s. The world was limited for many women in every component of their daily lives. Before the movement, women were expected to follow a certain procedure such as getting married in their early ages , creating a family, and then managing the home.According to a woman during that period of time â€Å"The female doesn t really expect a lot from life. She s here as someone s keeper — her husband s or her children s.†(The 1960S-70S American Feminist Movement:Breaking Down Barrier for Women ) As such wives bore the full load of housekeeping and child care, spending on†¦show more content†¦Purposely divided from each other, each of us is ruled by one or more men for the benefit of all men. There is no personal escape, no personal salvation, no personal solution.† (Toward A Female Liberation Movement, 1968) They felt as if they had no rights and that they were purposely divided from men. Soon after the women’s liberation movement started many women started to work in the professions and having an effective position in societal life. Hoping to create a balance between men and women in society, by finding a unified solution. They believed that if they wanted a long term change in society they had to join together to fight for political power. The movement consisted of groups, protests, and a variety of group actions supporting women and their freedom. Elizabeth Cady Stanton and Lucretia Mott were inspirations to the Women’s Liberation Movement. Elizabeth Cady Stanton was a women’s rights’ activist and a writer. Lucretia Mott was also a women’s rights’ activist. Together they held the Seneca Falls convention , where they created the â€Å"Declaration of Sentiments†. They were both concentrated on promoting women’s rights’ and suffrage. They traveled to give speeches and lectures about women’s rights’ also calling for an amendment to the constitution giving women the right to vote. These women were strengthened by their successes; as one said, I knew I was a part of making history...It

Evidence Based Nursing

Question: Describe about the Evidence Based Nursing? Answer: Introduction In the paper Carers Responses to Challenging Behaviour: A Comparison of Responses to Named and Unnamed Vignettes there is an increased interest in the research focusing on the area of behavioural responses of people who care towards the challenging behavioural attributes of individuals with cognitive disorders. Several frameworks/ models are evaluated that concentrate on this particular aspect, and out of these models Weiner Model of helping (Weiner, 1995) has been able to secure much appreciation. According to the model, Weiner has suggested that more the control the carer has on his behaviour more patiently he could help the person with a disability (Dagnan and Cairns, 2005). There is considerable evidence based practice for the relevance of the Weiners model of helping on the general aggression based reaction, but there is inconsistent literature about its importance to the carers response to the challenging behavioural aspects of individuals with cognitive disorders. In the paper Management and treatment of challenging behaviours by Kathy Lowe, David Allen, Sam Brophy, and Kate Moore have considered various treatment strategies for the people with challenging behaviour and mental disabilities. The treatment strategies like physical restraint, seclusion, sedation and distraction were used and research data was obtained for 235 children and adults who were extreme cases of challenging behaviour rated by the carers and 276 were very challenging (Baron and Kenny, 1986). Trends were observed to identify the management and treatment for these people with challenging behaviour. It was found that written plan was needed for adults and no plan was needed for children, it gives no information on the extent of the scheme to be needed. These ideas to be formed are based on the sound functional analyses and consist of strategies based on proactive and reactive manner. Critical discussion The title of the paper 1 is Carers Responses to Challenging Behaviour: A Comparison of Responses to Named and Unnamed Vignettes. This paper is based upon the replies of carer towards people having challenging behaviour like anger, physical violence due to their cognitive disabilities. To understand this behaviour Weiner model of helping is introduced. In some evidence, it has been shown that Weiner Model of helping is irrelevant with no consistency. To understand this may research scientist have done evidence based research but it every research have showed that Weiner model of helping is relevant and have shown similar results as other evidence-based research. The paper is based on the evidence that supports that the relevance of the Weiner model of helping to the behavioural response is inconsistent. According to Willner and Smith (2007), there are main three factors that are adding to this instability. The first factor is, in the majority of the studies, the helping actions are hardly functional afar from its inclination towards helping. Secondly, the models approach applicable to individuals might with different behaviour and thirdly the model includes the use of a variety of stimuli like unnamed cameo role, video appearance of acted reactions and reminded instances of real behaviour. In this paper, we would study the difference between the data obtained due to different stimuli to unnamed vignettes. The study done by Wanless and Jahoda (2002) have made comparisons on the provenance, sentiments as well as helping intentions regarding unnamed vignettes involving physical and verbal aggression to already reminded conflict. It was observed that there is more sympathy in carers behaviour in recalled situation as compared to conditions with unnamed vignette. The methodology adopted includes 62 paid carers with some psychological disorders are observed to acknowledge sentiments and intended behavioural responses in response to the behaviour offered by the known vignette and by the unnamed vignette. The methodology includes the use of Modified Attribution Style Questionnaire, Self-Injury Behavioural Understanding Questionnaire. The carers were enquired about the behavioural challenge