~~ COMPLIANT LEARNING RESOURCES, CHC43115 Certificate IV in Disability Support and Empowerment of People with Disability A ) ac) om = é) a vo - ia on] -P) aa Version 2.2 Produced 10 December 2 repro bya [Pursuant fo the terms ofthe Copyright Act 1968 (Comin (Compliant LearninVersion control & document history Date Summary of modifications made Version 24 October 2017 | Version 1.0 final produced following validation. 10 Version 2 update: se ‘ones Restructuring of Chapter contents and added sections. 20 ‘Changes in wording and formatting. 24 August 2018 | Made minor changes to wording and format a1 ro Decenber ‘Made minor changes to wording and format 22 Learner Guide 4 Page = Version No. 2.2 Produced 10 December 2018 ‘© Compliant Lea ig ResourcesThis is an interactive table of contents. If you are viewing this document in Acrobat, clicking on a heading will transfer you to that page. If you have this document open in Word, you will need to hold down the Control key while clicking for this to work. TABLE OF CONTENTS ..... LEARNER GUIDE. EMPOWERMENT OF PEOPLE WITH DISABILITY... 1, Demonstrating Your Commitment to Empowering People with Disability 41 Changes in the Legal, Political, and Social Frameworks 1.2 Your Own Personal Values and Attitudes Regarding Disability. . 2. Fostering Human Ri o seenesees ssenqneconstaneeeanecenans 2.1 Assisting the Person with Disability to Understand their Rights. so sunt 2.2 Delivering Serv Person-Centred Ways. 2.3. Indications of Possible Abuse and Neglect....... 3 itating Choice and Self-Determination .. ot Person with Disability. 3.2 Advocacy Services and Complaint Mechanisms IL, PERSON-CENTRED BEHAVIOUR SUPPORTS 1. Applying a Person-Centred, Approach.. Supporting the Person in Maintaining their Activities of y Living (ADLS) ‘The Person's Individual Needs, Strength: ferences... . - ser 1.3 Potential Problems with Engaging or Motivating the Person 59 1.4 Providing a Safe Environment for the Person... 2. Behaviours of Concern and their Contexts . 2.1 Recognising Behaviours of Concern . 2.2 Context of the Behaviour of Concern... 3. Providing Positive Behaviour Support.. Learner Guide 4 ‘Version No. 2.2 Produced 10 December 2018 © Compliant Learning Resources Page 33.1 Recognising Appropriate 4 and Inappropriate Interventions to Behaviours of Concern. 75 ee 75, 3: Responding to Critical Incidents Accordingly.... 3 Monitoring Strategies and Reporting the Person’s Ch Needs and Behaviour: 3-4 Following Referral Procedures..... ILL. ONGOING SKILLS DEVELOPMENT........44 1. Skill Development Needs and Opportunities... 1.4 Skills Assessment Processes .... 1.2 Skills Development Opportunities 1.3 Working with Relevant Others 2. Planning Ongoing Skills Development .. 2.1 Identify Personal Strengths and Personal Goals. 2.2 Skills Development Strategies 3. Evaluating Skills Development. 4. Incidental Learning Opportunities. IV. COMMUNITY PARTICIPATION AND SOCIAL INCLUSION. 1. Opportunities for Community Participation and Social Inclusion 126 1.1 The Interests, Abilities, and Support Requirements of the Person with Disability for Community Participation. 1.2 Identifying and Networ! Explore Community 1 bility 1.4 Funding Frameworks 4.5 Strategies for Community Participation and Social Inclusion... 2. Barriers to Community Participation and Social Inclusion .. 2.1 Identify Barriers to Community Participation and Social Inclusion 137 2.2 Develop and Implement Solutions in Overcoming Barriers ....138 2.3 Recognise Own Limitations in Addressing Issues. 2.4 Continuous Improvement in Support Services... 141 Learner Guide 4 ‘Version No, 2.2 Produced 10 December 2018 Page 4 ‘© Compliant Learning Resources3+ Determine Risks Associated with Supporting Community Participation and Inclusio1 142 3a Risk Management..... REFERENCES... 142 Learner Guide 4 ‘Version No, 2.2 Produced 10 December 2018 © Compliant Learning Resources Pages,LEARNER GUIDE Description The following units apply to all workers in varied disability services contexts: CHCDISo002 ~ Follow Established Person-centred Behaviour Supports This unit describes the skills and knowledge required to implement behaviour support strategies outlined in an individualised Behaviour Support Plan for a person with disability. Click here for more details 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. Click here for more details CHCDI1S008 - Facilitate Community Participation and Social Inclusion This unit describes the skills and knowledge required to develop and facilitate person-centred strategies for participation in various community settings, functions and activities to enhance the psychosocial well-being and lifestyle of a person with disability. Click here for more details CHCDIS009 — Facilitate Ongoing Skills Development Using a Person- centred Approach ‘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. Click here for more details 12 Produced 10 December 2018 Learner Guide 4 Version No. Compliant Learning Resources Page 6About this Unit of ‘Study Introduction ‘As a worker, a trainee, or a future worker, you want to enjoy your work and become known as a valuable team member. ‘These units of competency will help you acquire the knowledge and skills to work effectively as an individual and in groups. It will give you the basis to contribute to the goals of the organisation which employs you. It is essential that you begin your training by becoming familiar with the industry standards to which organisations must conform. These units of competency introduce you to some of the key issues and responsibilities of workers and organisations in this area. The units also provide you with opportunities to develop the competencies necessary for employees to operate as team members. Learning Program As you progress through this unit of study you will develop skills in locating and understanding an organisation's policies and procedures, You will build up a sound knowledge of the industry standards within which organisations must operate. You will become more aware of the effect that your own skills in dealing with people has on your success or otherwise in the workplace. Knowledge of your skills and capabilities will help you make informed choices about your further study and career options. Additional Learning Support To obtain additional support you may: * Search for other resources. You may find books, journals, videos and other materials which provide additional information about topics in this unit. * Search for other resources in your local library, Most libraries keep information about government departments and other organisations, services and programs. The librarian should be able to help you locate such resources. * Contact information services such as Infolink, Equal Opportunity Commission, Commissioner of Workplace Agreements, Union organisations, and public relations and information services provided by various government departments. Many of these services are listed in the telephone directory. * Contact your facilitator. Leamer Guide 4 Version No. 2.2 Produced 10 December 2018 © Compliant Learning Resources Page7Facilitation a Your training organisation will provide you with a facilitator. Your facilitator will play an active role in supporting your learning. Your facilitator will help you any time during working hours to assist with: * How and when to make contact, * What you need to do to complete this unit of study, and + What support will be provided. Here are some of the things your facilitator may do to make your study easier: * Give you a clear visual timetable of events for the semester or term in which you are enrolled, including any deadlines for assessments. * Provide you with