Changes in staff confidence and attributions for challenging behaviour after training in positive behavioural support,within a forensic mental health setting: a replication study with follow-up

Positive behavioural support (PBS) is a proactive approach to managing challenging behaviour. Staff in a forensic mental health service were provided training in PBS. The study aimed to assess the effectiveness of training by measuring changes to staff confidence and attributions for challenging behaviour before training, post training and at six-month follow-up. Qualified and unqualified staff were compared, as were male and female staff. Confidence was measured using an adapted version of the Confidence in Coping with Patient Aggression Instrument. The Challenging Behaviour Attributions Scale and the Causal Dimension Scale II assessed staff attributions. Staff confidence levels in working with challenging behaviour increased following PBS training, and this increase was maintained at six-month follow-up, for unqualified, qualified, male and female staff. Changes in attributions for challenging behaviour were observed post training; however changes were not maintained at follow-up. Limitations and clinical implications were outlined.     

Educational tracking and juvenile confidence in the police in China

Juvenile confidence in the police (JCP) has become an important research topic in policing. In spite of an increasing amount of research literature on JCP, the influence of educational tracking especially vocational tracking on juveniles’ confidence in the police has received limited scholarly attention. Extant literature suggests a noticeable difference in family backgrounds, attitudinal perceptions, and problematic behaviours between vocational school students and regular high school students. Using the survey data of 3628 students collected from these 2 distinctive segments of educational tracking in a southwestern Chinese city, this study examines if and how youths in vocational schools perceive the local police differently from their regular high school counterparts. The findings indicate that vocational school students had more confidence in the police than their regular high school peers. In addition, school contexts played a significant role in shaping their respective attitudes toward the police. Implications of these findings are discussed.