FACILITATE THE EMPOWERMENT OF PEOPLE WITH DISABILITY
CHCDIS007
FACILITATE THE EMPOWERMENT OF PEOPLE WITH DISABILITY
LEARNER RESOURCE
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T A B L E O F C O N T E N T S
TABLE OF CONTENTS ………………………………………………………………………………………………………………………. 2
COURSE INTRODUCTION …………………………………………………………………………………………………………………. 6
ABOUT THIS GUIDE ……………………………………………………………………………………….. ERROR! BOOKMARK NOT DEFINED. ABOUT ASSESSMENT ……………………………………………………………………………………… ERROR! BOOKMARK NOT DEFINED.
ELEMENTS AND PERFORMANCE CRITERIA …………………………………………………………………………………………. 9
REQUIRED SKILLS AND KNOWLEDGE……………………………………………………………………………………………….. 11
ASSESSMENT CONDITIONS ……………………………………………………………………………………………………………. 13
PRE-REQUISITES …………………………………………………………………………………………………………………………… 13
TOPIC 1 – DEMONSTRATE COMMITMENT TO EMPOWERMENT FOR PEOPLE WITH DISABILITY …………………. 14
IDENTIFY CHANGES IN THE LEGAL, POLITICAL AND SOCIAL FRAMEWORKS WITHIN WHICH THE WORK IS
UNDERTAKEN ……………………………………………………………………………………………………………………………… 14
TRADITIONAL MODEL …………………………………………………………………………………………………………………………… 14 MEDICAL MODEL ……………………………………………………………………………………………………………………………….. 14 SOCIAL MODEL ………………………………………………………………………………………………………………………………….. 14 SELF-DIRECTED MODEL …………………………………………………………………………………………………………………………. 15
Person centered planning vs institutionalization ……………………………………………………………………………. 15 WHAT IS DISABLITY ……………………………………………………………………………………………………………………………… 15 DISABILITY VARIATIONS …………………………………………………………………………………………………………………………. 15
Catergories of disablity ………………………………………………………………………………………………………………. 16 TYPES OF DISABLITY …………………………………………………………………………………………………………………………….. 16
acquired brain injury ………………………………………………………………………………………………………………….. 16 autism spectrum disorder …………………………………………………………………………………………………………… 17 cognitive disability……………………………………………………………………………………………………………………… 17 developmental delay ………………………………………………………………………………………………………………….. 18 intellectual disability ………………………………………………………………………………………………………………….. 18 neurological impairment …………………………………………………………………………………………………………….. 18 physical disability ………………………………………………………………………………………………………………………. 18 sensory disability, including hearing, vision impairment …………………………………………………………………. 19 speech/language disability …………………………………………………………………………………………………………. 19
LEGAL AND ETHICAL CONSIDERATIONS FOR WORKING WITH PEOPLE WITH DISABILITY: ………………………………………………… 19 Discrimination …………………………………………………………………………………………………………………………… 19 Dignity of risk ……………………………………………………………………………………………………………………………. 19 Duty of Care ……………………………………………………………………………………………………………………………… 20 Mandatory reporting …………………………………………………………………………………………………………………. 20 Privacy, confidentiality and disclosure ………………………………………………………………………………………….. 20 work health and safety……………………………………………………………………………………………………………….. 21 Codes of conduct ……………………………………………………………………………………………………………………….. 21 Work role boundaries – responsibilities and limitations ………………………………………………………………….. 21
INDICATORS OF ABUSE ………………………………………………………………………………………………………………………….. 22 Financial abuse ………………………………………………………………………………………………………………………….. 22 Neglect …………………………………………………………………………………………………………………………………….. 22 Sexual abuse ……………………………………………………………………………………………………………………………… 23 Physical abuse …………………………………………………………………………………………………………………………… 23 Emotional abuse ………………………………………………………………………………………………………………………… 23
IDENTIFY WAYS SOCIETY CAN AFFECT THE LEVEL OF IMPAIRMENT EXPERIENCED BY A PERSON WITH
DISABILITY ………………………………………………………………………………………………………………………………….. 23
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SOCIAL CONSTRUCTS OF DISABLITY ……………………………………………………………………………………………………………. 24 SOCIAL JUSTICE AND THE IMPORTANCE OF KNOWING AND RESPECTING EACH PERSON AS AN INDIVIDUAL …………………………… 24
social justice ……………………………………………………………………………………………………………………………… 24 access and equity ………………………………………………………………………………………………………………………. 24 THE IMPORTANCE OF KNOWING AND RESPECTING EACH PERSON AS AN INDIVIDUAL ……………………….. 25
REFLECT ON PERSONAL VALUES AND ATTITUDES REGARDING DISABILITY AND ACKNOWLEDGE THEIR
POTENTIAL IMPACT WHEN WORKING IN DISABILITY CONTEXTS ………………………………………………………….. 26
PERSONAL VALUES WHEN WORKING WITH PERSONS WITH A DISABLITY ………………………………………………………………….. 26 principles of disablity ………………………………………………………………………………………………………………….. 26
ETHICAL ISSUES …………………………………………………………………………………………………………………………………. 27 Dealing with ethical dilemmas …………………………………………………………………………………………………….. 27
DEVELOP AND ADJUST OWN APPROACHES TO FACILITATE EMPOWERMENT ………………………………………… 28
PRINCIPLES OF EMPOWERMENT ………………………………………………………………………………………………………………. 28 RIGHTS-BASED APPROACH …………………………………………………………………………………………………………………….. 28 METHODS TO DEVELOP AND ADJUST OWN APPROACHES ………………………………………………………………………………….. 28
Seeking feedback ……………………………………………………………………………………………………………………….. 29 Taking part in professional development ………………………………………………………………………………………. 29 Training ……………………………………………………………………………………………………………………………………. 29 self-reflection ……………………………………………………………………………………………………………………………. 29
TOPIC 2- FOSTER HUMAN RIGHTS …………………………………………………………………………………………………… 30
ASSIST THE PERSON WITH DISABILITY TO UNDERSTAND THEIR RIGHTS ………………………………………………… 30
UNITED NATIONS CONVENTION ON THE RIGHTS OF PERSONS WITH DISABILITIES (CRPD) …………………………………………… 30 STRATEGIES THAT ASSIST PEOPLE WITH DISABILITIES TO EXERCISE THEIR RIGHTS AND SUPPORT ………………………………………. 30 COMMUNICATING RIGHTS TO CLIENTS ……………………………………………………………………………………………………….. 31
DELIVER SERVICES THAT ENSURE THE RIGHTS AND NEEDS OF THE PERSON ARE UPHELD IN THE CONTEXT OF
PERSON-CENTEREDNESS ……………………………………………………………………………………………………………….. 32
Client rights ………………………………………………………………………………………………………………………………. 32 client needs ………………………………………………………………………………………………………………………………. 32 Ensuring a person centered response to procedural reviews ……………………………………………………………. 32 rights of a person with a disablity ………………………………………………………………………………………………… 33 clarifying the rights of people with a disablity ……………………………………………………………………………….. 33
SEEKING ASSISTANCE TO ENSURE CLIENT RIGHTS ARE ABLE TO BE MET …………………………………………………………………… 33
ENSURE THE CULTURAL NEEDS OF THE PERSON ARE IDENTIFIED, ACCEPTED AND UPHELD ……………………… 34
CULTURAL OBLIGATIONS ……………………………………………………………………………………………………………………….. 34 Example aboriginls with disablity …………………………………………………………………………………………………. 34
FACTORS IMPACTING ON CULTURAL NEEDS ………………………………………………………………………………………………….. 34 IMMIGRATION STATUS …………………………………………………………………………………………………………………………. 34 FACTORS THAT MAY IMPACT ON QUALITY SERVICE ………………………………………………………………………………………….. 35
IDENTIFY BREACHES OF HUMAN RIGHTS AND RESPOND AND REPORT ACCORDING TO ORGANISATION
PROCEDURES ………………………………………………………………………………………………………………………………. 36
REPORTING NEEDS ………………………………………………………………………………………………………………………………. 36 BREACHES TO HUMAN RIGHTS ………………………………………………………………………………………………………………… 36
examples of breaches …………………………………………………………………………………………………………………. 36 IDENTIFYING BREACHES TO HUMAN RIGHTS …………………………………………………………………………………………………. 37
IDENTIFY INDICATIONS OF POSSIBLE ABUSE AND/OR NEGLECT AND REPORT ACCORDING TO ORGANISATION
PROCEDURE ………………………………………………………………………………………………………………………………… 38
TYPES OF HARM, ABUSE OR NEGLECT…………………………………………………………………………………………………………. 38
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PEOPLE WHO ARE VUNERABLE TO ABUSE …………………………………………………………………………………………………….. 38 ENABLE CLINETS TO COME FOWARD ………………………………………………………………………………………………………….. 39
indicators of harm, neglect and abuse ………………………………………………………………………………………….. 39 HARM NEGLECT AND ABUSE ……………………………………………………………………………………………………………………. 39 RESPONDING TO RISK FACTORS ………………………………………………………………………………………………………………… 40 REASONABLE RESPONSE ………………………………………………………………………………………………………………………… 40