online webinar times and availability. * Use ‘action sheets' to remind you about tasks you need to complete, and updates on websites. * Make themselves available by telephone for support discussion and provide you with industry updates by e-mail where applicable. + Keep in touch with you during your studies. Flexible Learning ‘Studying to become a competent worker is an interesting and exciting thing to do. You will learn about current issues in this area. You will establish relationships with other students, fellow workers, and clients. You will learn about your own ideas, attitudes, and values. You will also have fun. (Most of the time!) At other times, studying can seem overwhelming and impossibly demanding, particularly when you have an assignment to do and you aren't sure how to tackle it. and your family and friends want you to spend time with them... and a movie you want to see is on television... Sometimes being a student can be hard. Here are some ideas to help you through the hard times. To study effectively, you need space, resources, and time, Learner Guide 4 Version No. 2.2 Produced 10 December 2018 Page 8 © Compliant Learning ResourcesSpace _ _ Try to set up a place at home or at work where: 1. You can keep your study materials, 2. You can be reasonably quiet and free from interruptions, and 3. You can be reasonably comfortable, with good lighting, seating, and a flat surface for writing. If it is impossible for you to set up a study space, perhaps you could use your local library. You will not be able to store your study materials there, but you will have quiet, a desk and chair, and easy access to the other facilities. Study Resources ‘The most basic resources you will need are: 1. Achair 2. Adesk or table 3. Acomputer with internet access 4, Areading lamp or good light A folder or file to keep your notes and study materials together 6. Materials to record information (pen and paper or notebooks, or a computer and printer) 7. Reference materials, including a dictionary Do not forget that other people can be valuable study resources. Your fellow workers, work supervisor, other students, your flexible learning facilitator, your local librarian, and workers in this area can also help you. Learner Guide 4 ‘Version No. 2.2 Produced 10 December 2018 ‘© Compliant Learning Resources PageTime Itis important to plan your study time. Work out a time that suits you and plan around it. Most people find that studying in short, concentrated blocks of time (an hour or two) at regular intervals (daily, every second day, once a week) is more effective than trying to cram a lot of learning into a whole day. You need time to ‘digest’ the information in one section before you move on to the next, and everyone needs regular breaks from study to avoid overload. Be realistic in allocating time for study. Look at what is required for the unit and look at your other commitments. Make up a study timetable and stick to it. Build in ‘deadlines' and set yourself goals for completing study tasks. Allow time for reading and completing activities. Remember that it is the quality of the time you spend studying rather than the quantity that is important. Study Strategies Different people have different learning ‘styles’. Some people learn best by listening or repeating things out loud. Some learn best by ‘doing’, some by reading and making notes. Assess your own learning style, and try to identify any barriers to learning which might affect you. Are you easily distracted? Are you afraid you will fail? Are you taking study too seriously? Not seriously enough? Do you have supportive friends and family? Here are some ideas for effective study strategies: Make notes. This often helps you to remember new or unfamiliar information. Do not worry about spelling or neatness, as long as you can read your own notes. Keep your notes with the rest of your study materials and add to them as you go. Use pictures and diagrams if this helps. Underline key words when you are reading the materials in this learner guide. (Do not underline things in other people's books.) This also helps you to remember important points. Talk to other people (fellow workers, fellow students, friends, family, or your facilitator) about what you are learning. As well as helping you to clarify and understand new ideas, talking also gives you a chance to find out extra information and to get fresh ideas and different points of view. ‘Learner Guide 4 ‘Version No. 2.2 Produced 10 December 2018 Page 10 ‘© Compliant Learning ResourcesUsing this Learner Guide A Learner Guide is just that, a guide to help you lear, A learner guide is not a text book. Your learner guide will: 1. Describe the skills you need to demonstrate to achieve competency for this unit; 2. Provide information and knowledge to help you develop your skills; 3. Provide you with structured learning activities to help you absorb knowledg and information and practice your skills; 4. Direct you to other sources of additional knowledge and information about topics for this unit. How to Get the Most Out of Your Learner Guide Read through the information in the learner guide carefully. Make sure you understand the material. Some sections are quite long and cover complex ideas and information. If you come across anything you do not understand: 1. Talk to your facilitator; 2. Research the area using the books and materials listed under Resources; 3. Discuss the issue with other people (your workplace supervisor, fellow workers, fellow students); 4. Try to relate the information presented in this learner guide to your own experience and to what you already know. 5. Ask yourself questions as you go. For example, "Have I seen this happening anywhere?" 'Could this apply to me?* "What if...” This will help you to ‘make sense’ of new material, and to build on your existing knowledge. 6. Talk to people about your study. 7. Talking is a great way to reinforce what you are learning, 8. Make notes. 9. Work through the activities, Even if you are tempted to skip some activities, do them anyway. They are there for a reason, and even if you already have the knowledge or skills relating to a particular activity, doing them will help to reinforce what you already know. If you do not understand an activity, think carefully about the way the questions or instructions are phrased. Read the section again to see if you can make sense of it. If you are still confused, contact your facilitator or discuss the activity with other students, fellow workers or with your workplace supervisor. leg Version No. 2.2 Produced 10 December 2018 © Compliant Learning Resources PageLearning Checkpoints ‘This learner guide contains learning checkpoints which are represented by the following icons: Q Checkpoint! Let’s Further : Review Reading \ Further Reading directs you to external resources that are highly recommended for you to read. They also contain additional questions to facilitate supplementary learning and to guide you relate what you have read in real life. Checkpoint! Let’s Review contain review questions for you to answer on your own to ensure that you have learned key points from the relevant section. If you have a hard time answering these questions, worry not. You can always revisit chapters and take another shot at these review questions. Additional Research, Reading, and Note-Taking If you are using the additional references and resources suggested in the learner guide to take your knowledge a step further, there are a few simple things to keep in mind to make this kind of research easier. Always make a note of the author's name, the title of the book or article, the edition, when it was