Reacciones emocionales de profesionales ante conductas problemáticas en personas con discapacidad intelectual: un estudio cualitativo
Resumen Las conductas problemáticas (CP) en personas con discapacidad intelectual son un reto clave en entornos residenciales, entre otros factores por su impacto emocional en el personal de apoyo. El objetivo de esta investigación es explorar las experiencias del personal ante las CP, sus reacciones, sus creencias y los recursos necesarios para su manejo. Los resultados indican que las CP generan emociones en el personal de apoyo directo, moduladas por diversos factores. La percepción de autoeficacia, las creencias y las atribuciones causales y el contexto organizacional influyen en la interpretación y la gestión de las CP. Es fundamental un enfoque integral que combine formación, apoyo emocional y estructuras organizativas.
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Alevriadou, A. y Pavlidou, K. (2016). Teachers’ interpersonal style and its relationship to emotions, causal attributions, and type of challenging behaviors displayed by students with intellectual disabilities. Journal of Intellectual Disabilities, 20(3), 213-227. https://doi.org/10.1177/1744629515599108
Ball, J. y Fazil, Q. (2013). Does engagement in meaningful occupation reduce challenging behaviour in people with intellectual disabilities? A systematic review of the literature. Journal of Intellectual Disabilities, 17(1), 64-77. https://doi.org/10.1177/17446295124735
Bowring, D. L., Totsika, V., Hastings, R. P., Toogood, S. y Griffith, G. M. (2017). Challenging behaviours in adults with an intellectual disability: A total population study and exploration of risk indices. British Journal of Clinical Psychology, 56(1), 16-32. https://doi.org/10.1111/bjc.12118
Brantlinger, E., Jimenez, R., Klingner, J., Pugach, M. y Richardson, V. (2005). Qualitative studies in special education. Exceptional Children, 71(2), 195-207. https://doi.org/10.1177/0014402905071002
Braun, V. y Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Dagnan, D., Trower, P. y Smith, R. (1998). Care staff responses to people with learning disabilities and challenging behaviour: a cognitive-emotional analysis. British Journal of Clinical Psychology, 37(1), 59-68. https://doi.org/10.1111/j.2044-8260.1998.tb01279.x
Denzin, N. K. y Lincoln, Y. S. (Eds.). (2005). The SAGE handbook of qualitative research. Sage.
Dufrene, B. A., Kazmerski, J. S. y Labrot, Z. (2017). The current status of indirect functional assessment instruments. Psychology in the Schools, 54(4), 331-350. https://doi.org/10.1002/pits.22006
Dyer, S. y Quine, L. (1998). Predictors of job satisfaction and burnout among the direct care staff of a community learning disability service. Journal of Applied Research in Intellectual Disabilities, 11(4), 320-332. https://doi.org/10.1111/j.1468-3148.1998.tb00040.x
Emerson, E., Kiernan, C., Alborz, A., Reeves, D., Mason, H., Swarbrick, R., … Hatton, C. (2001). The prevalence of challenging behaviors: A total population study. Research in Developmental Disabilities, 22(1), 77-93. https://doi.org/10.1016/S0891-4222(00)00061-5
Gerits, L., Derksen, J. J. y Verbruggen, A. B. (2004). Emotional intelligence and adaptive success of nurses caring for people with mental retardation and severe behavior problems. Mental Retardation, 42(2), 106-121. https://doi.org/10.1352/0047-6765(2004)42<106:EIAASO>2.0.CO;2
Giesbers, S. A. H., Hendriks, A. H. C., Hastings, R. P., Jahoda, A., Tournier, T. y Embregts, P. J. C. M. (2019). Living with support: Experiences of people with mild intellectual disability. Journal of Applied Research in Intellectual Disabilities, 32(2), 446-456. https://doi.org/10.1111/jar.12542
Hassiotis, A. y Rudra, S. (2022). Behaviours that challenge in adults with intellectual disability: Overview of assessment and management. BJPsych Advances, 28(6), 393-400. https://doi.org/10.1192/bja.2022.28
Hastings, R. P. (2002). Do challenging behaviors affect staff psychological well-being? Issues of causality and mechanism. American Journal on Mental Retardation, 107(6), 455-467. https://doi.org/10.1352/0895-8017(2002)107<0455:DCBASP>2.0.CO;2
Hastings, R. P. (2005). Staff in special education settings and behaviour problems: Towards a framework for research and practice. Educational Psychology, 25(2-3), 207-221. https://doi.org/10.1080/0144341042000301166
Hastings, R. P., Allen, D., Baker, P., Gore, N. J., Hughes, J. C., McGill, P., Noone, S. J. y Toogood, S. (2013). A conceptual framework for understanding why challenging behaviours occur in people with developmental disabilities. International Journal of Positive Behavioural Support, 3(2), 5-13.
