Individuals who provide respite care services must have demonstrated competence in a number of critical areas. To date, there have been no research and few descriptive reports on respite care provider training. Respite care curriculum content, training approaches and evaluation strategies are reviewed and evaluated. The need for social and ecological validity in both the content and process of instruction is discussed, as are key elements for training activities. Specific attention is drawn to the need for individualized training and curriculum development. Issues discussed provide preliminary targets for future research efforts.
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