TOPIC 3 – FACILITATE CHOICE AND SELF-DETERMINATION ………………………………………………………………….. 41
USING A PERSON-CENTRED APPROACH WORK IN A MANNER THAT ACKNOWLEDGES THE PERSON WITH
DISABILITY AS THEIR OWN EXPERT …………………………………………………………………………………………………. 41
PERSON-CENTRED PRACTICE …………………………………………………………………………………………………………………… 41 STRENGTHS-BASED APPROACH ………………………………………………………………………………………………………………… 41 SELF-ADVOCACY …………………………………………………………………………………………………………………………………. 41 ACTIVE SUPPORT ………………………………………………………………………………………………………………………………… 42
Interacting in a manner that promotes participation ……………………………………………………………………… 42 activity support plans …………………………………………………………………………………………………………………. 42 Keeping track ……………………………………………………………………………………………………………………………. 42
ACTIVE LISTENING ………………………………………………………………………………………………………………………………. 42
FACILITATE PERSON-CENTRED OPTIONS FOR ACTION ON RELEVANT ISSUES AND DISCUSS WITH THE PERSON
AND/OR FAMILY AND/OR CARER AND/OR RELEVANT OTHER …………………………………………………………….. 43
THE IMPORTANCE OF INVOLVING FAMILIES, CARERS AND RELEVANT OTHERS ……………………………………………………………. 43 common obstacles …………………………………………………………………………………………………………………….. 43 common benefits ……………………………………………………………………………………………………………………….. 43
OPTIONS FOR ACTION …………………………………………………………………………………………………………………………… 43 planning actions ………………………………………………………………………………………………………………………… 44
DIFFERENT MODES OF SUPPORT FOR DIFFERENT DISABILITIES …………………………………………………………………………….. 44 Genetic factors ………………………………………………………………………………………………………………………….. 44 Physical trauma …………………………………………………………………………………………………………………………. 44 Psychological trauma …………………………………………………………………………………………………………………. 45 Chronic lifestyle conditions ………………………………………………………………………………………………………….. 45 Acquired brain injury ………………………………………………………………………………………………………………….. 46
PROVIDE ASSISTANCE TO THE PERSON WITH DISABILITY TO FACILITATE COMMUNICATION OF THEIR
PERSONAL GOALS ………………………………………………………………………………………………………………………… 48
COMMUNICATING WITH PERSONS WITH A DISABLITY ………………………………………………………………………………………. 48 communication techniques …………………………………………………………………………………………………………. 48 person centered communication ………………………………………………………………………………………………….. 49
IDENTIFYING GOALS OF A PERSON WITH A DISABILITY ………………………………………………………………………………………. 49 Goals ……………………………………………………………………………………………………………………………………….. 49
PROVIDE PERSON-CENTRED SUPPORT IN A MANNER THAT ENCOURAGES AND EMPOWERS THE PERSON
WITH DISABILITY TO MAKE THEIR OWN CHOICES ……………………………………………………………………………… 50
SKILLS DEVELOPMENT AND MAINTAINENCE PLANS ………………………………………………………………………………………….. 50 SUPPORT AND ENCOURAGE EFFECTIVE DECSION MAKING ………………………………………………………………………………….. 50
Guide strengths and energy of clients …………………………………………………………………………………………… 51 Maintain positive direction …………………………………………………………………………………………………………. 51 Cooperation ………………………………………………………………………………………………………………………………. 51 Achievements ……………………………………………………………………………………………………………………………. 51 Respect …………………………………………………………………………………………………………………………………….. 51
ASSIST WITH STRATEGIES TO ENSURE THAT THE PERSON IS COMFORTABLE WITH ANY DECISIONS THAT ARE
BEING MADE ON THEIR BEHALF ……………………………………………………………………………………………………… 52
INFORMED CONSENT …………………………………………………………………………………………………………………………… 52
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EXPLAININIG OPTIONS CLEARLY TO PERSONS WITH A DISABLITY …………………………………………………………………………… 52 MAKING REFERRALS ON BEHALF OF A CLIENT ………………………………………………………………………………………………… 52 TRUST AND RESPECT ……………………………………………………………………………………………………………………………. 53
ASSIST WITH ACCESSING ADVOCACY SERVICES AND OTHER COMPLAINT MECHANISMS AS REQUIRED …….. 54
WHAT IS ADVOCACY? …………………………………………………………………………………………………………………………… 54 ADVOCACY SCOPE OF RESPONSIBLITY …………………………………………………………………………………………………………. 54
advocacy actions ……………………………………………………………………………………………………………………….. 54 minimising conflict in advocacy actions ………………………………………………………………………………………… 54
ADVOCACY SERVICES AND COMPLAINT MECHANISMS ………………………………………………………………………………………. 55 access procedures ……………………………………………………………………………………………………………………… 55
SUMMARY ………………………………………………………………………………………………………………………………….. 56
REFERENCES ………………………………………………………………………………………………………………………………… 57
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U N I T I N T R O D U C T I O N
This resource covers the unit CHCDIS007 – Facilitate the empowerment of people with disability.
This unit describes the skills and knowledge required to facilitate the empowerment of people with disability to deliver rights based services using a person-centred approach. It should be carried out in conjunction with individualised plans.
This unit applies to workers in varied disability contexts.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.
ABOUT THIS RESOURCE
This resource brings together information to develop your knowledge about this unit. The information is designed to reflect the requirements of the unit and uses headings to makes it easier to follow.
Read through this resource to develop your knowledge in preparation for your assessment. You will be required to complete the assessment tools that are included in your program. At the back of the resource are a list of references you may find useful to review.
As a student it is important to extend your learning and to search out text books, internet sites, talk to people at work and read newspaper articles and journals which can provide additional learning material.
Your trainer may include additional information and provide activities. Slide presentations and assessments in class to support your learning.
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ABOUT ASSESSMENT
Throughout your training we are committed to your learning by providing a training and assessment framework that ensures the knowledge gained through training is translated into practical on the job improvements.
You are going to be assessed for:
Your skills and knowledge using written and observation activities that apply
to your workplace.
Your ability to apply your learning.
Your ability to recognise common principles and actively use these on the job.
You will receive an overall result of Competent or Not Yet Competent for the assessment of this unit. The assessment is a competency based assessment, which has no pass or fail. You are either competent or not yet competent. Not Yet Competent means that you still are in the process of understanding and acquiring the skills and knowledge required to be marked competent. The assessment process is made up of a number of assessment methods. You are required to achieve a satisfactory result in each of these to be deemed competent overall.
All of your assessment and training is provided as a positive learning tool. Your assessor will guide your learning and provide feedback on your responses to the assessment. For valid and reliable assessment of this unit, a range of assessment methods will be used to assess practical skills and knowledge.
Your assessment may be conducted through a combination of the following methods:
Written Activity
Case Study
Observation
Questions
Third Party Report
The assessment tool for this unit should be completed within the specified time period following the delivery of the unit. If you feel you are not yet ready for assessment, discuss this with your trainer and assessor.
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To be successful in this unit you will need to relate your learning to your workplace. You may be required to demonstrate your skills and be observed by your assessor in your workplace environment. Some units provide for a simulated work environment and your trainer and assessor will outline the requirements in these instances.
