Human rights training: impact on attitudes and knowledge

Abstract

Purpose

People with learning disabilities are vulnerable to human rights violations, creating a need for human rights education for both services users and support staff. This research paper aims to examine factors contributing to effective human rights training for staff. It seeks to investigate human rights awareness training (HRAT) within an NHS setting and its effect on human rights knowledge and attitudes towards human rights.

Design/methodology/approach

A total of 23 support staff were given HRAT, completing a “human rights based approach knowledge quiz” and an “attitudes to human rights questionnaire” before and after training.

Findings

The results indicated that HRAT had a significant effect on human rights knowledge scores; however, training had no significant effect on attitudes towards human rights and no significant relationship between staff attitude and human rights knowledge was found.

Research limitations/implications

Future training would benefit from a greater focus on psychological theories of attitudes and behaviour in the planning, execution and evaluation of the training. This may help to facilitate development of positive attitudes towards human rights. A validation of the measure of attitudinal change is needed. Training models with a greater emphasis on staff's emotional responses, defences and the impact of organisational culture may allow a deeper understanding of the complexities of delivering effective human rights training.

Originality/value

This research paper highlights the need for human rights training; one that encompasses attitudinal change as well as basic education. Without effective training to secure staff engagement in organisational change, human rights legislation is unlikely to create meaningful change in the lives of people with learning disabilities.

Citation

Redman, M., Taylor, E., Furlong, R., Carney, G. and Greenhill, B. (2012), "Human rights training: impact on attitudes and knowledge", Tizard Learning Disability Review, Vol. 17 No. 2, pp. 80-87. https://doi.org/10.1108/13595471211218811