published, where it was published, and the name of the publisher. This includes online articles. If you are taking notes about specific ideas or information, you will need to put the page number as well. This is called the reference information. You will need this for some assessment tasks, and it will help you to find the book again if you need to. Keep your notes short and to the point. Relate your notes to the material in your learner guide. Put things into your own words. This will give you a better understanding of the material. Start off with a question you want answered when you are exploring additional resource materials. This will structure your reading and save you time. Learner Guide 4 Version No. 2.2 Produced 10 December 2018 Page 12 ‘© Compliant Learning ResourcesVITH DISABILI Bz I 3 +) le} RI 2 5 4 4 ° ) 7 is lo} ic] is m - The roles and responsibilities of support workers include supporting the client’s independence and well-being, working legally and ethically, and working in health and community services, including being able to work with diverse people and empowerment of people with disability. First, let us define two (2) key concepts: disability and empowerment. What are the first few words, ideas, and thoughts that come into your mind when you hear the word disability? What does empowerment mean? Let’s take a look at the World Health Organisation's definition of disability, and see if any of itis similar to your answers: Disability or disabilities Itis an umbrella term, covering impairments, activity limitations, and participation restrictions. An impairment is a problem in body function or structure; an activity limitation is a difficulty encountered by an individual in executing a task or action; while @ participation restriction is a problem experienced by an individual in involvement in life situations, Gource: wwwawho.jnt) Here are some key facts on disability as reported by the World Health Organisation (WHO): * About 15 percent of the world’s population has some form of disability. * Between 110 million and 190 million adults have significant difficulties in functioning. * Chronic health conditions and the increase in the ageing population also increases the rates of disability globally. * People with disability have less access to health care services leading to unmet healthcare needs (Source: Disability and health) Learner Guide 4 2 Produced 10 December 2018 Compliant Learning Resources Page x3,‘Types of Disability ‘There are different types of disabilities that a person may have: Acquired Brain Injury ‘This condition is damage to the brain caused by a blow to the head, an infection, disease, stroke, and alcohol or drug abuse. It causes temporary or permanent damage and changes the way a person acts, thinks, communicates, and behaves. Autism Spectrum Disorder (ASD) It is a lifelong developmental condition characterised by difficulties in social interaction, communication, and restricted and repetitive behaviours. The term for this disorder is used to include other disorders with varying symptoms and severity. Cognitive Disability ‘These are conditions affect the ability to perform one or more mental tasks. This includes but is not limited to problems with reading text, memory, problem- solving, keeping focused (attention span), ete, Developmental Delay It describes when a child takes longer to reach developmental milestones than other children, Intellectual Disability It is a developmental disorder characterised by intelligence limitations and significant difficulty with daily living skills. Neurological Impairment It occurs when there is damage to the nervous system, which includes the brain and spinal cord. This affects a person's ability to process information, move physically, and communicate. Physical Disability ‘These are disabilities that may affect, either temporarily or permanently, a person's physical capacity and mobility. One example of a physical disability is cerebral palsy. Learner Guide 4 Version No. 2.2 Produced 10 December 2018 Page 14 © Compliant Learning Resources© Cerebral palsy (CP) is an example of a physical disability and is classified depending on the damaged and affected area of the brain, and to the extent of damage. There are four (4) types of CP: ~ Spastic Cerebral Palsy is the most common type of CP among children and adults. This is characterised by stiffness or tightness of the muscles during movement. Athetoid Cerebral Palsy (or athetosis) is characterised by uncontrolled movements when the person starts to move. ~ Ataxic Cerebral Palsy is the least common type of cerebral palsy where the person lacks coordination and balance in their movement. People with this type of CP is characterised by unsteady, shaky movements (tremors). They tend to have difficulty in reaching or grasping objects, or when walking, ~ Mixed Type Cerebral Palsy refers to the condition when the person has a combination of at least two (2) types of CP. The most common combination includes spastic CP and athetosis. (Source: Types of Cerebral Pals « Sensory Disability This refers to a disability of the senses (e.g. sight, hearing, smell, touch, taste). It includes: ©. Vision impairment: Its a limitation of a person’s eyesight which may be genetic or acquired. A person with vision impairment often has delays in fine and gross motor skills development. © Hearing impairment: This condition causes the person to be partially or completely unable to hear sounds in an environment. This can occur at ” birth or can be acquired, Hearing impairment can be defined at the following functional levels: Learner Guide 4 = Mild - They have difficulty in hearing soft sounds and distinguish them in places with background noise. ~ Moderate - They have difficulty in hearing conversations in places with background noise. = Severe - They need the use of hearing aids, lip reading, and sign language. ‘Version No. 2.2 Produced 10 December 2018 ‘© Compliant Learning Resources Page 15+ Speech and Language Disability ‘These two types of disability are often interchanged but these are different in terms of characteristics. © Speech disability is characterised by an inability to produce speech sounds correctly or fluently, difficulty in pronouncing sounds, and articulation. Some examples of this condition include stuttering and apraxia, where a person knows what they want to say but is unable to speak out due to difficulty in muscle movement. © Language disability can either be acquired or developmental. A person with this condition has a difficulty understanding what other people are saying to them. They also have difficulty expressing their thoughts. This, is characterised by a limited vocabulary, incorrect grammar, and difficulty in using correct words in a sentence when using spoken language. Further Reading ‘The Department of Social Services provides the following guidelines for the List of Recognised Disabilities: Guide to the List of Recoanised Disabilities With this definition and facts, it seems likely that people with disability experience barriers in terms of addressing their needs and making life choices. In order to remove these barriers, people with disability need to be empowered as a means of supporting them. Empowerment means promoting and encouraging self-determination by people with disability, supporting them to make their own choices and decisions, particularly where the outcomes directly affect their lives. It involves giving the person with disability the skills, resources, authority, opportunity, motivation that they need to meet their needs and goals, as well as holding the person responsible and accountable for outcomes of their actions. It