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E L E M E N T S A N D P E R F O R M A NC E C R I T E R I A
1. Demonstrate commitment to empowerment for people with disability
1.1 Identify changes in the legal, political and social frameworks within which the work is undertaken
1.2 Identify ways society can affect the level of impairment experienced by a person with disability
1.3 Reflect on personal values and attitudes regarding disability and acknowledge their potential impact when working in disability contexts
1.4 Develop and adjust own approaches to facilitate empowerment
2. Foster human rights 2.1 Assist the person with disability to understand their rights
2.2 Deliver services that ensure the rights and needs of the person are upheld in the context of person- centeredness
2.3 Ensure the cultural needs of the person are identified, accepted and upheld
2.4 Identify breaches of human rights and respond and report according to organisation procedures
2.5 Identify indications of possible abuse and/or neglect and report according to organisation procedure
3. Facilitate choice and self- determination
3.1 Using a person-centred approach work in a manner that acknowledges the person with disability as their own expert
3.2 Facilitate person-centred options for action on relevant issues and discuss with the person and/or family and/or carer and/or relevant other
3.3 Provide assistance to the person with disability to facilitate communication of their personal goals
3.4 Provide person-centred support in a manner that encourages and empowers the person with disability to make their own choices
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3.5 Assist with strategies to ensure that the person is comfortable with any decisions that are being made on their behalf
3.6 Assist with accessing advocacy services and other complaint mechanisms as required
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R E Q U I R E D S K I L L S A N D K N O W L E D G E
This describes the essential knowledge and skills and their level required for this unit.
The candidate must be able to demonstrate essential knowledge required to effectively manage tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:
History and recent developments in disability
Social versus medical model of service
Institutionalised versus person-centred, self-directed model of support
Social constructs of disability and the impact of own attitudes on working
with people with disabilities
How and when to seek support from more experienced and qualified staff
Types of disability, including:
Acquired brain injury
Autism spectrum disorder
Cognitive disability
Developmental delay
Intellectual disability
Neurological impairment
Physical disability
Sensory disability, including hearing, vision impairment
Speech/language disability
Support practices for people, including but not limited to, the following
conditions:
Genetic factors
Physical trauma
Psychological trauma
Chronic lifestyle conditions
Acquired brain injury
Legal and ethical considerations for working with people with disability:
Codes of conduct
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Discrimination
Dignity of risk
Duty of care
Human rights, including the United Nations convention on the rights of
persons with disabilities (UNCRPD)
Informed consent
Mandatory reporting
Privacy, confidentiality and disclosure
Work role boundaries – responsibilities and limitations
Work health and safety
Principles of:
Empowerment
Rights-based approaches
Person-centred practices
Self-advocacy
Active support
Active listening
Social justice and the importance of knowing and respecting each person as
an individual
Strengths-based approaches
Strategies that assist people with disabilities to exercise their rights and
support independent action and thinking, including use of technology (e.g.
laptops or tablets) to facilitate choice
How to access and use advocacy services and complaint mechanisms
Indicators of abuse and/or neglect in relation to people with disabilities
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A S S E S S M E N T C O N D I T I O N S
Skills must have been demonstrated in the disabilities workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe, impractical or threatens the dignity of the person with disability.
The following conditions must be met for this unit:
access to individualised plans and any equipment outlined in the plan
Overall, assessment must involve real interactions with people with disability, their families/carers/relevant others and the person’s individualised plan.
Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.
P R E – R E Q U I S I T E S
This unit must be assessed after the following pre-requisite unit:
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T O P I C 1 – D E M O N S T R A T E C O M M I T M E N T T O E M P O W E R M E N T
F O R P E O P L E W I T H D I S A B I L I T Y
IDENTIFY CHANGES IN THE LEGAL, POLITICAL AND SOCIAL FRAMEWORKS WITHIN WHICH THE WORK IS UNDERTAKEN
The ways in which Disabilities have been viewed socially, legally and politically have changed in some fundamental ways in recent years. The Framework in which modern work in the field is conducted is vastly different from its origins.
TRADITIONAL MODEL
The traditional model of disability spanned from ancient history to the 18th century. In the traditional model, persons with disabilities where thought to be under the spell of witchcraft, possessed by demons or the victims of God’s punishment for their sins or the sins of their parents.
MEDICAL MODEL
The medical model of disability considered the person with a disability to be a problem. They were measured against a scale of what was known as normalcy. They were measured and considered only for what they could not do as opposed to what they could do.
SOCIAL MODEL
The Social model of disability is the modern view of persons with disabilities. The social model focuses on the strengths of individuals instead of their disabilities. Attention is given to lessening the barriers between them and living their lives in the best way possible.
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SELF-DIRECTED MODEL
The self-directed model is a method of providing services for those with disabilities that allows the person with a disability or their representative, have direct control and responsibility of managing the services that are provided for them.
PERSON-CENTRED PLANNING VS INSTITUTIONALIZATION
One modern approach to planning the futures of people with disabilities is the person- centred approach. The person-centred approach focuses on the individual’s goals and desires and assist them in planning and carrying out an ongoing problem solving regime to achieve their goals. The traditional and medical models institutionalised individuals for an array of disabilities. Those individuals would be forced to spend the rest of their life in institutions with little or no control over what their lives were like while being held there.
WHAT IS DISABLITY
A disability is any condition that is constant in a person and restricts the person in some way in their everyday life.
The disability services Act 1993 explains disability in the following way:
The Disability Services Act (1993) defines ‘disability’ as meaning a disability: which is attributable to an intellectual, psychiatric, cognitive, neurological, sensory or physical impairment or a combination of those impairments which is permanent or likely to be permanent which may or may not be of a chronic or episodic nature Which results in substantially reduced capacity of the person for communication, social interaction, learning or mobility and a need for continuing support services.1
DISABILITY VARIATIONS
There are many different types of disability and these will affect people in a range of different ways. Disability is a personal and unique thing for each person that it affects and it is essential to ensure that all services and support that are offered to persons with are tailored specifically to each individual’s needs.
1 http://www.disability.wa.gov.au/understanding-disability1/understanding-disability/what-is- disability/
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CATERGORIES OF DISABLITY
The main categories that disability can be broken down into include:
Physical
Sensory
Psychiatric
Neurological
Cognitive
Intellectual
Combinations of the above
TYPES OF DISABLITY
ACQUIRED BRAIN INJURY
Acquired brain injuries are very common in Australia and can impact on people in a range of different ways and with greatly varying severity. Acquired brain injury can alter the way that a person, thinks, behaves and acts.
Acquired brain injuries can be caused by a range of different factors including:
Head trauma due to fall, severe shaking, car accident, bike accident and other
incidents that cause blows to the head
Strokes
Lack of oxygen to the brain caused by suffocation, electrocution, near-
drowning or heart failure
Brain tumours
Meningitis or encephalitis
Infant alcohol or drug syndrome
Lead poisoning
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AUTISM SPECTRUM DISORDER
Autism spectrum disorders vary greatly from person to person and are lifelong disorders.
Autism spectrum disorder may be identified by challenges for the person in the areas of:
Non-verbal communication
Friendship building
Social and emotional development
Language
Participating in conversations
People on the autism spectrum may present a range of characteristics including:
Repetitive behaviour
Fixations
Dysfunctional routines
Sensory overload
Several different types of autism fall on the spectrum and these include:
Autistic disorder
Asperger’s
Pervasive developmental disorder
Retts
Childhood Disintegrative disorder
COGNITIVE DISABILITY
Cognitive disabilities can be very broad in nature; some cognitive disorders are biological while others are psychological.
All cognitive disabilities involve the person experiencing difficulty in mental tasks.
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DEVELOPMENTAL DELAY
Developmental delays are a range of disorders that result in the person developing in physical, mental or emotional categories. This is a life-long and varied collection of disabilities that result from a lack of development in a variety of areas.
INTELLECTUAL DISABILITY
Intellectual disabilities are life-long and cannot be cured, they are a range of disabilities that are a caused by chromosomal defects that are present from birth. It is essential in the case of intellectual disabilities that the person is provided with appropriate resources and services in order to assist them to function within the bounds of their disability the best that they can.