Hastings, R. P. y Brown, T. (2002a). Behavioural knowledge, causal beliefs and self-efficacy as predictors of special educators’ emotional reactions to challenging behaviours. Journal of Intellectual Disability Research, 46(2), 144-150. https://doi.org/10.1046/j.1365-2788.2002.00378.x
Hastings, R. P. y Brown, T. (2002b). Behavior problems of children with autism, parental self‐efficacy, and mental health. American Journal on Mental Retardation, 107(3), 222-232. https://doi.org/10.1352/0895-8017(2002)107<0222:BPOCWA>2.0.CO;2
Hastings, R. P., Remington, B. y Hall, M. (1995). Adults’ responses to self-injurious behavior: An experimental analysis using a computer-simulation paradigm. Behavior Modification, 19(4), 425-450. https://doi.org/10.1177/0145445595019400
Hatton, C., Emerson, E., Rivers, M., Mason, H., Mason, L., Swarbrick, R., Walsh, P. N. y Alborz, A. (1999). Factors associated with staff stress and work satisfaction in services for people with intellectual disability. Journal of Intellectual Disability Research, 43(4), 253-267. https://doi.org/10.1046/j.1365-2788.1999.00208.x
Hensel, J. M., Lunsky, Y. y Dewa, C. S. (2015). Exposure to aggressive behaviour and burnout in direct support providers: The role of positive work factors. Research in Developmental Disabilities, 36, 404-412. https://doi.org/10.1016/j.ridd.2014.10.033
Hieneman, M. (2015). Positive behavior support for individuals with behavior challenges. Behavior Analysis in Practice, 8, 101-108. https://doi.org/10.1007/s40617-015-0051-6
Holsti, O. R. (1969). Content analysis for the social sciences and humanities. Reading/Addison-Wesley.
Klaver, M., van den Hoofdakker, B. J., Wouters, H., de Kuijper, G., Hoekstra, P. J. y de Bildt, A. (2021). Exposure to challenging behaviours and burnout symptoms among care staff: The role of psychological resources. Journal of Intellectual Disability Research, 65(2), 173-185. https://doi.org/10.1111/jir.12800
Lambrechts, G., Kuppens, S. y Maes, B. (2009). Staff variables associated with the challenging behaviour of clients with severe or profound intellectual disabilities. Journal of Intellectual Disability Research, 53(7), 620-632. https://doi.org/10.1111/j.1365-2788.2009.01162.x
Lambrechts, G. y Maes, B. (2012). Staff emotional reactions and experiences towards challenging behaviour: An interview study. International Journal of Developmental Disabilities, 58(2), 95-110. https://doi.org/10.1179/2047387711Y.0000000009
Mills, S. y Rose, J. (2011). The relationship between challenging behaviour, burnout and cognitive variables in staff working with people who have intellectual disabilities. Journal of Intellectual Disability Research, 55(9), 844-857. https://doi.org/10.1111/j.1365-2788.2011.01438.x
Montañés Muro, P., Chinchilla Hernández, F. L., Manzano García, G. y Bianchi, R. (2021). Spanish validation of the Emotional Reactions to Challenging Behaviours Scale in employees working with people exhibiting intellectual disabilities. International Journal of Environmental Research and Public Health, 19(1), 219. https://doi.org/10.3390/ijerph19010219
Nevill, R. E., Istvan, E. M. y Havercamp, S. M. (2022). The effects of aggression subtypes on burnout and caregiver instability in direct support professionals. Journal of Positive Behavior Interventions, 23(2), 99-109. https://doi.org/10.1177/10983007211013794
Olivier-Pijpers, V. C., Cramm, J. M., Buntinx, W. H. y Nieboer, A. P. (2018). Organisational environment and challenging behaviour in services for people with intellectual disabilities: A review of the literature. Alter, 12(4), 238-253. https://doi.org/10.1016/j.alter.2018.06.004
Patton, M. Q. (2002). Qualitative research and evaluation methods (Vol. 3). Sage.