includes: Learner Guide 4 Version No, 2.2 Produced 10 December 2018 Page x6 ‘© Compliant Learning ResourcesPromoting the person with disability’s dignity and self-worth through COT esis enna Re eat) Diy aerated jent rather than doing them for the client Gekadecrea ey ei nsuring the client's dignity of risk while maintaining du Legal and Ethical Considerations in Disability Support Before you commit yourself to deliver services as a support worker, you need to understand the legal and ethical considerations that come with your work role. The application of these considerations varies from workplace to workplace, depending on the applying legislation in the State/Territory, and the organisational policies and procedures. Although the words legal and ethical may have the same implication, these are two different concepts. * These are requirements under the law. Failure to comply Legal with these can lead to legal actions such as penalties and other consequences. * These are based on moral standards; on what a person Ethical thinks is right or wrong. Failure to comply with these would not necessarily result in legal actions An action can be ethical but not legal. For example, applying first aid to an injured person when you are not a qualified first aid responder can lead to legal actions. It is ethical to help an injured person, however, there are requirements and proper procedures for applying first aid - without the required knowledge and skills, your actions can expose the injured person to more risk. Learner Guide 4 ‘Version No. 2.2 Produced 10 December 2018 ‘© Compliant Learning Resources ‘Page 37An action can also be legal but not ethical. For example, a client confides to you that they are experiencing abuse in their home. They do not want you to report this to the person hurting them is a close family member. Under the law, this should be reported. However, you know that reporting this will affect the client's trust and confidence in you. Here are some of these considerations that you need to know as a support worker: Codes of conduct: This guides support workers in how they should act or behave while in the workplace. Support workers are expected to display professionalism at all times by conducting work within the scope of their job role and in line with the policies and procedures of the organisation, This includes interaction with clients, their family members and/or carers, other staff members in the service, and stakeholders (relevant professionals and networks). ‘They must also ensure that they deliver the highest quality of care to clients in line with their professional conduct. In line with the ethical standards, they must not compromise the quality of support provided to the client and must, consider their work role limitations and boundaries, conflicts of interest, and the client's privacy. Discrimination: Laws against discrimination have been developed to ensure that people with disability have fair and equal access to goods, services and facilities which they wish to utilise. Support workers must ensure that people with disability receive equal support and treatment regardless of race, ethnicity, age, disability, etc. Dignity of risk: The client has the right to make choices for themselves and pursue support activities which they prefer, regardless of the risks these involve. While doing so, the support worker must ensure to practice their duty of care towards the client. Support workers must inform the clients of the risks involved in the activities they want to pursue, However, if the client decides that they wish to do a certain activity, the decision must be respected. Duty of care: Reasonable steps must be taken when providing client support to ensure that the client is safe from any risk of harm, including those that may occur in the future, e.g. work health and safety related risks, privacy and Learner Guide 4 ‘Version No. 2.2 Produced 10 December 2018 Page 18 ‘© Compliant Learning Resourcesconfidentiality. Failure to do so may lead to issues of negligence against the worker. Duty of care also applies to ensure that any client information is kept confidential from unauthorised persons. ‘Human rights: The service provider and support workers must ensure that services delivered to the client recognise and promote their right to self- determination, choice, privacy and freedom from discrimination. Decisions made by the client regarding the support services they intend to receive must be respected by the service provider and the support worker. Informed consent: People with disability receiving service delivery must be informed of, and willingly agree to the following: * Type of support services and strategies to be provided, and * type of medical treatment or medication to be provided, if any. In addition, they must be given full information about these provisions, including the possible effects of using these strategies or treatment on the lent. Informed consent also includes letting the person with a disability know when their information must be disclosed to authorised personnel/health professional. ‘Where the person with disability does not have the capacity to make informed consent, certain requirements will apply. This will include but is not limited to seeking consent from the person identified as the person’s eligible guardian (eg. Guardianship Regulation 2016, NSW). In line with the ethical standards, informed consent must not be forced from the person with disability. Their decision-making capacity must be acknowledged and respected. Learner Guide 4 ‘Version No, 2.2 Produced 10 December 2018 © Compliant Learning Resourees Page 19Mandatory reporting: Support workers have a legal obligation to report any suspected abuse or neglect of people with disability. Mandatory reporting requirements vary across State/Territory. ‘Those who are making the mandatory report must ensure that the privacy and confidentiality of the person with disability are protected when disclosing information to authorised personnel. Support workers must also protect and promote the rights people with disability who experienced abuse. Privacy, confidentiality, and disclosure: Support workers and service providers must comply with the Privacy Act, wherein, they must ensure client information and records are kept confidential. In terms of disclosure, only authorised personnel are allowed to receive information regarding the client, and as authorised by law. Where the client requests that the information they provided must be kept private, support workers must respect this decision. Work health and safety: Under the WHS Act, support workers and service providers must employ reasonable care when providing support to clients. This also includes the responsibility of the service providers to ensure that the facilities used by the client including the visitors are free from risks. Inline with the duty of care, where a client wishes to participate in a support activity which has been deemed to have risks for the client, they must be allowed to do so. This is in respect to the dignity of risk. Work role boundaries: Support workers must ensure that any tasks they do for the client are within the scope of their job role. They must be aware of their limitations when working with clients such as the services they delivered are not affected by any conflicts of interest. ‘The responsibilities of a support worker are bound by the duties in their job description, and as set by the organisation. These include but are not limited to: * Assisting clients with activities of daily living (ADLs) * Assisting the client in preparing and serving their meals and drinks * Accompanying the