NEUROLOGICAL IMPAIRMENT
Neurological impairment is a broad category of disabilities that takes in more than 600 different types of disabilities. Neurological impairment is a result of damage to the nervous system.
There are a range of different causes for this including:
Presence at birth
Injury
Illness
Neuroglical disabilities occur when the nervous system is damaged; this includes damage to the brain and spinal cord. This causes issues to the communication that should be occurring between the brain and the body.
PHYSICAL DISABILITY
Physical disabilities are a variety of disabilities that place a range of limitations on the functioning, stamina, mobility or dexterity of a person’s physical performance. Some physical disabilities may limit other functions of the person’s body including, blindness, sleep disorders and respiratory disorders.
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SENSORY DISABILITY, INCLUDING HEARING, VISION IMPAIRMENT
There are a range of disabilities that affect the sensory systems of person’s body. These can be varied in their cause and in their effect.
Sensory disabilities include impairments to:
Hearing
Sight
In some cases a person may be suffering from dual sensory impairment meaning that the person will be dealing with both types of sensory impairment at once.
SPEECH/LANGUAGE DISABILITY
Speech and language disabilities are both involving the action of verbal communication and associated impairments or challenges.
When a person has a speech disability they will have trouble or not be able to make the necessary sounds required in order to speak fluently or clearly.
When a person has a language disability they will have difficulty in understanding or communicating, their thoughts, ideas and feelings.
LEGAL AND ETHICAL CONSIDERATIONS FOR WORKING WITH PEOPLE WITH DISABILITY:
DISCRIMINATION
It is essential to ensure that the person with a disability is not discriminated against and receives the same level of care, choice and respect as any other person.
The Disability Discrimination Act must be adhered to at all times throughout service delivery and contact with the client.
DIGNITY OF RISK
Dignity of risk is the legal requirement to ensure that all persons with a disability has the legal right to choose their own medical treatments even if the professionals involved feel that this is not the correct choice for them.
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DUTY OF CARE
Duty of care is one’s legal obligation to take reasonable care to prevent others from being harmed. This means that if a worker identifies something that could reasonably be considered to be a risk, than the employee must, in response, take reasonable action to eliminate that risk. This means that if a client is presenting with indicators of harm it is important that these are responded to according to legal requirements and duty of care needs.
All relevant risk assessments, observation tools and activities should be carried out when any of these indicators are present. It is essential that when a client presents with a need for a particular service they will in fact be referred on to that service.
Legal requirements and duty of care obligations include:
Ethical referral
Comply with state and territory legislation
MANDATORY REPORTING
In addition to the general level of duty of care and ensuring that adult’s risks are minimised and managed it is important to keep in mind that in some instances such as when a child is presenting with indicators of harm, neglect, abuse or risk of harm that appropriate legal and ethical factors are considered.
Child protection requires knowledge of relevant state mandatory reporting legislation and its application. It will be necessary for all community services workers to ensure that they both know and comply with the legislation related to the reporting of these indicators in children for their jurisdiction.
PRIVACY, CONFIDENTIALITY AND DISCLOSURE
With regards to community service work, this is viewed in legal terms as the protection of personal information. In order for one to comply legally with regulations surrounding confidentiality, an individual is not permitted to share a client’s personal information with co-workers, third parties or even friends and family of the client. The legal exception to this rule is when sharing the information could prevent harm being done to the client or anyone in the greater community. There are many ways to keep information confidential. The following are examples of some of these methods:
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individual files are locked and secured
support workers do not tell other people what is in a client’s file unless they
have permission from the client
information about clients is not told to people who do not need to know
clients’ medical details are not discussed without their consent
Adult clients have the right to keep any information about themselves
confidential, which includes that information being kept from family and
friends
WORK HEALTH AND SAFETY
It is essential that all aspects of the Work Health and Safety Act are upheld at all times and that appropriate controls and steps are taken in order to effectively identify any hazards in the environment and to take appropriate measures to minimise, manage and report on them.
CODES OF CONDUCT
The disability codes of practice are put in place to ensure that all of the rights, needs and preferences of the client are upheld to the required standard at all times.
There are a range of codes of practice that may apply to the service delivery for people with a disability and these may include:
Discrimination code of practice
Disability code of practice
Work health and safety codes of practice
Community services codes of practice
Ethical code of practice
WORK ROLE BOUNDARIES – RESPONSIBILITIES AND LIMITATIONS
It is essential that all disability personnel are clearly aware of their own roles and responsibilities in order to ensure that they are able to effectively work within them. It is also important that they are aware of their own professional boundaries and that
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these roles, responsibilities and boundaries must be clearly demonstrated and explained to the person with a disability in order to establish and maintain a professional, legal and ethical relationship with the person with a disability.
Work role boundaries, responsibilities and limitations may include:
Agreed policies and procedures
Scope of role
Legal obligations
Professional engagement with the client
INDICATORS OF ABUSE
It is important to remember that abuse can happen to any client regardless of their age, sex, culture, abilities or socio-economic background. There are many different types of abuse that you may either witness the signs of or see evidence of when working within community services. Each of the different types of abuse has different indicators that can assist in identifying them. As a community services worker you will need to have an understanding of what these different types of abuse can consist of and how to identify the signs that these different types of abuse may have.
FINANCIAL ABUSE
Financial abuse is a form of abuse where money is used as a tool to gain power and restrict the freedoms of a client. The client may report that their partner does not allow them to have any financial independence at all, does not allow the person to earn their own money and has extreme control over every dollar that the person has. You should look out for signs that this is occurring such as fear related to making financial decisions, fear in spending very small amounts of money, not having access to any money’s at all that are not provided by the partner.
NEGLECT
Is when a client is not given basic care or reasonable assistance as required, this can be with hygiene, food, refusal of much needed home care and leaving a person stranded or alone for long periods of time when they are not in a position to care for themselves. Neglect can be noticed in the person’s appearance and hygiene and in things that they say that may give away situations that should not have occurred.
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SEXUAL ABUSE
Examples of sexual abuse include forcing a person to have sex with their partner whenever they want and in the way that they want or threatening to have affairs is the partner does not want to have sex with them or withholding sex in a malicious way. Direct or indirect comments regarding these types of behaviours can be an indication of client sexual abuse. Client sexual abuse can also be inappropriate or illegal sex acts that are forced upon the client.
PHYSICAL ABUSE
Occurs when a client is physically harmed in a violent manner such as beating, forcibly restraining, slapping or injuring the person either deliberately or through continued negligence. Signs of physical abuse can be unexplained scars, marks, cuts, bruises or broken bones. Direct or indirect comments related to instances like this or shying away and flinching when another person moves suddenly or tries to touch the person.
EMOTIONAL ABUSE
Emotional abuse is a very damaging form of abuse and is often difficult to recognise. This can consist of verbal abuse, isolation, threats and intimidation. Signs that a client is being emotionally abused can be stress, poor self-esteem, depression, fear of the person performing the abuse, stress related health problems, withdrawal and loss of confidence and independence.
IDENTIFY WAYS SOCIETY CAN AFFECT THE LEVEL OF IMPAIRMENT EXPERIENCED BY A PERSON WITH DISABILITY
Community services workers need to have an understanding of the ways that society can affect the level of impairment experienced by people with disabilities.
It is important to remember that when a person with a disability has access to the required resources, aids, support and services that they are likely to be able to overcome many of the challenges that they face on a day to day basis.
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SOCIAL CONSTRUCTS OF DISABLITY
Social constructs of disability is a theory that is based on the fact that because society in fact creates disability themselves through the assumption that all people are able bodied and fully functioning. This assumption creates the disability by placing a range of barriers to the person with a disability from participating in society.
It is thought that these beliefs therefore are the cause of the disabling nature of the person’s physical or mental attributes and not necessarily the physical and mental attributes themselves.
It is important to consider this when providing service and support to a person with a disability in order to utilise the aides and resources that are available to the person with a disability in order to ensure that they are able to overcome these barriers that are placed on them by society.
It is important to remember that a person with a disability is able to lead a fully functioning and contributing life within society and it is important that steps are taken in order to effectively facilitate this.
