Presentation on theme: "Rehabilitation and Support for persons with special needs wishes seminar 2 5 December 2014 Jean Pierre Wilken."— Presentation transcript:
Rehabilitation and Support for persons with special needs wishes seminar 2 5 December 2014 Jean Pierre Wilken
Introduction: last time we discussed notions of ability and disability the field of disability studies and the ICF model Rights perspective: UNCRPD Programme
Today: Our challenge: working on Quality of Life and social inclusion Working with the Support Model: personal future planning and social role valorisation Programme
but let’s first start with the fairy-tale of Winnie the Witch and Wilbur the cat the social model of disability: barriers in society
Most mental health services are (only) focused on treatment and clinical recovery Most services for people with learning disabilities are (only) focused on protection in an institutionalised setting Most services for people with physical disabilities are aimed at improving only body functioning Most social services are not used to work with people (formerly) in institutionalised settings. Services are not focussed (enough) on supporting active citizenship in the community and removing barriers: attitudinal, physical, social, organisational How do we transform services towards a focus on personal development and social inclusion? Our challenge
nFrom focus on the deficit to focus on the person nExperiential knowledge: the value of personal experience, focus on learning/development nFrom illness/disability based to strengths-based nFrom individual to environment (contextualized social work) Shifting towards a new vision:
Contemporary models of support for people with high and complex needs should be evaluated in terms of the degree to which services support people’s: presence in the community; active participation in every day life; opportunities to develop, exercise and demonstrate to others their competence; exercise of individual choice; and rights (both legal and human) and dignity of service users (cf O’Brien, 1992; Wilken, 2007)
Convention on the Rights of Persons with Disabilities The role of social work specialists How can you as a social work specialist support: active participation in every day life? opportunities to develop, exercise and demonstrate to others their competence? exercise of individual choice? rights (both legal and human) and dignity of service users? Group discussion (15 minutes)
support by the social network (natural support) individual (self support) public resources (community support) participation in the community : fulfilling valuable social roles; citizenship Support model Legal rights (legal support) professional support peer support advocacy (Wilken, 2007; 2012)
Methods n Social Role Valorisation n Personal Future Planning
Social Role Valorisation Goal SRV: to create, support and defend roles that are valued by society for people with a disability or who are at risk of being devalued. * individual: arranging physical & social conditions for a specific individual that are likely to enhance the competencies of that individual * social images: arranging physical & social conditions for a specific individual that are likely to enhance positive perceptions of that individual by others
n Images about a ‘good life’: wishes, dreams, passions n Connecting images to domains of QoL
Life domainsPersonal domains HousingHealth WorkingSelf Care Learning Purpose and Meaning LeisureSocial relationships
Exercise: identify social roles DomainsSocial roles: House and family Work Education Leisure
Exercise: working on social role valorisation n Choose one of the social roles n Think of possible interventions to increase the competencies of an individual with a disability who wants to strengthen this role n Think of possible interventions for arranging physical & social conditions that are likely to enhance positive perceptions of that individual by others
n Example: Social Role Valorisation in supported employment n Nova Employment Australia Nova Employment Australia
Personal Futures Planning n is a planning process that involves: n Getting to know the person and what her life is like now. n Developing ideas about what she would like in the future. n Taking action to move towards this, which involves exploring possibilities within the community and looking at what needs to change within services.
Personal Futures Planning "Personal Futures Planning moves the locus of change away from the person with a disability toward a focus on changing social roles, responses, and existing organisational structures. As an on-going process of innovation, it can help liberate people from oppressive environments and processes that hurt them." Beth Mount (1992). 'Person centred planning - finding directions for change using person centred planning'.
(Help) making a Personal Profile What are important wishes (passion ) (make goals out of it) Generate options using personal and environmental possibilities Best options in Personal Plan (Helping) working on plan Creating a partnership Mapping wishes and possibilities, client and environment, past and present Activities and tasks in to do list Monitor the process, learn, evaluate and adjust If necessary a Personal Support Plan
Personal Futures Planning n Developing a personal profile
PERSONAL PROFILE Name: Current possibilities and experiences Wishes and ambitions Possibilities and experiences in the past Housing Working Learning - Education Recreation – Leisure Health Personal (self)care (incl. finances) Relationships Meaningfulness Which wishes are the most important for me? Hollander & Wilken (2015) Supporting Recovery and Inclusion. the CARe model
Personal Futures Planning n Also possible: creating ‘maps’ of different aspects of the profile Relationship Map: n Identifies who is important to the person. This Map is useful... n to find out who could contribute to the profile or planning process n to identify relationships that could be developed or strengthened n to show the balance of family, friends and paid workers in the person's life.
Personal Futures Planning Places Map: n Shows where the person goes. This Map is useful... n to show how the person spends her time n to identify time spent in segregated and community places n to illustrate opportunities for increasing the time spent in the community.
Personal Futures Planning Background Map: n Gives an overview of what life has been like for the person. This Map is useful... n to keep in touch with the person's history n to identify experiences which must not be repeated n to celebrate achievements n to identify opportunities and positive experiences that can be built on.
Personal Futures Planning Preferences Map: Describes what the person likes and dislikes. This Map is useful... n to show what the person enjoys, is good at and can contribute to n to identify things that the person may want to do more often n to show what situations and experiences should be avoided.
Personal Futures Planning Dreams, Hopes & Fears Map: This Map is useful... n to get a sense of the lifestyle that the person would like through her eyes n to identify what the person is most afraid of happening n to set the agenda for a meeting about the planning
Personal Futures Planning Options and Choice Map: This Map is useful... n to brainstorm about (a lot of) options which anyone can think of in order to achieve a personal goal n to make a choice about the best option and the second best option n as input for the planning
Exercise with option generator Information from background map: n Ilja (26 years, moderate learning disability, lives by herself with support of a social worker and her parents; passion: painting and writing poems) n Ilja wants to develop herself more as an artist; maybe have an exposition, in the future: earn some money by selling paintings. Groups of four: Ilja, social worker, mother/father, observer
Exercise: make a plan how to work on desired social roles of Ilja n Case example Ilja (26 years, moderate learning disability, lives by herself with support of a social worker and her parents; passion: painting and writing poems) n Ilja wants to develop herself more as an artist Groups of four: Ilja, social worker, mother/father, observer
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