client when shopping for groceries + Providing companionship while maintaining professional boundaries (eg. listening to the client when they need someone to talk to, but not getting emotionally attached to them) Learner Guide 4 Version No. 2.2 Produced 10 December 2018 Page zo © Compliant Learning Resources‘There are also client-related responsibilities that are not part of your role such as: * Administering clinical procedure to the client = Prescribing medication * Delivering psychological therapies and treatment = Providing foot and nail care * Planning the client’s meals ‘These responsibilities must be delivered by a more experienced and qualified staff from the organisation or by a specialist. Where support on these tasks is needed, you may seek assistance from them during staff meetings, care planning, or care plan review. ‘Typically, the person responsible for a specific type of support is determined during care planning. You may also conduct a one on one consultation with your supervisor to advice of any changes in support that may be outside the scope of your job role. Remember, you must make the referral as necessary to ensure that the client is able to receive optimum support from the service provider. ‘Version No. 2.2 Produced 10 December 2018 © Compliant Learning Resources Page at‘The sections that will follow in this Learner Guide will guide you through facilitating the empowerment of people with disability. trating Your Commitment to Empowering People with ty 1. Dem With the changing views and attitudes towards people with disability and the recent developments in the disability support sector, including the shift from the institutionalised model towards the person-centred approach, support workers play an important role in impacting the lives of people with disability they support for the better. To be able to fulfil this role, a support worker must be able to fully prepare themselves to work with people with disability and must be able to demonstrate their commitment to empowering them, Checkpoint! Let's Review 1. Do you know someone who has a disability? Or have you met, someone who has a disability? a 2. Can you think of ways how their disability has impacted their lives? The following are the principles of some practices and approaches which you may encounter in disability support: Person- Seca tt is centred leEKite) Approach Approach Rights-based Approach vee tee Social Justice Listening Active Support Learner Guide 4 Version No. 2.2 Produced 10 December 2018 Page 22 © Compliant Learning Resources* Rights-based approach It supports and promotes the principles of participation, accountability, non- discrimination (equality), empowerment and legality. It is an approach where services are delivered in a manner that recognises and upholds the clients’ rights, including their human rights. It involves making sure that clients are aware and fully informed of their rights and on ensuring that they can safely lodge complaints, whenever needed. + Person-centred approach It sees the person with disability as an individual rather than a sick person. The person must also be valued and is worthy of respect no matter their disability. When providing support to a person with a disability using person-centred practices, support workers must understand and take into account the following principles: Y The person is at the centre of planning and decision-making processes. Y Family members, friends, and carers are involved in providing support as the client wishes. Y The support plan reflects the person's goals, priorities, abilities, and supports required to be a valued member of the community. Y The person and those who are involved in the planning and implementation of commit to adapt to changes required by the person to achieve their goals. ¥ Services delivered are regularly reviewed to ensure that the planned activities are implemented and that these are relevant to the person’s goals. (Source: Person-centred practice approach) * Strengths-based approach It focusses on what a person living with disability can do, rather than what they cannot do. It looks past the person's disability and focusses more on the strengths of the person, what they are capable of doing areas of improvement, and other potential capabilities. It also involves organising skills development activities that empower the person and make the best use of the person’s abilities. This approach can be best illustrated with “doing activities together with the person rather than doing activities for the person”. Its principles include the following: earner Guide 4 ‘Version No. 2.2 Produced 10 December 2018, ‘© Compliant Learning Resources Page 23,Y Respect for people’s dignity, uniqueness and rights Y Self-determination and ‘empowerment ¥ Recognition and use of strengths (kills, capacities, knowledge, resources, information, hopes and dreams) Y Mutual learning between service user and professional Y Understanding that people are experts in their own lives Y Understanding that the issue is the problem, the person is not the problem + Active support Active support enables and empowers people with disabilities to participate in all aspects of their lives. It ensures that people with even the most significant disabilities have ongoing, daily support to be engaged in a variety of life activities and opportunities of their choice. The underlying principles of active support tell us that itis important for people to: Bea part of a community Have good relationships with friends and family Have relationships that last Have opportunities to develop experience and learn new skills Have choices and control over life Be afforded status and respect nn nS Be treated as an individual Learner Guide 4 Version No. 2.2 Produced 10 December 2018 Page 24 © Compliant Learning Resources"Active listening It is a technique in the provision of disability support that involves removing distractions, understanding the speaker's signs and sounds, and providing feedback. ‘There are four (4) core principles of active listening: 1. Show interest to the speaker by removing distractions. Pay attention to their words and non-verbal cues. 3. Paraphrase the message of the speaker according to your interpretation. Ensure that you understand its meaning from the speaker’s point of view. Clarify the information spoken by asking open-ended questions which show interest in the topic. * Social justice Itmakes sure that people with disability have the same choices as everyone else, about how they live and the means to make those choices. Part of social justice is knowing and respecting a person's individuality. This is to ensure that their rights are upheld; to show value and respect for their dignity; and as a support worker, to ensure that appropriate services are delivered according to the client's preferences and needs, ‘There are three (3) underlying principles of social justi 1. Equity 2. Diversity 3. Supportive environments Checkpoint! Let's Review 1. Briefly discuss, in your own words, how your own attitudes can impact how you work with people with disability 2. Briefly define the following concepts and practices in disability ‘support = Empowerment = Rights-based approach Learner Guide 4 Version No. 2.2 Produced 19 December 2018 © Compliant Learning Resources Page 25= Self-advocacy 4.1 Changes in the Legal, Political, and Social Frameworks Disability in History In the earlier years, people with disability were treated poorly mainly because they were viewed as different. ‘They have been stigmatised, ignored, and ridiculed at. They were kept in institutions where they are to receive treatment in hopes of being cured of their