Gentle Teaching and Quality of Life
Dieter Windels
This research proposal was elaborated by Prof. Dr. Claudia Claes, Prof. Dr. Jos Van
Loon and Dieter Windels, at the Ghent University and the University College of Ghent,
Belgium.
Introduction
Gentle Teaching
Gentle Teaching is based on the psychology of human interdependence. Its main focus is on
the promotion of meaningful ‘complex dyadic interactions’ between the person and his carers.
Gentle teaching focuses on four essential feelings that need to be taught to the persons that are
supported: safe, loved, loving and engaged (Gates, Newell & Wray, 2001).
Gentle Teaching and Quality of Life
In the past few years, the concept of "Quality of Life (QoL)" is increasingly used in different
sectors (e.g. social sciences, economics, medicine ...) as a process indicator or outcome
measure for success. Quality of Life is viewed as a useful and relevant framework for
working with people with long-term support needs where the focus is no longer on the
traditional problem-oriented approach, but rather on the strengths and abilities of a person and
his environment. It starts from the subjective experience of the individual - rather than
objective standards - and a vision based on support thinking. The Quality of Life paradigm is
based on principles of inclusion, self-determination, person centeredness and respect (Claes,
2011).
Logic program model
To describe the relationship between ‘gentle teaching’ and ‘quality of life’, we use the logic
program model theory. Logic program models are related to systems thinking and provide the
ability for theory-driven program evaluation. Systems thinking and theory-driven program
evaluation are well described by Wasserman (2010). He makes the following remarks
regarding systems thinking in the enhancement of theory-driven human service evaluations:
(1) human service program outputs depend on relationships within and between systems that
surround two groups of people: program providers and the individuals they target; (2)
1
outcomes exist in the context of program participation that underscores the importance of a
foundational or explanatory theory; (3) evaluation of human service programs involves
measuring or controlling for the functionality of these relationships, including contextual
variables and (4) systems thinking allows one to address these functional relationships and
contextual variables. Logic models can be described as a logical series of statements linking
the conditions of a social service program, the activities that will be employed and the
expected outcomes of activities (Julian et al., 1995). Logic models allow to present the
relationships, data-collection and basic principles needed for theory-driven evaluations as
suggested by Wasserman. They include components of inputs, processes/activities, program
outputs, short term outcomes and long-term or more permanent outcomes (Millar et al., 2001;
Andrews, 2004; Kaplan & Garrett, 2005; McLaughlin & Jordan, 1999; Schalock & Bonham,
2003). A program logic model allows services to perform an outcome-based evaluation which
is the foundation of evidence-based practices and quality improvement (Figure 1).
INPUT
THROUGHPUT
OUTPUT
Personal
characteristics
Support
characteristics
Quality of Life
outcomes
Contexual variables
Figure 1: Logic program model (Claes, 2011; Schalock, 2004)
Research questions
Using a quality of life logic model framework, researchers investigating Gentle Teaching
could (a) stress the underlying assumptions, rationale, or theory of a planning process, (b)
explain the connections between inputs and outcomes, (c) identify critical factors that affect
variation in planning process outcomes, and (d) provide a systems approach to portraying the
path towards desired outcomes and evidence-based treatment planning.
Based on those assumptions, the aim of this study is to examine the place of Gentle Teaching
in a logic program model and QOL approach. The specific aims are twofold: (1) to identify
2
specific strategies of Gentle Teaching that are related to QOL outcomes; (2) to identify
typically QOL profiles of persons receiving a Gentle Teaching oriented program.
Study one: identify specific strategies of Gentle Teaching that are related to QOL outcomes
Study one aims to map the perspectives of international experts in gentle teaching on the
relationship between Gentle Teaching method and the QOL framework, using a Delphi
method. The Delphi panel will be selected among the international partners of the research
project. The first qualitative round of the Delphi process will collect as many as possible
‘gentle teaching strategies’ that are related to the QOL domains. In the next rounds, consensus
will be searched by evaluating the relevance each strategy on a Likert scale.
Study two: identify typically QOL profiles of persons receiving a Gentle Teaching oriented
program
Study two aims to analyse QOL-profiles of groups of people receiving ‘gentle teaching
treatment’. Participants in each country will be interviewed by trained interviewers using the
Personal Outcomes Scale (POS). POS data will be analyzed in comparison with a larger
international data set.
Results will be discussed on an international forum.
3
REFERENCES
Andrews, A.B. (2004). Start at the end: Empowerment evaluation product planning.
Evaluation and Program Planning, 27 (3), 275-285.
Claes, C. (2011). Inclusive embedment of person-centred support: a study of critical success
factors. Doctoraatsproefschrift. Gent: Orthopedagogische Reeks Gent, nr. 38.
Gates, B., Newell, R.? & Wray, J. (2001). Behaviour modification and gentle teaching
workshops: management of children with learning disabilities exhibiting challenging behavior
and implications for learning disability nursing. Issues and innovations in nursing practice, 43
(1), 86-95.
Julian, D.A., Jones, A., & Deyo, D. (1995). Open Systems evaluation and the Logic
Model:Program planning and evaluation tools. Evaluation and Program Planning, 18(4),
333-341.
Kaplan, S & Garret, K. (2005). The use of logic models by community-based initiatives.
Evaluation & Program Planning, 28, 167-172.
Mc Laughlin, J.A., & Jordan, G.B. (1999). Logic models: a tool for telling your program’s
performance story. Evaluation and Program Planning, 22, 65-72.
Millar, A., Simeone, R.S., & Carneville, J.T. (2001). Logic models: A systems tool for
performance management. Evaluation and Program Planning, 24 (1), 73-81.
Schalock, R.L. (2004). The concept of Quality of Life: what we know and don’t know.
Journal of Intellectual Disability Research, 48(3), 203-216.
Schalock, R.L., & Bonham, G.S. (2003). Measuring outcomes and managing for results.
Evaluation and Program Planning, 26(3), 229-235.
Wasserman, D.L. (2010). Using a systems orientation and foundational theory to enhance
theory-driven human service program evaluations. Evaluation and Program Planning, 33(2),
67-80.
4