SOCIAL JUSTICE AND THE IMPORTANCE OF KNOWING AND RESPECTING EACH PERSON AS AN INDIVIDUAL
SOCIAL JUSTICE
Social justice is the concept that all people deserve the same access and opportunity as each there and that disability is not a reason for this same treatment not being offered to a person with disability or for any other reason.
ACCESS AND EQUITY
Access and equity is the act of promoting fairness while distributing resources and opportunities, particularly to those in need. While working in community development, in order to adhere to the principles of access and equity, the following guidelines should be considered:
Ensuring that individuals from culturally and linguistically diverse backgrounds are presented with information in manner which they can understand
Provide material in multiple languages and provide a translator when possible
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No one should be excluded from taking part or being employed by the organisation based on race, gender, sexual orientation, disability, or country of birth
Services should be designed and delivered on the basis of accessibility to all who qualify to use them
Holding meetings and services in locations that have access for handicapped individuals
Encourage members from diverse backgrounds to seek employment or use of services from the organisation.
THE IMPORTANCE OF KNOWING AND RESPECTING EACH PERSON AS AN INDIVIDUAL
It is essential that all personnel believe and feel that each and every person with a disability is individual and unique in their own characteristics, personality and needs and that the factors and aspects of their disability and the ways that these factors impact on the person with the disability will also be unique in their nature and severity.
All disability personnel should ensure that they make all assessments, decisions and support provisions with the specific and individual aspects of each client’s circumstances are catered for at all times.
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REFLECT ON PERSONAL VALUES AND ATTITUDES REGARDING DISABILITY AND ACKNOWLEDGE THEIR POTENTIAL IMPACT
WHEN WORKING IN DISABILITY CONTEXTS
Community service workers who work with individuals with disabilities should regularly reflect on their own personal values and attitudes regarding disability and acknowledge their potential to impact people with disabilities when in work contexts.
PERSONAL VALUES WHEN WORKING WITH PERSONS WITH A DISABLITY
It is essential that all workers with the disability and community services sectors are aware of their own personal values and beliefs in relation to people with a disability. It is essential that all of their own personal values and beliefs are upheld by the principles of the disability sector at all times.
When working with persons with a disability the personal values, attitudes and beliefs of a disability worker can be either a negative or positive factor in the service that they provide and it is essential to ensure that they are promoting the correct attitudes at all times.
When a worker does not have personal attitudes and beliefs that are in line with the principles of working with persons of disability this can impact on the client and therefore it is essential that these values attitudes and beliefs are able to be effectively managed at all times.
PRINCIPLES OF DISABLITY
Principles of disability include:
Professional treatment
The upholding of rights
Self-determination
Empowerment
The uniqueness of each person
The fact that a person with a disability can overcome all challenges required
with the correct support and service provision
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ETHICAL ISSUES
Issues concerning values of community service workers are considered to be ethical issues. Issues that may arise that involve a conflict between the value base and values of a worker and the value base of a worker are considered to be ethical dilemmas.
DEALING WITH ETHICAL DILEMMAS
Workers should have a course of action to dealing with ethical dilemmas. Some steps that can be taken to assist in resolving ethical dilemmas are:
1. Determine the organisations value base – Workers can consult the
organisations mission statement and other relevant document to accurately
determine their organisations value base.
2. Evaluation and consideration of workers own value base – Workers
should give serious consideration of their own value base to ensure that it is
congruent with that of the organisation by which they are employed
3. Determine if there is an ethical dilemma – An ethical dilemma exists when
there is a conflict between the workers values and those of the organisation
by which they are employed. These three conditions must be present in a
situation in order for it to be considered an ethical dilemma:
The worker or “Agent” must be faced with a decision of a course of action in a
given situation.
There must be several options to choose from
No matter which course of action is taken both value base of the worker and
those of the organisation cannot both be upheld?
4. Resolve the dilemma – A choice of the available options must be made. The
worker may opt to give the responsibility to another to avoid having to make
the decision. Workers often have consultation with colleagues to assist them
with making a decision in the situation.
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DEVELOP AND ADJUST OWN APPROACHES TO FACILITATE EMPOWERMENT
All community service workers should constantly develop and adjust their own approaches to facilitating services to their clients. This is especially true of workers approaches to empowering people with disabilities.
After a long history of misunderstanding, misdiagnosing and misrepresenting people with disabilities, society is finally starting to adopt more compassionate and effective approaches to interacting with people with disabilities.
Service workers have added legal, social and professional responsibilities toward disabled individuals.
PRINCIPLES OF EMPOWERMENT
Gaining independence is a very important aspect of empowerment for people living with a disability and this is a very important aspect of working with people with a disability. It is essential that a range of steps are taken that will assist in guiding and enabling choice and self-determination in a positive and supportive manner for the client at all times.
RIGHTS-BASED APPROACH
Rights based approaches in community service are focused on ensuring that all of the rights of all clients are upheld at all times. It is essential to ensure that all rights of the client are known, explained to the client and then upheld at all times.
METHODS TO DEVELOP AND ADJUST OWN APPROACHES
Community service workers can develop and adjust their own approaches in the many ways, including:
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SEEKING FEEDBACK
Workers should seek feedback on their job performance, attitude toward specific job tasks or scenarios. They can seek feedback from supervisors, colleagues or appropriate outside organisations.
TAKING PART IN PROFESSIONAL DEVELOPMENT
It is essential that all disability personnel take part in a range of professional development activities in relation to different methods for encouraging and supporting the empowerment of persons with a disability.
TRAINING
There may be a range of training activities that personnel will be able to participate in, in order to ensure that their skills in relation to the empowerment of clients with a disability can be maintained.
Training in empowerment could include:
Communication
Disability support
Methods for encouraging and supporting empowerment
SELF-REFLECTION
Self-reflection is an important learning and professional development opportunity for disability personnel and should be seen as both integral to quality service and a positive practice to be undertaken.
Self-reflection may include:
Looking back on own performance
Analysing all work practices and strategies
Analysing learner feedback
Analysing own responses to learners
Considering situations that both worked and needed improvement
Brainstorming for possible solutions
Investigation of reasons for incidents
Determining a range of improvements that could be made
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T O P I C 2 – F O S T E R H U M A N R I G H T S
ASSIST THE PERSON WITH DISABILITY TO UNDERSTAND THEIR RIGHTS
It is essential to ensure that the person with a disability is assisted appropriately in order to ensure that they understand their own rights.
UNITED NATIONS CONVENTION ON THE RIGHTS OF PERSONS WITH DISABILITIES (CRPD)
The CRPD is the first internal binding agreement to directly deal with the rights of people with disabilities. The CRPD was ratified in Australia in 2007. The primary purposes of the CRPD are to ensure that people with disabilities are allowed to have the same human rights as people without disabilities and the protection their dignity.
It is essential to ensure that all of the person’s human rights are respected and upheld at all times. All human rights legislation as well as the United Nations conventions on the rights of persons with a disability is respected and upheld. These treaties provide persons with a disability with a range of rights including, respect, dignity, self- determination and the right to choose what happens to them in their lives.
STRATEGIES THAT ASSIST PEOPLE WITH DISABILITIES TO EXERCISE THEIR RIGHTS AND SUPPORT
It is essential to develop a range of strategies that can encourage and develop independent action and thinking.
Strategies may include:
Use of technology (e.g. laptops or tablets) to facilitate choice
Communication
Information sharing
Handouts
Presentations
Explanations
Communication aides
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COMMUNICATING RIGHTS TO CLIENTS
Step 1 – Establish your overall communication objectives, what do you want to communicate and why, what things would you like to avoid.
Examples could be:
Clear and effective communication tailored to the different parties
Regular communication
Communication that engages and encourages
Avoid miscommunication
Avoid forgotten communication
Step 2 – List and define all of your client’s rights. You will need to communicate with a variety of different people, and each of these communications will have different goals attached to them.
Step 3 – Undertake your communication in a clear and respectful manner and do not deviate from your communication plan. Make sure you are respectful and clear.