conditions. ‘They had limited rights as opposed to people considered as ‘normal’; they were often ridiculed and believed to have little contributions to the society due to their condition. However, today, with the recent developments in legislation, policies, and social frameworks, people with disability are recognised and respected equally like everyone else and enjoy the same rights as everyone (this will be further discussed in later sections). Further Rea Read more about the changes in legal and poitical frameworks relevant to disabilty through the following resources: | History of Disability Rights Movement in Australia + National Disability Insurance Agency Changing Attitudes towards Disability The views and attitudes towards disability have changed over time. It is important to understand these views and attitudes before you can contribute to empowerment. ‘There are two (2) models of disability; the medical and the social model. These two models view disability differently, and each model provides a framework for how disability support services are designed and delivered. Learner Guide 4 ‘Version No. 2.2 Produced 10 December 2018 Page 26 ‘© Compliant Learning ResourcesMedical Model of Disability Long ago, disabilities were seen as medical problems that needed to be fixed, or as incapacities of the person; something that they can’t do or is not able to do. This view and attitude towards disability fall under the Medical Model of Disability. This model says that people are disabled because of their impairments and must be ‘fixed’, cured, or treated with medical interventions. It focuses on what is ‘wrong’ with the person instead of what the person needs. These views and attitudes have created low expectations for people with disability, and have often led to people losing independence, choice, and control in their own lives. Here, it is assumed that the physician or people in the medical ficld are the only people who knows and are able to decide on what people with disability need in life. The medical model of disability does not consider the person's experience of living with a disability, nor does it help to develop more inclusive ways of living. Because of this, the social model of disability has been developed. Social Model of Disability As opposed to the medical model of disability, the social model of disability, says that disability is not caused by the impairment or physical difference of the person, but rather it is caused by the way the society is organised — that the society today contains barriers that restrict people with disabilities from fully enjoying their lives. It states the society's perception of disability is a factor that, limits what a person with a disability can do. In other words, this model defines disability as an effect of how society views them. The social model seeks to change society in order to accommodate people with disability. It seeks ways to remove barriers ~ physical, attitudinal, communication and social — which restrict life choices for people living with disability, rather than trying to ‘fix’ the person's disability, An example of these barriers includes the lack of ramps to the entrance of buildings, making it difficult for people using wheelchairs to get inside these buildings. Here are some more examples which illustrate how the social model of disability is applied: * A person who has an intellectual disability wants to live independently in their own home. In the medical model, this person might be recommended to live in a communal home. In the social model, the person will be given support and options to enable them to do this. + Agirl who hasa visual impairment wants to read books. A solution using the social model approach would include making the full-texts audio recording version of the book. This way, regardless of the physical condition, the girl can still enjoy the book she wanted to read. Learner Guide 4 Version No, 2.2 Produced 10 December 2018 © Compliant Learning Resources Page 27Institutionalised versus Person-Centred, Self-Directed Model of Support In relation to the medical and social models, there has also been a shift in the approaches used in the provision of disability support. The institutionalised model of support gives primary authority to the service provider (the hospital, the care facility, and others) in directing the care and support provided to the person. In line with the medical model of disability, the service provider here decides for the person on matters relevant to the support that the person will receive. In this model of support, people with disabilities typically are housed in a facility where they are treated for medical needs only. This is opposed to the person-centred model of support, where the person or the client is the primary authority of directing and deciding on matters relevant to their support ~ it incorporates a self-directed approach through: * Giving the clients more control over their lives by allowing them to decide on options for their own care and support. * Considering the individualised needs of clients, as well as the fact that each person has different needs, and the support to be provided must address these individual needs. * Collaboration among the client, the client’s family and carers, and the support staff in the provision of the support needed by the client. Each of them is active participants in providing support for the client. Learner Guide 4 ‘Version No. 2.2 Produced 10 December 2018 Page 28 ‘© Compliant Learning ResourcesSocial Constructs of Disability In the social model of disability, we see a person with disability today as an individual who is a part of the community, and not of an institution. Disability, according to this model, is a social construct ~ meaning, disability is what the society defines it to be. The collective attitudes, thoughts, and views of society towards disability, including your own, form the reality surrounding people with disability. Social constructs affect how we interact and respond to our encounters with people with disability. What is our portrayal of people with disability? Do we have a mental image of what a disability looks like? Do we feel that the need to sympathise with a person whom we know has a disability? These types of attitudes that we have towards people with disability may have a negative impact on them, instead of the people with disability themselves. Mostly, these attitudes tend to focus on the disability, and not on what they can do as individuals. People from the society may think that they are supporting the people with disability, when in fact, they are ‘increasing’ the level of impairment experienced by the person, Here are some attitudes which we have that affect their level of impairment: * People with disability are inferior to those who have no disability. Their impairment limits what they can do. + People with disability who chose to live independently or pursue their life goals, are praised by other people for ‘overcoming’ their disability, when in fact, they are only trying to work on their day-to-day tasks. + We tend to feel sorry for a person with disability, thus, they need our help and pity. * People with disability always need the assistance of other people to do their tasks. Some people try to help them without letting the person with disability show what they are capable of. + Westereotype people with disability. It may come in two (2) forms: on a positive note, people may assume that people with visual impairment have a good sense of hearing. On a negative note, some people assume that all people with intellectual disabilities are innocent and may treat them like children. * Some