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http://eprints.org/relation/isVolatileVersionOf http://etheses.bham.ac.uk/id/document/3068 http://eprints.org/relation/ispreviewThumbnailVersionOf http://etheses.bham.ac.uk/id/document/3068 http://eprints.org/relation/isVersionOf http://etheses.bham.ac.uk/id/document/3068 archive 4031 disk0/00/00/12/14 2010-12-06 12:44:25 2022-01-27 13:46:02 2011-07-19 16:31:17 thesis show 0 Sandhu Daljit Kaur Rose John Rostill Helen University of Birmingham unpub BF HV 10col_life Sex offender treatment, learning disability, staff well-being, therapeutic processes, empathy, humour Introduction: This paper explores the experiences of staff working on a sex offender treatment programme for people with a learning disability. This area has not previously been the subject of research. Method: Semi-structured interviews were carried out with eight participants working on a treatment programme for sex offenders with a learning disability. Interviews were transcribed and analysed using Interpretative Phenomenological Analysis. Results: Four superordinate themes emerged from the data: rewards and motivation; the challenge of effecting change; the personal impact of work; and ways of managing the impact of work Conclusions: The results suggest that working on the treatment programme is a complex and challenging experience. Participants both shared and had distinct ways of meeting the challenges of work and this had an impact on the process of effecting change with group members and their own well-being – these issues were reflected in relation to the themes of empathy and humour. 2009-12-11 2009-06 graduation 2865241 eng author unchecked This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. public 136 University of Birmingham School of Psychology d_cp na 2009-12-11 graduation