Ravoux, P., Baker, P. y Brown, H. (2012). Thinking on your feet: Understanding the immediate responses of staff to adults who challenge intellectual disability services. Journal of Applied Research in Intellectual Disabilities, 25(3), 189-202. https://doi.org/10.1111/j.1468-3148.2011.00653.x
Reyes-Martín, J., Simó-Pinatella, D. y Andrés, A. (2024). Emotional reactions of professionals to challenging behaviors in people with intellectual and developmental disability. Behavioral Sciences, 14(8), 707. https://www.mdpi.com/2076-328X/14/8/707
Rose, J. (2011). How do staff psychological factors influence outcomes for people with developmental and intellectual disability in residential services? Current Opinion in Psychiatry, 24(5), 403-407. https://doi.org/10.1097/YCO.0b013e3283476b0b
Ryan, C., Bergin, M. y Wells, J. S. (2021). Work-related stress and well-being of direct care workers in intellectual disability services: A scoping review of the literature. International Journal of Developmental Disabilities, 67(1), 1-22. https://doi.org/10.1080/20473869.2019.1582907
Sandhu, D. K., Rose, J., Rostill‐Brookes, H. J. y Thrift, S. (2012). ‘It’s intense, to an extent’: A qualitative study of the emotional challenges faced by staff working on a treatment programme for intellectually disabled sex offenders. Journal of Applied Research in Intellectual Disabilities, 25(4), 308-318. https://doi.org/10.1111/j.1468-3148.2011.00667.x
Smyth, E., Healy, O. y Lydon, S. (2015). An analysis of stress, burnout, and work commitment among disability support staff in the UK. Research in Developmental Disabilities, 47, 297-305. https://doi.org/10.1016/j.ridd.2015.09.015
Stanley, B. y Standen, P. J. (2000). Carers’ attributions for challenging behaviour. British Journal of Clinical Psychology, 39(2), 157-168. https://doi.org/10.1348/014466500163185
Venema, E., Otten, S. y Vlaskamp, C. (2016). Direct support professionals and reversed integration of people with intellectual disabilities: Impact of attitudes, perceived social norms, and meta‐evaluations. Journal of Policy and Practice in Intellectual Disabilities, 13(1), 41-49. https://doi.org/10.1111/jppi.12145
Wishart, J., McKenzie, K., Newman, E. y McKenzie, A. (2013). Staff responses to behaviour that challenges: The role of knowledge, attributions, and emotion regulation style. Journal of Intellectual and Developmental Disability, 38(3), 205-214. https://doi.org/10.3109/13668250.2013.787589
WorkSafe, V. (2008). Prevention and management of aggression in health services. A handbook for workplaces. Work Safe Victoria.