employers would tend to give easier tasks to people with disability, instead of giving them equal opportunities with those who don’t have a disability. * We assume that disabilities refer to physical impairments, Where a person does not show a physical disability, we tend to think that they do not have special needs that should be addressed. Learner Guide 4 Version No. 2.2 Produced 10 December 2018 ‘© Compliant Learning Resources Fage 20People feel anxious when they are around a person with disability. They think that they may act or speak inappropriately in front of them; instead of interacting, they would just avoid encounters with a person with disability. People with disability require special arrangements when attending social events. This example of social construct, however, doesn’t really imply a negative impact as preparing special requirements for people with disability when attending events promotes access and equity. (Source: Attitudinal Barriers for People with Disabilities) Checkpoint! Let's Review 1. What is the insttutionalised mode! of disability? And how is it different from the person-centred model and self-directed approach? Pa e 2. In your own words, briefly, discuss social constructs of disability, Learner Guide 4 .2 Produced 10 December 2018 Page 30 © Compliant Learning ResourcesDisability Rights Movement ‘The experiences of people with disability didn’t go unnoticed. The government, since the early 1900s to the end of the Second World War, acknowledged people with disability as members of the society. They provided pension, funded rehabilitation programs, and established organisations which would support people with disability in improving their quality of life. Disability rights movements emerged around 1970s when professional workers with disability, their family members, and disability service providers became involved in their own treatment. An international organisation of, and for, people with disability ‘was established in 1980 when people with disability protested on their right to speak at an international conference. The activism to promote self-determination and self- representation strengthened when people with disability realised that the people advocating for them are still based on the medical and institutionalised model of support. They felt oppressed by the society as a group of people, not as private individuals. In 1986, another shift occurred when people with disability started receiving support and provision in their own homes and community, instead of in facilities. Legislation supporting this advocacy was put in place ~ the Disability Services Act 1986 and the Disability Discrimination Act 1992. In 2008, the government adopted and ratified the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD). This paved way for the full and continuous recognition and actions to support people with disability in a way that is inclusive and empowering for them. (Gource: People with Disability Australia, Learner Guide 4 ‘Version No. 2.2 Produced 10 December 2018 ‘© Compliant Learning Resources Page 31Government Strategies to Support Disability As part of the State and Territory governments’ commitment to creating an inclusive community for people with disability, the National Disability Strategy (NDS) was developed. The NDS is a ten-year national plan that aims to enhance the quality of lives of people with disability, their family and carers, and to include the community in achieving these goals. The following are the purpose of NDS: * Establish a high-level policy framework to give coherence to, and guide government activity across mainstream and disability-specific areas of public policy. * Drive improved performance of mainstream services in delivering outeomes for people with disability. * Give visibility to disability issues and ensure they are included in the development and implementation of all public policy that impacts on people with disability, * Provide national leadership toward greater inclusion of people with disability. Policies and procedures set out in the NDS are relevant to the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) adopted by the national government. Further Reading Learn more about the NDS and its six (6) policy areas from this link: 2010-2020 National Disability Strategy Another government strategy relevant to the provision of support to people with disability is the National Disability Insurance Scheme (NDIS). It aims to support people with permanent and significant disability, to access the type of support which they require in order achieve their goals and aspirations in life in a way that want. You will learn more about NDIS in the later sections of this Learner Guide. Learner Guide 4 ‘Version No. 2.2 Produced 10 December 2018 Page s2 © Compliant Learning Resources4.2 Your Own Personal Values and Attitudes Regarding Disability Everyone has their own beliefs, values, and attitudes which they bring with them to their working environment. It is important for you to be aware of your own values and attitudes and how they may affect the way you work with people with disability. ‘What are values and attitudes? | Values are the things that we see as important in our lives — they | can be our standards, principles, or ideas. Our values also include \ what we believe in and what we consider to be right and wrong. 1 caeuEEEEEEAEEE DEERE | Attitudes are feelings or emotions that we have toward a particular | fact or statement. For most people the attitude that they have | towards something is a reflection of the values that they hold. Values and attitudes are different for people ~ they may be the result of our own social and cultural background, our past experiences, and many other factors. For example, a person may value their career first over the idea of settling down into the married life. While working in the area of disability care, you will encounter many different people with many different attitudes and values which will not always be the same as yours. For you to work effectively in this area, you must be able to recognise and respect these differences and not be judgmental. ‘Take the time, before dealing with other people, to think about your own feelings, beliefs, values, and attitudes. If you feel that there is something that you will not be able to accept, ask yourself whether this is the right career path for you. Talk to others around you and listen to their point of view. They may be able to enlighten you on why something is so and possibly change your attitude. Learner Guide 4 ‘Version No. 2.2 Produced 10 December 2018 © Compliant Learning Resources Page 33Our behaviour, in most cases, isa reflection of our attitudes and feelings. The old adage ‘actions speak louder than words’ is very true and is never more evident than dealing with people with a disability. Be aware of your body language - this will speak volumes to the people whom you are supporting. As a support worker, you have a responsibility to ensure that your behaviour and the attitude that you display is of a positive nature. You can do this on a daily basis by being aware of the following: ‘The way that you communicate and interact with others. Following your organisation’s policies and procedures ~ these reflect the values of the service. Adopting the philosophies of the government and implementing these in your workplace. Respecting people's differences and their differing points of view. Listening to others. Your physical appearance. Not being judgmental or biased. Being mindful of the language that you use — careless use of words can perpetuate negative attitudes. ‘The way that you interact with the person with a