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DELIVER SERVICES THAT ENSURE THE RIGHTS AND NEEDS OF THE PERSON ARE UPHELD IN THE CONTEXT OF PERSON-
CENTEREDNESS
As a part of the role of a disability worker it will be necessary to clarify the rights and of people with a disability and to ensure that these rights and needs are upheld according to the principles of person centeredness.
CLIENT RIGHTS
People with a disability have a range of rights that must be upheld at all times it is the responsibility of the disability worker to ensure that all tights are known and applied in consultation with the client at all times.
CLIENT NEEDS
These are the aspects that a client requires in order to be able to reach their aspirations and also in order to ensure that the client is provided with access to the full breadth and depth of their rights.
ENSURING A PERSON CENTERED RESPONSE TO PROCEDURAL REVIEWS
When providing services that are matched to the rights and needs of a person with a disability it is essential to ensure that the clients service is aligned correctly with their rights, needs, and a person centred response.
A person-centred approach includes:
Putting people and carers at the centre of service delivery
When the person is a child or young person, service delivery strategies may
need to be modified to ensure child safety and provide a child friendly,
supportive environment
Including people in decision-making relating to their care
Involving people in discussions about service delivery options and issues
Obtaining the person’s consent to examine, treat or work with them
Effective customer service
Listening to and addressing complaints within scope of own work role
The responsibility of the worker is to ensure that all of these rights are upheld and provided for at all times throughout the duration of the service delivery to the client.
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RIGHTS OF A PERSON WITH A DISABLITY
The rights of persons with a disability may be related to:
Conduct
Participation in treatment
Management of own treatment
To take responsibility for own well-being
CLARIFYING THE RIGHTS OF PEOPLE WITH A DISABLITY
Information that may be used to clarify the rights and responsibilities of people with a disability may include:
Legislation
Best practice guidelines
Policies and procedures
Disability specialists
Codes of practice
SEEKING ASSISTANCE TO ENSURE CLIENT RIGHTS ARE ABLE TO BE MET
It is essential to ensure that all staff that are working within the disability sector are aware of the quality and level of care that all persons with a disability have the right to and they are able to know when they are not meeting the needs of the person and another professional should be called.
Understanding the scope of one’s role is extremely important at all times.
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ENSURE THE CULTURAL NEEDS OF THE PERSON ARE IDENTIFIED, ACCEPTED AND UPHELD
Community services workers will work with a client base as varied as the communities that we live in, here in Australia most communities these days are vastly multicultural and it is important that all community services workers comply with all of their cultural obligations when providing service to clients with disabilities who are from varied and different cultures. It is important to remember that with all people there are a variety of differences that make us who we are.
CULTURAL OBLIGATIONS
There are a variety of cultural obligations that apply to community services workers when working with culturally diverse client groups. Some clients may have specific requirements that may need to be considered when performing interventions and providing support to ensure that the services provided will be accepted by the client and the community.
EXAMPLE ABORIGINLS WITH DISABLITY
For example in aboriginal communities all community services workers will need to consult with the elders and can only provide services that are approved by them without special clearance. If not the services and actions are likely to be overturned by the elders as soon as the community services providers leave.
FACTORS IMPACTING ON CULTURAL NEEDS
Factors that may need to be considered include:
Requirements of particular communities or individuals
Specialised culturally specific service providers
Community networks or hierarchies
IMMIGRATION STATUS
There may also be instances where the immigration status of a client will impact on the types of services that they will be able to access.
Different immigration status types may include:
Australian resident
Australian Citizen
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Visitor
Student
Refugee
FACTORS THAT MAY IMPACT ON QUALITY SERVICE
Other factors that may need to be considered include:
Language and literacy levels
Access to resources and support
Previous history
Lack of knowledge of Australian customs and laws
Major issues such as emotional issues due to loss
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IDENTIFY BREACHES OF HUMAN RIGHTS AND RESPOND AND REPORT ACCORDING TO ORGANISATION PROCEDURES
Any breaches or non-adherence to standard procedures or the provision of human rights to a client may have occurred must be reported to appropriate personnel as soon as reasonably possible.
REPORTING NEEDS
All breaches should be reported no matter how minor they may seem at the time. Any breach can have serious consequences and it is an ethical responsibility and within your duty of care to do so.
Reporting breaches is not for the purpose of getting the other worker or yourself in trouble but it is essential that appropriate personnel are notified so that it can be managed correctly from this point onwards.
There may be legal ramifications as some issues require mandatory notification from the community services provider.
BREACHES TO HUMAN RIGHTS
Breaches to the human rights of a client are any actions or activities that are not within the allowable human rights on a person with a disability.
EXAMPLES OF BREACHES
There are a range of different activities that may result in breaches to the human rights that are allowable to a person with a disability and these may include:
Discrimination
Access and equity issues
Failure to obtain informed consent
Failure to provide a person centred environment
Unprofessional behaviour
Unfair provision of resources
Withholding information
Failure to uphold the privacy of a person with a disability
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Failure to allow personal choice
Putting the person with a disability at risk
IDENTIFYING BREACHES TO HUMAN RIGHTS
It is essential that there are a range of procedures in place to ensure that all services and actions that are provided to the client are assessed and evaluated in order to ensure that any potential breaches are able to be effectively identified.
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IDENTIFY INDICATIONS OF POSSIBLE ABUSE AND/OR NEGLECT AND REPORT ACCORDING TO ORGANISATION PROCEDURE
When dealing with clients it is essential that community services providers are always paying attention to any potential indicators of harm, neglect, abuse or risk of harm. Clients that are dealing with these types of risks are often unlikely to just come forward and talk about it; they often feel ashamed and embarrassed and like this may feel that the harm, neglect, abuse or risk is their fault.
TYPES OF HARM, ABUSE OR NEGLECT
Harm, neglect, abuse or risk of harm includes:
Physical
Emotional
Cognitive
Psychological
Sexual
Financial
While it is important to remember that any person may be the victim of neglect, abuse or risk of harm is it also important to be aware of the fact that there are a series of individuals within the community who may be at a heightened risk. When dealing with persons who may be vulnerable to these factors it is important to pay particular attention.
PEOPLE WHO ARE VUNERABLE TO ABUSE
People who are vulnerable and at significant risk may be:
People with a disability
People with an acquired brain injury
Elderly people
People with mental health issues
Children and young people
Babies under one year of age
Toddlers (children under three years of age)
People who are homeless
People in unequal power relationships
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ENABLE CLINETS TO COME FOWARD
It is the role of the worker to both provide an environment that enables clients to come forward but to also ensure that they are always aware of and sensitive to any potential indicators of these factors.
INDICATORS OF HARM, NEGLECT AND ABUSE
Indicators of harm, neglect, abuse or risk of harm:
Physical symptoms such as injuries or loss of weight
Verbal and non- verbal cues
Impairment to cognitive functioning caused by acquired brain injury such as
loss of memory, inability to concentrate, plan, organise
Reports from the individual, carers or other workers
Psychological/emotional indicators
HARM NEGLECT AND ABUSE
Harm, neglect and abuse of putting people at risk of harm may be imposed from a variety of different individuals that may be involved with or known to the client.
Harm, neglect, abuse or risk of harm may be from:
Carers
Workers/service providers
Self
Family or significant others
Community members
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RESPONDING TO RISK FACTORS
When responding the indicators of risk, abuse, neglect or risk of harm it is necessary to ensure that all relevant legislation, organisational and best practice guidelines are followed at all times. There are a range of different factors that the responses to these factors must comply with.
Responding to indicators of risk of abuse, neglect or harm will be determined by:
Legislation
The specific job role
Organisation procedures
Family and cultural mores
REASONABLE RESPONSE
There are a variety of reasonable responses to these alarming factors and it is essential that all relevant information is taken into consideration when selecting appropriate responses.
Responding to indicators of risk of abuse, neglect or harm includes:
Intervention to remove the risk
Reporting to appropriate personnel
Investigating
Seeking specialist support/services
Referral
Following State/territory legislative requirements
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T O P I C 3 – F A C I L I T A T E C H O I C E A N D S E L F – D E T E R M I N A T I O N
USING A PERSON-CENTRED APPROACH WORK IN A MANNER THAT ACKNOWLEDGES THE PERSON WITH DISABILITY AS THEIR
OWN EXPERT
Best practice demonstrates that using a person – centred approach to work in a manner that acknowledges the individuals with disabilities as experts on their own situation.