they were facing in case of both named and unnamed vignettes. These behavioural challeng es include mainly the aggressive behaviour in which the person with a learning disability may hit you and pulls your hair. The carer people have to rate this on the 7 point Likert scale that would indicate signs of not at all to severe signs of violence by the acknowledgement criteria of stability, internality, controllability and world-widely (Beck et al., 1979). The more the number of the score on scales the more relevancy it will indicate. The behavioural responses of the carer are emotions of sympathy and anger. Some variable including optimism and intention for helping was measured using 7 point Likert scale (Dagnan and Weston, 2006). The results found were same as Weiners model associated with two the kinds of stimuli. It has been observed that Carer people have contributed more internally as well as globally and have identified themselves as less hopeful in the case of behavioural challenges of individuals of known vignettes when compared with unknown vignettes. Data from the experiment have showed both the named as well as unnamed vignettes are constant in the process of supporting the Weiner Model of helping (Cohen et al. 2002). The study has concluded that the unnamed vignettes may undervalue the responses of carer people in response to the challenging behavior; however there is no proven evidence that there are any differences in the inter- relatedness between the unnamed and named vignettes. The title of the paper 2 is Management and treatment of challenging behaviour by Kathy Lowe, David Allen, Sam Brophy, and Kate Moore. This paper is based on the strategies used treating as well as managing the challenging behavioural attributes and mentally disables people. The treatment strategies used were the use of restraint, physical stress, seclusion, sedation as well as a distraction (Fleming et al., 1996). The treatment plans were provided to all the adults as well as children and various levels of results were found. Some written plans were also written for children as well as for very challenging behaviour adults. Sound functional analysis wrote the programme and reactive strategies were used. This paper is based on the challenging behaviour faced by the disabled or handicap persons (cognitive and learning disabilities) including the various outcomes such as exclusion, physical violence, abusive language, neglect, stress to the caregiver and increased risk to service cost. Among these people with the disabilities, about 10 to 15 percent of them have been found to have particular challenging behavioural attributes as well as the usefulness of therapeutic intercessions. In the study done by Emerson in 2002, they have used restraint for 28 % to 67% of the children and around 15 to 3percent of the grownups or adults and 1-6% and 15% to 35% were sedated correspondingly. Robertson et al. (2005) have also conducted a study in which he reported the use of reactive strategies like restraint, seclusion, sedation in between 13 % to 48%. However there is insufficient proof for the utilisation of antipsychotics for the purpose of reducing the aspects of the challenging behaviour of peo ple, it has been found to be effective for only 44% 80% of the people with learning disability. Robertson and his colleagues in 2005have found that 58% to 83% of the carer people have reported that they have individual programme plans for reducing the challenging behaviour while some of about 50% to 64 % have indicated that they have some intervention plans. Some of those intervention plans include the use of reactive strategies (Kiernan, Reeves and Alborz, 1995). The most common response was obtained for distraction in both the cases of children and as well as adults, with a greater number as compared to one third of the total number of adults and children who most commonly possess challenging behavioural attributes have been given physical restraint and a quarter of people was given seclusion as a strain. About two-fifths of the most challenging adults were given the sedation as a strategy but no children were treated with the sedative approach. Written behavioural plans were mad e for extremely challenging adults and 62% of those who are very challenging and about 20 % of the children (Lowe et al. 2004). The overall conclusion to this study have suggested that the written plans for behaviours are increasingly used for improving the behavioural challenges faced by the carer in the community-based residential facilities mainly targeted towards the grown-ups, however have observed very less changes in the childrens behaviours, specifically those who live in their own respective homes (Harris P Russell O (1989). Besides this, there are some exceptional cases of adults for which no written plans are available as these adults have extreme challenging behaviours. Critical reflection The thought is written on the reflective models given by Rolfe et al. (2001). The reflection framework is explained in a straightforward manner that is based on three central questions including What? So What? Now What?. The following study is based on the behavioural challenges faced by the carer of people with cognitive disability and learning disability. This reflective model by Rolfe, Freshwater Jasper will help us in reaching to a conclusion which would help us in improving our practice for good management and designing treatment strategies for the mentally challenged people so that their behaviour could be improved and would become easier for the carer people to take care of them (Harris and Russell 1989). What for improvement of behavioural challenges faced by carer Weiner model of helping was introduced. But some evidence-based literature has shown inconsistency in the Weiner model of helping. To uncover this various studies by the researcher was done in which paid carer people were taken and they have to take care of people with mentally challenge nature. It consists of named ad unnamed vignettes to which carer have to give care. The methodology includes the use of Modified Attribution Style Questionnaire, Self-Injury Behavioural Understanding Questionnaire (Oliver, Murphy and Corbett, 1987). The studies have shown same results as Weiner Model of helping. For management of behavioural challenges, various treatment strategies were provided based on sound functional analysis and methodology includes the use of reactive strategies including physical restraint, sedation, seclusion, and distraction. The studies have shown that these approaches have provided some improvement in behaviour and have proven reliable but not entirely safe. So what the studies have concluded that the carer people have provided care both internally as well as globally to named as well as unnamed vignettes but in the case of known vignettes the response was less hopeful. The data obtained from various studies have showed similarity with Weiner model of Helping. Another study for the management of behavioural challenge has suggested the use of use of written plans as well as the use of active strategies based on the sound functional analysis (Dagnan, Trower and Smith, 1998). Now what from this study it could be learnt that intellectually disable people are facing challenges in society as the people do not understand them, neither they are accepted. Due to this, they have a change in their behaviour that comes out on the people who care for them (Oliver, Murphy and Corbett 1987). So it is important to help them and design some strategies that could assist them in improving their behaviour. By using the properly designed treatment strategies, the challenging behaviour may improve and this would not pose any problems for the carer people. Conclusion The study concludes that the responses of carer towards people having challenging behaviour like anger, physical violence due to their cognitive disabilities should be improved. To understand this behaviour Weiner model of helping is introduced. Many researchers have studied and found similar results with Weiner model of helping. Management of the behavioural challenges faced by carer people has used various strategies that have helped us in improving our practice for good management and designing treatment strategies for the mentally challenged people so that their behaviour could be enhanced and would become easier for the carer people to take care of them. Trends were observed to identify the management and treatment for these individuals with challenging behaviour. The responses of carer towards people having challenging behaviour like anger, physical violence due to their cognitive disabilities are considered. To understand this behaviour Weiner model of helping is introduced. S ome written plans were also written for children as well as for very challenging behaviour adults. The use of these active strategies has shown an immediate response in the challenging behaviour. Therefore, in this study, all the main aspects are covered with regards to the challenges faced by the carer of people with cognitive disability and learning disability. References Baron R. M. Kenny D. A. (1986) The moderator mediator variable distinction in social psychological research conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology 51, 11731182. Beck A. T., Ward C. H., Shaw B. F. Emery G. (1979) Cognitive Therapy of Depression (Trans.). Wiley, New York, NY. Cohen J., Cohen P., West S. G. Aiken L. S. (2002) Applied Multiple Regression Correlation Analysis for the Behavioural Sciences (Trans.). Lawrence Erlbaum Associates Inc, New York, NY. Dagnan D. Cairns M. (2005) Staff judgements of responsibility for the challenging behaviour of adults with intellectual disabilities. Journal of Intellectual Disability Research 49, 95101. Dagnan D. Weston C. (2006) Physical intervention with people with intellectual disabilities: the influence of cognitive and emotional variables. Journal of Applied Research in Intellectual Disabilities 19, 219222. Dagnan D., Trower P. Smith R. (1998) Care staff responses to people with learning disabilities and challenging behaviour: a cognitive-emotional analysis. British Journal of Clinical Psychology 37, 5968. Emerson E (2002) The prevalence of use of reactive management strategies in community-based services in the UK. In: D Allen (Ed) Ethical Approaches to Physical Interventions. Responding to challenging behaviour in people with intellectual disabilities. Kidderminster: BILD. Fleming I, Caine A, Ahmed S Smith S (1996) Aspects of the use of psychoactive medication among people with intellectual disabilities who have been resettled from long-stay hospitals into dispersed housing. Journal of Applied Research in Intellectual Disabilities 9 (3) 94205. Harris P Russell O (1989) The Prevalence of Aggressive Behaviour among People with Learning Difficulties (Mental Handicap) in a Single Health District. Bristol: Norah Fry Research Centre, University of Bristol. Kiernan C, Reeves D Alborz A (1995) The use of anti-psychotic drugs with adults with learning disabilities and challenging behaviour. Journal of Intellectual Disability Research 39 (4) 26374. Lowe K, Allen D, Brophy S et al (2004) Mapping the Service Needs of Children and Adults with Learning Disabilities and Challenging Behaviour: Summary report.Cardiff: Special Projects Team, Bro Morgannwg NHS Trust Learning Disability Directorate. Lucas V. L., Collins S. Langdon P. E. (2009) The causal attributions of teaching staff towards children with intellectual disabilities: a comparison of vignettes depicting challenging behaviour with real incidents of challenging behaviour. Journal of Applied Research in Intellectual Disabilities 22, 19. Oliver C, Murphy G Corbett JA (1987) Selfinjurious behaviour in people with mental handicap: atotal population study. Journal of Mental Deficiency Research 31 14762. Robertson J, Emerson E, Pinkney L et al (2005) Treatment and management of challenging behaviours in congregate and non-congregate community-based supported accommodation. Journal of Intellectual Disability Research 49 (1) 6372. Rolfe, G., Freshwater, D., Jasper, M. (2001). Critical Reflection in Nursing and the Helping Professions: a Users Guide. Basingstoke: Palgrave Macmillan. Weiner B. (1995) Judgements of Responsibility: A Foundation for a Theory of Social Conduct (Trans.). The Guilford Press, New