Zijlmans, L. J., Embregts, P. J. y Bosman, A. M. (2013). Emotional intelligence, emotions, and feelings of support staff working with clients with intellectual disabilities and challenging behavior: An exploratory study. Research in Developmental Disabilities, 34(11), 3916-3923. https://doi.org/10.1016/j.ridd.2013.08.027
Zijlmans, L. J. M., Embregts, P. J. C. M., Gerits, L., Bosman, A. M. T. y Derksen, J. J. L. (2011). Training emotional intelligence related to treatment skills of staff working with clients with intellectual disabilities and challenging behaviour. Journal of Intellectual Disability Research, 55(2), 219-230. https://doi.org/10.1111/j.1365-2788.2010.01367.x
Ball, J. y Fazil, Q. (2013). Does engagement in meaningful occupation reduce challenging behaviour in people with intellectual disabilities? A systematic review of the literature. Journal of Intellectual Disabilities, 17(1), 64-77. https://doi.org/10.1177/17446295124735
Bowring, D. L., Totsika, V., Hastings, R. P., Toogood, S. y Griffith, G. M. (2017). Challenging behaviours in adults with an intellectual disability: A total population study and exploration of risk indices. British Journal of Clinical Psychology, 56(1), 16-32. https://doi.org/10.1111/bjc.12118
Brantlinger, E., Jimenez, R., Klingner, J., Pugach, M. y Richardson, V. (2005). Qualitative studies in special education. Exceptional Children, 71(2), 195-207. https://doi.org/10.1177/0014402905071002
Braun, V. y Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Dagnan, D., Trower, P. y Smith, R. (1998). Care staff responses to people with learning disabilities and challenging behaviour: a cognitive-emotional analysis. British Journal of Clinical Psychology, 37(1), 59-68. https://doi.org/10.1111/j.2044-8260.1998.tb01279.x
Denzin, N. K. y Lincoln, Y. S. (Eds.). (2005). The SAGE handbook of qualitative research. Sage.
Dufrene, B. A., Kazmerski, J. S. y Labrot, Z. (2017). The current status of indirect functional assessment instruments. Psychology in the Schools, 54(4), 331-350. https://doi.org/10.1002/pits.22006
Dyer, S. y Quine, L. (1998). Predictors of job satisfaction and burnout among the direct care staff of a community learning disability service. Journal of Applied Research in Intellectual Disabilities, 11(4), 320-332. https://doi.org/10.1111/j.1468-3148.1998.tb00040.x
Emerson, E., Kiernan, C., Alborz, A., Reeves, D., Mason, H., Swarbrick, R., … Hatton, C. (2001). The prevalence of challenging behaviors: A total population study. Research in Developmental Disabilities, 22(1), 77-93. https://doi.org/10.1016/S0891-4222(00)00061-5
Gerits, L., Derksen, J. J. y Verbruggen, A. B. (2004). Emotional intelligence and adaptive success of nurses caring for people with mental retardation and severe behavior problems. Mental Retardation, 42(2), 106-121. https://doi.org/10.1352/0047-6765(2004)42<106:EIAASO>2.0.CO;2
Giesbers, S. A. H., Hendriks, A. H. C., Hastings, R. P., Jahoda, A., Tournier, T. y Embregts, P. J. C. M. (2019). Living with support: Experiences of people with mild intellectual disability. Journal of Applied Research in Intellectual Disabilities, 32(2), 446-456. https://doi.org/10.1111/jar.12542
Hassiotis, A. y Rudra, S. (2022). Behaviours that challenge in adults with intellectual disability: Overview of assessment and management. BJPsych Advances, 28(6), 393-400. https://doi.org/10.1192/bja.2022.28
Hastings, R. P. (2002). Do challenging behaviors affect staff psychological well-being? Issues of causality and mechanism. American Journal on Mental Retardation, 107(6), 455-467. https://doi.org/10.1352/0895-8017(2002)107<0455:DCBASP>2.0.CO;2
Hastings, R. P. (2005). Staff in special education settings and behaviour problems: Towards a framework for research and practice. Educational Psychology, 25(2-3), 207-221. https://doi.org/10.1080/0144341042000301166
Hastings, R. P., Allen, D., Baker, P., Gore, N. J., Hughes, J. C., McGill, P., Noone, S. J. y Toogood, S. (2013). A conceptual framework for understanding why challenging behaviours occur in people with developmental disabilities. International Journal of Positive Behavioural Support, 3(2), 5-13.