disability and their families, as inthe tone and in the manner by which you talk. Do not ‘speak down toa person’ orspeak in a derogatory manner. The language and the tone that you use should create and reinforce equality and equity. Checkpoint! Let's Review Consider your own personal values and attitudes. How would these y ; affect the way you work with people with disability? Learner Guile 4 Version No. 2.2 Produced 10 December 2018 Page 34 © Compliant Learning Resources2. Fostering Human Rights 2.1 Assisting the Person with Disability to Understand their Rights Itis an integral part of your role as a support worker to assist people with disability to exercise their rights and independence wherever possible. The rights of people with disability are aligned with the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD), a human rights instrument adopted by the national government. Agood support worker listens and communicates, understands the person’s individual needs, advocates for them to exercise their civil rights and encourages them to have full participation in community life. People with disability have the same rights as people who don’t. These include: Ensuring information cannot be viewed, listened to or Privacy possessed by someone not authorised to. Also, refers to the privacy of the person in their environment and community. Confidentiality storing information in such a way that it can only be used by others with the person’s permission. Ensuring protection of laws and regulations within Common taw si Safety, comfort Treating the person in the same way as others, regarding and dignity safety and personal comfort. Express Supporting the person to express freely what is thought or feelings felt without fear of anything bad happening as a result. Including supporting the person to make and keep the Friendship friends they choose. Freedom of This means letting the person have work, social or other association _ relationships with anyone of their choosing, A This includes supporting the person to make up their own Choice to . e y mind about whether or not to join in an activity, task or participate program. Access to _ This includes supporting the person to make complaints in complaints a way that suits them and to have complaints dealt with mechanisms fairly. Version No, 2.2 Produced 10 December 2018 Page 35‘This includes the Universal Declaration of Human Rights Human Rights and the Convention on the Rights of Persons with Disabilities. Freedom from discrimination TiSincludes the Disability Discrimination Act 1992. Important! When assisting the person with disability in understanding their rights, ensure that you use the person's preferred communication methods. Always remember to act within the scope of your own role, especially when providing advice and information about clients’ rights. It is always best to consult with your supervisor and trusted and experienced co-workers first. 2.2 Delivering Services in Person-Centred Ways Person-centred approaches should be employed when providing support and care to people with disability. Support workers should deliver services in the best interest of the client. Thisis one way of ensuring that the rights and needs of the client are upheld. in person-centred ways, you must: When delivering servic + Be sensitive to the needs of the person, including those relating to their culture, e.g. a person may want to wear clothes which are more appropriate to their culture. + Understand the reason for a person's certain needs, e.g. a person may require specific communication aids to assist them in interacting with others. * Consider that the support activities are meaningful for the person. + Encourage the person's participation in community life. ‘Learner Guide 4 ‘Version No. 2.2 Produced 10 December 2018 Page 36 ‘© Compliant Learning Resources2.3 Indications of Possible Abuse and Neglect Unfortunately, people with disability can be extremely vulnerable to being abused, assaulted, and neglected. It is, therefore, essential that you, as a support worker, identify signs and symptoms of abuse, assault and neglect, and ensure you respond to these appropriately within legal and ethical requirements and the policies and procedures of your organisation, * Assault can be defined as an unlawful physical or psychological attack upon another. + Harm is any detrimental effect of a significant nature on the person’s physi psychological or emotional well-being. Harm can be caused by physi psychological or emotional abuse or neglect, or sexual abuse or exploitation, "Negligence is the inability to do something that a reasonable person would do under the circumstances or do something that a reasonable person would not do under the same set of circumstances. Negligence is the failure by those who have a duty of care to provide the necessities of life (food, clothing, shelter, healthcare, safety and security) needed for the person's health and well-being and the failure to use the available resources to meet those needs. Important! It is your legal and ethical responsibility to report any breach of the person's rights and any situation that you believe is placing them at risk of physical, psychological, mental, emotional, social, or financial harm. Ensure that when you encounter such breaches, respond in accordance with legal and ethical requirements including but not limited to WHS laws, and mandatory reporting, as well as your organisation's policies and procedures. Ensure that you also consult with your supervisor, and trusted and experienced co-workers regarding matters that are unclear toyou. Learner Guide 4 ‘Version No, 2.2 Produced 10 December 2018 © Compliant Learning Re Page 37Signs or Indicators of Abuse and Neglect ‘The following are signs and indicators of abuse and neglect that support staff must look out for: bay Physical Indicators Facial, head and neck bruising or injuries, Drowsiness, vomiting, fits (associated with head injuries). Unexplained or poorly explained injury. Other bruising and marks may suggest the shape of the object that caused it. Bite marks or scratches. Unexplained burns or scalds. Unexplained fractures, dislocations, sprains. Learner Guide 4 Page 38 PUI Behavioural Indicators * Explanation inconsistent with the injury; explanation varies. * Avoidance or fearfulness of a particular person, = Sleep disturbance (eg, nightmares, bed wetting). * Changes in behaviour, e.g. out of character aggression, withdrawal, excessive compliance. ‘Version No. 2.2 Produced 10 December 2018 © Compliant Learning ResourcesPhysical Indicators Behavioural Indicators + Hunger and weight loss. + Requesting, begging, scavenging or stealing food. * Poor hygiene. * Poor hair texture, * Constant fatigue, listlessness or falling asleep. + Inappropriate or inadequate . an “a * Direct or indirect disclosure. clothing for climatic conditions. + Bxtreme longing for company. + Inappropriate or inadequate + Anxiety about being alone or shelter or accommodation. abandoned. * Unattended physical problems * Displaying inappropriate or or medical needs. excessive self-comforting * Health or dietary practices behaviours. that endanger health or development. ® Social isolation. Physical Indicators Behavioural Indicators "Speech disorders. = Feelings of worthlessness about life and self, extremely low self- esteem self-abuse or self- destructive behaviour. + Weight loss or gain. + Extreme attention seeking behaviour and other behavioural disorders (e.g. disruptiveness, aggressiveness, bullying). + Excessive compliance. + Depression, withdrawal, crying. Learner Guide 4 Version No. 2.2 Produced 10 December 2018 © Compliant Learning Resources Pages