PERSON-CENTRED PRACTICE
Person-centred approaches to community service delivery are focused directly to the needs and desires of the specific individual, it has been determined that the most effective type of community services responses are those that foster a person centred approach.
STRENGTHS-BASED APPROACH
It is important for the community services worker to develop a relationship with the client that allows them to understand what motivates and inspires the client and where the clients develops their own feeling of strength and energy from. These positive feelings and characteristics must be celebrated and harnessed in order to activate the strength and energy that a client will require access to in order to be successful over a long period of time and achieve their goals.
SELF-ADVOCACY
Self-advocacy is the practice of standing up for one’s own rights. Encouraging and assisting a person with a disability to self-advocate is essential in ensuring self- determination, empowerment, independence and control. It is important that a person with a disability is aware of their own, rights and is provided with the support, information and assistance that they require in order to self-advocate effectively.
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ACTIVE SUPPORT
Active communication is a structured communication approach that has been designed in order to compliment person-centred service delivery.
There are three main components to active communication and these are:
INTERACTING IN A MANNER THAT PROMOTES PARTICIPATION
It is essential to ensure that all support that is provided to persons with a disability are actively encouraged to take actively participate in the management of their own lives.
ACTIVITY SUPPORT PLANS
Activity support plans are plans that are made with the person with a disability in order to assist them in the planning and management of their daily life tasks and needs.
KEEPING TRACK
It will be necessary to create a range of simple reporting and tracking documentation that can be used to assist both the person with the disability and their support staff in tracking that the required daily tasks were achieved as planned.
ACTIVE LISTENING
Active listening is a support and communication techniques that is used to ensure that the person with a disability feels listened to a supported.
The principles of active listening involve:
Paraphrasing
Smiling and nodding to continue the conversation
Listening carefully
Maintaining eye contact
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FACILITATE PERSON-CENTRED OPTIONS FOR ACTION ON RELEVANT ISSUES AND DISCUSS WITH THE PERSON AND/OR
FAMILY AND/OR CARER AND/OR RELEVANT OTHER
It is essential that person centred options for actions on relevant issues are discusses with the familial, carers and relevant others as required.
THE IMPORTANCE OF INVOLVING FAMILIES, CARERS AND RELEVANT OTHERS
Working with young people and their families or carers presents a unique set of challenges and benefits. There are many obstacles that a worker might experience in such scenarios because the family members and carers are already working on the person’s behalf before any interaction with the worker and community services.
COMMON OBSTACLES
Some common obstacles that may be encountered are:
Family members feeling resentment toward the worker
Family members feeling inadequate at caring for the young person
Difference of opinion about what is best for the young person
COMMON BENEFITS
Benefits to working with families, carers and relevant others may include:
The family carer and relevant others have a range of information regarding
the person
They are able to offer extra support and encouragement
OPTIONS FOR ACTION
Activities and actions need to be structured and sequenced in particular manners for several reasons. When choosing activities to include on clients plans, workers should consider the objectives that they plan for the client to reach as well as the client families’ general circumstances.
The activities should:
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Offer outcomes for objectives specific to the clients’ needs
Likely to be engaging enough to the client to elicit their participation
Within a capacity that the client and family can commit to actively engaging in for the duration that is required to reach objectives
PLANNING ACTIONS
The activities and actions need to be completed in sequence in order to:
Monitor progress and attendance
Retain the interest and commitment of the clients
Make adjustments to the plan when needed
DIFFERENT MODES OF SUPPORT FOR DIFFERENT DISABILITIES
Each different type of disability will come with a range of different support needs and it is essential that the support needs for each of the main types of causal factors for each disability stream are known.
GENETIC FACTORS
When people are affected by genetic disabilities it is essential that they are connected to a range of networks and specialists for each type of genetic disorder. It is essential that the person with a genetic disability is provided with the specific type of support required for that type of genetic disability and also is surrounded by a range of personnel that clearly understand the disability.
People with genetic disorders can have fulfilling lives with the correct types of aides, education and support. Special types of educational activities that have been developed for people with each type of genetic disorder in order to assist them in overcoming the series of challenges that they will face in light of their specific disability.
PHYSICAL TRAUMA
When dealing with people that are learning to manage or continuing to manage a disability that they have not had since birth it will be necessary to ensure that a range of compassionate understanding and counselling is provided to the person in order to enable them to best deal with their disability.
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Dealing with a disability from physical trauma can be frustrating for the person with the disability and many of them experience difficulty in gaining their required access to health and rehabilitation services that will assist them in participating effectively within society.
Injury related impairments may include:
Paralysis of one or more of the limbs and parts of the body
Amputation or deformation of limbs
Psychological trauma
Blindness and/or deafness
PSYCHOLOGICAL TRAUMA
When a person is suffering from psychological trauma it is essential to ensure that they are offered appropriate support and are taught a range of techniques that can assist them in managing the trauma and working through it.
Counselling is extremely important in dealing with psychological trauma and works best when paired with a range of lifestyle changes and enhancements.
It is important that people recovering from trauma are provided with education and support options that will enable them to make positive changes in their lives and equip them with the skills and knowledge required to manage trauma effectively.
CHRONIC LIFESTYLE CONDITIONS
Chronic lifestyle conditions such as smoking, drinking or obesity that is a causing a range of medical and other lifestyle complication to a person need to be effectively management through a multifaceted treatment that includes:
Access to services required
Medical support as required
Counselling
Education
Support
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ACQUIRED BRAIN INJURY
It will be necessary to ensure that people that have acquired a brain injury are provided with the support required for them to function within society and to manage their disability in the most productive and appropriate manner.
There are a range of services that may be required for a person with an acquired brain injury and these may include:
Access to services required
Medical support as required
Counselling
Education
Support
Employment
Housing
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PROVIDE ASSISTANCE TO THE PERSON WITH DISABILITY TO FACILITATE COMMUNICATION OF THEIR PERSONAL GOALS
Appropriate person centred communication techniques will need to be engaged and used in order to correctly engage with a person with a disability to assist them in the communication of their personal goals.
COMMUNICATING WITH PERSONS WITH A DISABLITY
When you are communicating with a person with a disability it is important to be yourself, be friendly and engaging and professional.
Make sure you:
Maintain eye contact
Ask the person questions about what they want, need and feel
Speak directly to the person and not to a support worker or family member
Never speak about the person as though they are not there
Always ask them if they can do things rather than assuming that they cannot
Communication should be motivational and respectful, treat the person as an individual and ensure that they have a say in what type of learning goals are chosen for them and how these goals will be achieved. It is important to work with the person not to tell the person what to do.
COMMUNICATION TECHNIQUES
Communication techniques to assist a person with a disability to identify their learning goals could include:
Direct questioning
Open Questions
Active listening
Rapport building
Trust building
Empathy
Trust building
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PERSON CENTERED COMMUNICATION
It is essential that communication is person centred and aimed at assisting the client to identify their own goals and make their own decisions as much as possible. Sometime it will be necessary to guide and assist clients to see what types of learning opportunities may benefit them the most. It is important that all communication is respectful and aides the client in making good decisions for their own future.
IDENTIFYING GOALS OF A PERSON WITH A DISABILITY
The process of identifying goals and indicators of achievement of a person with a disability should be a negotiation between the person and the service worker assigned to them.
The inclusion of other parties should also be negotiated with the client as opposed to simply informing them that someone else will be involved without giving the client any say in the matter.
GOALS
Goals should be specific in nature and outline what they want to achieve overall with the course of action that will be undertaken.
The goals that people with a disability choose for themselves should be:
in accordance with the ethical framework and organisational guidelines of the
service provider
Aligned with objectives that will meet the clients the needs
Work toward meeting the clients need
Build their confidence in their ability to self-plan and take control of their
own lives and decisions
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PROVIDE PERSON-CENTRED SUPPORT IN A MANNER THAT ENCOURAGES AND EMPOWERS THE PERSON WITH DISABILITY
TO MAKE THEIR OWN CHOICES
It is essential to ensure that all support that is provided to the person with a disability is provided in a manner that encourages and empowers the person with a disability to make their own choices.