Hastings, R. P. y Brown, T. (2002a). Behavioural knowledge, causal beliefs and self-efficacy as predictors of special educators’ emotional reactions to challenging behaviours. Journal of Intellectual Disability Research, 46(2), 144-150. https://doi.org/10.1046/j.1365-2788.2002.00378.x
Hastings, R. P. y Brown, T. (2002b). Behavior problems of children with autism, parental self‐efficacy, and mental health. American Journal on Mental Retardation, 107(3), 222-232. https://doi.org/10.1352/0895-8017(2002)107<0222:BPOCWA>2.0.CO;2
Hastings, R. P., Remington, B. y Hall, M. (1995). Adults’ responses to self-injurious behavior: An experimental analysis using a computer-simulation paradigm. Behavior Modification, 19(4), 425-450. https://doi.org/10.1177/0145445595019400
Hatton, C., Emerson, E., Rivers, M., Mason, H., Mason, L., Swarbrick, R., Walsh, P. N. y Alborz, A. (1999). Factors associated with staff stress and work satisfaction in services for people with intellectual disability. Journal of Intellectual Disability Research, 43(4), 253-267. https://doi.org/10.1046/j.1365-2788.1999.00208.x
Hensel, J. M., Lunsky, Y. y Dewa, C. S. (2015). Exposure to aggressive behaviour and burnout in direct support providers: The role of positive work factors. Research in Developmental Disabilities, 36, 404-412. https://doi.org/10.1016/j.ridd.2014.10.033
Hieneman, M. (2015). Positive behavior support for individuals with behavior challenges. Behavior Analysis in Practice, 8, 101-108. https://doi.org/10.1007/s40617-015-0051-6
Holsti, O. R. (1969). Content analysis for the social sciences and humanities. Reading/Addison-Wesley.
Klaver, M., van den Hoofdakker, B. J., Wouters, H., de Kuijper, G., Hoekstra, P. J. y de Bildt, A. (2021). Exposure to challenging behaviours and burnout symptoms among care staff: The role of psychological resources. Journal of Intellectual Disability Research, 65(2), 173-185. https://doi.org/10.1111/jir.12800
Lambrechts, G., Kuppens, S. y Maes, B. (2009). Staff variables associated with the challenging behaviour of clients with severe or profound intellectual disabilities. Journal of Intellectual Disability Research, 53(7), 620-632. https://doi.org/10.1111/j.1365-2788.2009.01162.x
Lambrechts, G. y Maes, B. (2012). Staff emotional reactions and experiences towards challenging behaviour: An interview study. International Journal of Developmental Disabilities, 58(2), 95-110. https://doi.org/10.1179/2047387711Y.0000000009
Mills, S. y Rose, J. (2011). The relationship between challenging behaviour, burnout and cognitive variables in staff working with people who have intellectual disabilities. Journal of Intellectual Disability Research, 55(9), 844-857. https://doi.org/10.1111/j.1365-2788.2011.01438.x
Montañés Muro, P., Chinchilla Hernández, F. L., Manzano García, G. y Bianchi, R. (2021). Spanish validation of the Emotional Reactions to Challenging Behaviours Scale in employees working with people exhibiting intellectual disabilities. International Journal of Environmental Research and Public Health, 19(1), 219. https://doi.org/10.3390/ijerph19010219
Nevill, R. E., Istvan, E. M. y Havercamp, S. M. (2022). The effects of aggression subtypes on burnout and caregiver instability in direct support professionals. Journal of Positive Behavior Interventions, 23(2), 99-109. https://doi.org/10.1177/10983007211013794
Olivier-Pijpers, V. C., Cramm, J. M., Buntinx, W. H. y Nieboer, A. P. (2018). Organisational environment and challenging behaviour in services for people with intellectual disabilities: A review of the literature. Alter, 12(4), 238-253. https://doi.org/10.1016/j.alter.2018.06.004
Patton, M. Q. (2002). Qualitative research and evaluation methods (Vol. 3). Sage.
