Do your support staff seek permission before they touch people? Our members use us to create better support relationships. Watch this video:
Our new module ‘Personal and Intimate Care’ offers several very practical strategies that can be used to seek permission even when people do not use words to speak.
Parallel talk is one such example. Parallel talk simply means describing your actions before and as you take them. It can be as simple as: “I’m just going to reach over for the shaving foam…okay I’m ready to start by helping you wet your face…now are you ready for me to carry on?” The key is ensuring the person is always aware of what is happening well before it happens. A key word, phrase or behavior can indicate someone’s choice. Many people give permission without speech – it could be their facial expression, their posture or simply their gaze. So you wait for their response, then move on.
In the busyness of our work we can forget about humanity really fast. Parallel talk slows us down and reestablishes that connection. Plus when combined with a routine that all staff follow, it can encourage learning. Every time you describe what you do, the individual gets to hear and experience the routine. Without knowing it, learning starts happening and at that point even people with profound disabilities will start to participate in the routine.
Preserving dignity and promoting control are two of the most important tasks a support staff person undertakes. Why? Because we expect it ourselves.
For most of us, the busy holiday season means time to entertain, party and enjoy some down time with friends and family. But for people with intellectual and developmental disabilities, it can be an intensely lonely time of the year when the social isolation they already experience only gets worse. Imagine if the only people you saw over Thanksgiving, Christmas and New Year were those paid to support you?
Friendships – all year round, not just in the holidays – as Open Future contributor and self-advocate Steve Dymond says, are crucial:
“It’s important for me to have friends because without friends you haven’t got anyone else you can rely on. It’s a good feeling to know you have some people there if you need them. It’s all about sharing experiences and sharing different things between each other.”
Open Future Learning strongly believes that the support staff person’s most important role is to help people to develop and maintain friendships. Community and friendships help us to live longer and happier lives, yet a recent review of research showed that 50% of people we support experience chronic loneliness.
As Open Future contributor David Pitonyak says in this film: “Nothing is more important than building meaningful and enduring relationships.”
Helping people to connect with others in their communities can seem like a daunting task. Open Future contributor Margaret Cushen says a community mapping exercise is one way to start building connections, just by writing down or photographing local places and activities that are – or could be – important to someone.
Leading thinker Beth Mount adds:
“We have to know people’s communities inside and out. We go into community as an explorer. What are the assets of this place, what do people need done here, what do people need help with, where are the opportunities to contribute? Talk to people, go explore! Find out what is here in this place and how that might be a world that someone with a disability can bring and offer something.”
To build and connect someone to new friendships most successfully means being the kind of support worker who recognizes they are not at the center of things. Instead, their role is clearly to help people take control of their own lives as active members of the community. “As a support worker,” says Open Future contributor Jack Pearpoint “it’s really important for you not to create dependency…a key role is to expand the network of support, build the circle of friends, and engage people in the community.”
It is worth bearing in mind the basic tasks of good support as developed by John O’Brien which are as pertinent now as they were almost 40 years ago when they were first developed. To help people become full citizens, John said, the first step is to discover their gifts and interests, create opportunities in community and help people share those gifts.
One story David Pitonyak tells is about once working with a young man called Roland. Roland was very aggressive, but he and David made a connection. Returning to his shift one evening in Vermont, he noticed Roland had left the home without anyone noticing. David eventually found Roland tramping through the snow walking towards his house. David recalls:
“I realized that an essential place of Roland’s suffering is that he didn’t have anybody in his life. We knew he experienced autism; we knew he was aggressive. But nobody had ever noticed that he had no people that he wanted to be with.”
David shares that he used his close and trusted relationship with Roland to help Roland to explore and experience things he had never tried before. David explains that it wasn’t long before Roland was making expansive lists detailing all the things he wanted to do and all the people he wanted to see in a day.
As David says, relationships are critical to our wellbeing. Having something to look forward to helps us cope better with our daily lives. “A lot of people who experience disability don’t have that much to look forward to…I really believe we should help people find more joy in their lives”.
And what better time to find that joy than this holiday season.
Learn more about the module ‘Building Friendships and Community’ and all of the Open Future Learning modules here.
To recognize that every person is unique and to respect each person’s differences define diversity and the mission of our new module. Watch this:
Co written by Charles Archer, Karyn Harvey, Roger Ramsukh and Dave Hingsburger this module features four very different perspectives on diversity. These perspectives will in turn explore how you can allow people to define who they are, how they lead their lives, what they need to be safe, and how your support can lead them to reach their potential in all that they do.
The people you support can and should make decisions. This module will help you to learn how.
The relationship you have with the people you support is an intimate one. Over time you develop trust, respect and understanding. This module will help you to understand how you can support people to claim their voice so they can express their opinions, and make their choices.
This module includes video presentations from Michael Kendrick, Malia Carlotto, and Bob Fleischner.
On successful completion of this module, you will be able to:
– Understand the different ways that people make decisions.
– Describe supported decision-making and how it works.
– Explain the support people will need to make their own decisions.
Narrated by Beth Mount, this excerpt from our module “Valued Social Roles” explains the importance of helping people to build wide, deep and sustaining relationships.
This module is written by Marc Tumeinski from the Social Role Valorization (SRV) Implementation Project. Marc uses his intimate knowledge of SRV to help learners to reflect on both the barriers to the “Good Things of Life” and how valued social roles may help the people we support to have greater access to these good things.
This module includes video presentations from Marc Tumeinski, Gary Kent, Beth Mount, Steve Dymond, Jack Pearpoint, and Simon Duffy.
On successful completion of this module, learners will be able to:
Describe related elements of social devaluation: negative perception followed by negative treatment.
Describe a shared practice of human service involving vision, attitudes, and skills and actions.
Understand and articulate a shared practice for supporting the people you support.
Describe the “good things in life” and valued social roles with examples, and also explain how they are linked.
Describe devalued roles as wounds, how these occur, and what the consequences of these wounds may be.
Understand and articulate skills and attitudes which support our vision including: Stepping into the shoes of the people you support, serving one person at a time, and holding high, positive expectations for the people you support and for ourselves.
Describe how rejection, distancing, and communication can be potential barriers to applying this vision.
Explain how you can be a better listener.
Explain how person-centered planning can help to raise possibilities and expectations.
Understand the importance of, and how to enhance image and competency, and how to avoid the associated challenges that may include life wasting, lost opportunities, and society’s own perception.
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Relationship, Dating and Intimacy expert, Dave Hingsburger, shares with you his knowledge about the importance of assisting the people we support with developing positive relationships, experiencing dating and intimacy in order to have a fulfilled life. This side-by-side module allows the people who receive support and the people who provide support to learn together. Continue reading →
What can we learn from the families we support and work with? This video is a celebration of families and what we can learn from them. The moving and thoughtful words of the families who made this video will help … Continue reading →
“Dementia Explained” is an informative and thorough module led by dementia and intellectual disability expert, Diana Kerr. This module will give staff a great deal of knowledge on the many aspects of dementia and how it affects the people we support. Continue reading →
The words ‘inspirational’ and ‘health and safety’ may not sit easily together. But not many health and safety training courses feature contributions from leading thinkers like Dave Hingsburger, David Pitonyak, Dave Hasbury, and John Raffaele. This module will help to … Continue reading →
Providing inspirational training to your staff just got a lot easier. You can now access our massive library of highly acclaimed short films and use them however and whenever you want. – Play any video at trainings, conferences, orientations, or … Continue reading →