SKILLS DEVELOPMENT AND MAINTAINENCE PLANS
Formal person centred skills development and maintenance plans will need to be developed using appropriate methodology for the particular client.
They may need to be developed in conjunction with relevant personnel and the client themselves.
Relevant people may include:
Advocate/s
Behavioural consultants (for acquired brain injury)
Carers
Development officers
Disability support worker
Educational psychologists
Employment officers
Occupational therapists
Outreach worker
Programming staff
Teachers
Technicians
SUPPORT AND ENCOURAGE EFFECTIVE DECSION MAKING
It is important that a community services worker focuses on the needs and motivators of a client in order to find ways to guide their strength and energy in a way that maintains positive direction, corporation, achievements and respect, and active decision making of the client.
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GUIDE STRENGTHS AND ENERGY OF CLIENTS
It is important for the community services worker to develop a relationship with the client that allows them to what motivates and inspires the client and where the clients develops their own feeling of strength and energy from. These positive feelings and characteristics must be celebrated and harnessed in order to activate the strength and energy that a client will require access to in order to be successful over a long period of time and achieve their goals.
MAINTAIN POSITIVE DIRECTION
It is important to constantly motivate and align the client with in a positive direction in regards to their own personal performance and goals that have been mutually set. This can include strategies of talking about the person’s strengths and how good the goal will be for them and encouraging the motivating factors that they had previously noted when the initial goal was set.
COOPERATION
This can be gained through mutual respect and trust and reinforcing the fact that you are there to help them, that you believe in them, that you have been with them this far and trying to get them to feel like they are part of a team while maintaining their own individualism, goals and needs.
ACHIEVEMENTS
Celebrating past achievements and helping to set stepping stones towards future achievements can help a client in reaching their achievements. It is important that they feel sure and confident that they can achieve the goals and realise the importance and benefit to self in achieving them.
RESPECT
Treating the client with respect and setting boundaries to ensure that they treat you with respect is a good method for this. In many instances a client may not have experienced respect in many occasions throughout their life and may not realise how beneficial and positive this can be. Encouraging them to respect others and importantly themselves is very important.
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ASSIST WITH STRATEGIES TO ENSURE THAT THE PERSON IS COMFORTABLE WITH ANY DECISIONS THAT ARE BEING MADE
ON THEIR BEHALF
It is essential to ensure that a range of strategies are put in place to ensure that people with a disability are comfortable with any decision that are being made on their behalf.
INFORMED CONSENT
Informed consent is one of the principles and rights of supporting people with disabilities. It is essential to ensure that a person with a disability is given all of the information that they required in order to make informed decisions regarding medical and other types of support that they may receive throughout service provision.
Informed consent can only be provided by a client when they have all of the required information and that they understand all of the information.
It is important to ensure that all people with a disability are provided with the right to make informed decisions regarding their own treatment and services.
EXPLAININIG OPTIONS CLEARLY TO PERSONS WITH A DISABLITY
It is essential that all of the benefits and requirements of each option are clearly explained to the person with a disability so that they are able to feel comfortable with any decisions that are being made on their behalf.
MAKING REFERRALS ON BEHALF OF A CLIENT
Prior to making a referral you should ask the client if they know what service options are available to them and provide them with this information. You may need to explain what the different types of advocacy services could do for them and what the process will be, as this may make an impact on which advocacy service that they choose to use at this time.
Ensuring that the client is active in the decision making process when selecting the right advocate goes a long way towards ensuring that the referrals process is a comfortable and beneficial experience for the client. Active participation in selecting the correct
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advocate for their own needs also contributes to the clients feeling of power over what happens to them and their own process of becoming more independent.
TRUST AND RESPECT
Gaining trust and building rapport with people with a disability is one of the keys to successfully delivering services to clients in a way that they feel comfortable with decisions that are made on their behalf.
With the correct amount of rapport building and mutual trust a service worker should be able to get a clear picture of the client’s circumstances.
The circumstances are very informative for the worker. The circumstances will, in many cases tell the worker what issues the client may be facing or be at risk of facing. Workers should be aware of issues that common in the area of service in which they work, so that they can more easily identify issues and therefore make better decisions on behalf of the client.
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ASSIST WITH ACCESSING ADVOCACY SERVICES AND OTHER COMPLAINT MECHANISMS AS REQUIRED
WHAT IS ADVOCACY?
Advocacy is the action of supporting and assisting a person who may not be able to or feel comfortable standing up for their own rights to identify and voice their own needs of concerns.
When working in a disability support role within the community services environment with people with a disability it will be necessary for the disability care worker to undertake a range of advocacy activities with and for the people with a disability to ensure that their rights to appropriate culturally safe treatment and support within the community services environment is achieved.
ADVOCACY SCOPE OF RESPONSIBLITY
It is within the scope of responsibility for both the person with the disability themselves and the disability worker to advocate and maintain an environment that empowers and supports their clients.
ADVOCACY ACTIONS
Advocacy actions for people with a disability may include:
Enhance and encourage the independence and ‘self-determination’ of a client
Encourage the client to speak up when they have concerns
Assist the client to make decisions for themselves
Assist clients to identify their own rights and needs
Assist clients to take actions to ensure that their own rights and needs are met
Advocate within the community environment to ensure that these needs are met
Advocate to ensure that the person with a disability has access to treatment and support that they require and have the rights to
MINIMISING CONFLICT IN ADVOCACY ACTIONS
It is important for the disability worker to perform these advocacy activities in a respectful and professional manner and to employ a range of strategies to effectively manage any conflict or resistance that may arise from advocacy activities.
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When advocating for people within the professional and community services sector it is possible that the other staff and people within the community may feel that your advocacy is for the person with a disability goes against either their actions or beliefs or that of their colleagues.
It is important to make it clear to all persons involved that you are doing your job and that the rights of all people with a disability must be upheld but to do this in a way that does not seem like an attack on current protocols or the workers themselves.
ADVOCACY SERVICES AND COMPLAINT MECHANISMS
It is essential that all disability workers and the people with a disability are aware of the advocacy services that are available for clients.
ACCESS PROCEDURES
Each different type of advocacy service will have a different set of access procedures and it is essential that these are identified and utilised as required.
Access procedures may include:
Direct contact
Referral
Online access
Applying through formal applications
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S U M M A R Y
Now that you have completed this unit, you should have the skills and knowledge required to facilitate the empowerment of people with disability to deliver rights based services using a person-centred approach. It should be carried out in conjunction with individualised plans.
If you have any questions about this resource, please ask your trainer. They will be only too happy to assist you when required.
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R E F E R E N C E S
What is disability?
Retrieved: 23 September 2015
http://www.disability.wa.gov.au/understanding-disability1/understanding- disability/what-is-disability/
Acquired brain injury
Retrieved: 23 September
Sensory impairments
Retrieved: 23 September
http://www.onetoonesupportservices.co.uk/Deafblind%20sensory%20impairments% 20definitions.htm
Psychological Trauma
Retrieved: 23 September
http://www.helpguide.org/articles/ptsd-trauma/emotional-and-psychological- trauma.htm
Active support
Retrieved: 24 September
Social justice
Retrieved: 24 September
Disability
Retrieved: 24 September
Genetic disorders
Retrieved: 24 Septemberhttp://www.disability.wa.gov.au/understanding-disability1/understanding-disability/what-is-disability/http://www.disability.wa.gov.au/understanding-disability1/understanding-disability/what-is-disability/https://www.qld.gov.au/disability/community/acquired-brain-injury/http://www.onetoonesupportservices.co.uk/Deafblind%20sensory%20impairments%20definitions.htmhttp://www.onetoonesupportservices.co.uk/Deafblind%20sensory%20impairments%20definitions.htmhttp://www.helpguide.org/articles/ptsd-trauma/emotional-and-psychological-trauma.htmhttp://www.helpguide.org/articles/ptsd-trauma/emotional-and-psychological-trauma.htmhttp://www.ideas.org.au/uploads/resources/245/Active-Support-Handbook.pdfhttp://www.cesj.org/learn/definitions/defining-economic-justice-and-social-justice/http://www.who.int/violence_injury_prevention/disability/en/
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