Ravoux, P., Baker, P. y Brown, H. (2012). Thinking on your feet: Understanding the immediate responses of staff to adults who challenge intellectual disability services. Journal of Applied Research in Intellectual Disabilities, 25(3), 189-202. https://doi.org/10.1111/j.1468-3148.2011.00653.x
Reyes-Martín, J., Simó-Pinatella, D. y Andrés, A. (2024). Emotional reactions of professionals to challenging behaviors in people with intellectual and developmental disability. Behavioral Sciences, 14(8), 707. https://www.mdpi.com/2076-328X/14/8/707
Rose, J. (2011). How do staff psychological factors influence outcomes for people with developmental and intellectual disability in residential services? Current Opinion in Psychiatry, 24(5), 403-407. https://doi.org/10.1097/YCO.0b013e3283476b0b
Ryan, C., Bergin, M. y Wells, J. S. (2021). Work-related stress and well-being of direct care workers in intellectual disability services: A scoping review of the literature. International Journal of Developmental Disabilities, 67(1), 1-22. https://doi.org/10.1080/20473869.2019.1582907
Sandhu, D. K., Rose, J., Rostill‐Brookes, H. J. y Thrift, S. (2012). ‘It’s intense, to an extent’: A qualitative study of the emotional challenges faced by staff working on a treatment programme for intellectually disabled sex offenders. Journal of Applied Research in Intellectual Disabilities, 25(4), 308-318. https://doi.org/10.1111/j.1468-3148.2011.00667.x
Smyth, E., Healy, O. y Lydon, S. (2015). An analysis of stress, burnout, and work commitment among disability support staff in the UK. Research in Developmental Disabilities, 47, 297-305. https://doi.org/10.1016/j.ridd.2015.09.015
Stanley, B. y Standen, P. J. (2000). Carers’ attributions for challenging behaviour. British Journal of Clinical Psychology, 39(2), 157-168. https://doi.org/10.1348/014466500163185
Venema, E., Otten, S. y Vlaskamp, C. (2016). Direct support professionals and reversed integration of people with intellectual disabilities: Impact of attitudes, perceived social norms, and meta‐evaluations. Journal of Policy and Practice in Intellectual Disabilities, 13(1), 41-49. https://doi.org/10.1111/jppi.12145
Wishart, J., McKenzie, K., Newman, E. y McKenzie, A. (2013). Staff responses to behaviour that challenges: The role of knowledge, attributions, and emotion regulation style. Journal of Intellectual and Developmental Disability, 38(3), 205-214. https://doi.org/10.3109/13668250.2013.787589
WorkSafe, V. (2008). Prevention and management of aggression in health services. A handbook for workplaces. Work Safe Victoria.
Zijlmans, L. J., Embregts, P. J. y Bosman, A. M. (2013). Emotional intelligence, emotions, and feelings of support staff working with clients with intellectual disabilities and challenging behavior: An exploratory study. Research in Developmental Disabilities, 34(11), 3916-3923. https://doi.org/10.1016/j.ridd.2013.08.027
Zijlmans, L. J. M., Embregts, P. J. C. M., Gerits, L., Bosman, A. M. T. y Derksen, J. J. L. (2011). Training emotional intelligence related to treatment skills of staff working with clients with intellectual disabilities and challenging behaviour. Journal of Intellectual Disability Research, 55(2), 219-230. https://doi.org/10.1111/j.1365-2788.2010.01367.x
Reyes-Martín, J., Simó-Pinatella, D., & Andrés-Valle, A. (2026). Reacciones emocionales de profesionales ante conductas problemáticas en personas con discapacidad intelectual: un estudio cualitativo. Siglo Cero, 57(1), 11–31. https://doi.org/10.14201/scero.32657
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