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Module 9 Supporting Individuals’ Choices Self Care Training.

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Presentation on theme: "Module 9 Supporting Individuals’ Choices Self Care Training."— Presentation transcript:

1 Module 9 Supporting Individuals’ Choices Self Care Training

2 9.1 On completion of this module learners will:  Describe hazards and risks  Have a working knowledge of their health and safety responsibilities  Explore making safer choices under the Mental Health Capacity Act 2005  Understand the risk assessment process  Demonstrate a working knowledge of planning to reduce risk Module 9 outcomes

3 A hazard is: Anything that may cause harm to an individual A risk is: The chance (High/Medium/Low) that an individual will be injured by the hazard 9.2 Hazards and risks

4 9.3 List some possible hazards that you could be at risk from in your everyday life Group discussion

5 It is impossible for any of us to completely avoid hazards in our everyday lives, so we:  Still make choices which put us at risk  We learn to identify if our choices put at us at high, medium or low risk of being harmed  We take responsibility for our final decisions 9.4 Our personal risks

6 We all have the right to make choices and to take risks, no matter our age or disability. Making choices can lead to: increased confidence learning new self care skills involvement in the wider community We should empower people we support to make safe choices so that hazards and risks do not control their lives. 9.5 Making new choices – the benefits

7 We all have the right to make our own choices and decisions unless proven otherwise under the Mental Health Capacity Act 2005 The five key principles are:  A presumption of capacity – every adult has the right to make his or her own decisions and must be assumed to have capacity to do so unless it is proved otherwise  Individuals being supported to make their own decisions – a person must be given all practicable help before anyone treats them as not being able to make their own decisions  Unwise decisions – just because an individual makes what might seem as an unwise decision, they should not be treated as lacking capacity to make that decision.  Best interests – an act done or decision made under the Act for or on behalf of a person who lacks capacity must be done in their best interests  Least restrictive option – anything done for or on behalf of a person who lacks capacity should be the least restrictive of their basic rights and freedoms. 9.6 Can we all make self choices?

8 We all work in environments that have hazards and risks – they are impossible to avoid. We are protected by ‘risk assessments’ – (formal paperwork) that:  Identify hazards that may exist in the workplace  Consider the risk from those hazards  Set goals to reduce the risks for all employees 9.7 Risk awareness at work

9 The EnvironmentElectrical HazardsGas Hazards Fire Hazards Clinical Waste Hazards Control of Substances Hazardous to Health Moving and Handling Hazards Pets and Animals Personal Safety Hazards 9.8 Inside a risk assessment

10  Regulation 3 of the Management of Health and Safety at Work Regulations 1999  Standard 12 of the Domiciliary Care National Minimum Standards  To create awareness of hazards and risks in the workplace  To improve standards and quality of service  To support individual people’s choices 9.9 Why do we need risk assessments?

11 The Health and Safety at Work Act 1974 Section 2 outlines employers’ responsibilities to protect employees: ‘ as far as is reasonably practicable ’ 9.10 It’s the law

12 Under the Health and Safety at Work Act 1974 employers must:  Provide and maintain safety equipment and safe systems of work  Ensure materials used are properly stored, handled, used and transported  Provide information, training, instruction and supervision. Ensure staff are aware of the instructions provided by manufacturers and suppliers of equipment  Provide a safe place of employment  Provide a safe working environment  Provide a written safety policy and risk assessment  Look after the health and safety of others, and the public 9.11 Employer responsibilities

13 Under the Health and Safety at Work Act 1974 employees must:  Co-operate with employers  Wear protective equipment or clothing if required  Take care of their own health and safety and that of other persons  Must not interfere with anything provided in the interest of health and safety  Inform their employer of any unsafe working conditions  Adhere to safe procedures and practices 9.12 Employee responsibilities

14 Under the Health and Safety at Work Act 1974 employers have a duty to cover regulations in their risk assessments  Manual Handling Operations Regulations (2002, amended)  Control of Substances Hazardous to Health (2002) [CoSHH]  The Personal Protective Equipment at Work Regulations (1992) [PPE]  Health and Safety Display Screen Equipment Regulations (1992)  Lifting Operations and Lifting Equipment Regulations (LOLER 1998)  Provision and Use of Work Equipment Regulations (PUWER 1998)  Fire Precautions Workplace Regulations (1997, amended)  Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (RIDDOR 1995) 9.13 Regulations

15 ‘The Health and Safety Executive’ outlines five steps to risk assessment Step 1: Look for hazards  Sit with the person you support and talk openly about the hazards and risks they may face  Ask your Team Leader or Supervisor what they think  Write down all potential hazards in the person’s ‘risk log’ Step 2: Decide who may be harmed and how  Write down who may be harmed by the choices the person has made  Work with the person to consider if the risks they and others face are high, medium or low risks  Write a full description of the potential for harm for each identified risk in the person’s ‘risk log’  Plan with the person how to reduce their risks 9.14 5 steps to safer choices

16 Step 3: Evaluate the risks – is enough being done to reduce them?  Review how all risks have been reduced  Review how all risks have been isolated – e.g. ‘moved to another area, away from Mrs X’  Review how all risks have been controlled – e.g. personal protective equipment Step 4: Record the findings  Record how you have planned to reduce the risks to both the person being supported and the new type of worker  Refer back to the ‘risk log’ on a regular basis Step 5: Review and revise if necessary  Set a date to review the person’s individual ‘risk log’  Update it if they make a new choice  Update it if there is a change to how they are going to achieve their choice  Let your team leader or supervisor review the ‘risk log’ (Source: adapted from the HSE 5 Steps to Risk Assessment) 9.15 5 steps to safer choices

17  Involve and encourage people you support to make safe choices  Negotiate with each person a course or action to reduce risk  Break the hazard down into low, medium and high risks  Involve the person in thinking how risk should be managed  Involve family or those closest to the person to manage risks  Use people’s individual ‘risk logs’ to support them to manage risk  Communicate with your team leader/supervisor each time you plan to reduce risk Always work within your organisational policy and procedures and the law! 9.16 Your new types of worker responsibilities

18 Self Care Training Manual: Implementing the Common Core principles for Self Care © Skills for Care, 2009. Albion Court, 5 Albion Place, Leeds LS1 6JL. All rights reserved. This material may be reproduced for non-commercial distribution in aid of social care workforce development, provided the copyright notices and acknowledgements are included in each reproduction. Requests for commercial publishing rights should be directed to Skills for Care. Referencing: Short reference: Skills for Care, 2009 Long reference: Skills for Care, Self Care Training Manual: Implementing the Common Core Principles for Self Care (Skills for Care, Leeds, 2009) Acknowledgements: This material was commissioned from jdee Training and Lancashire County Council by Skills for Care’s New Types of Worker programme in the north west. It was researched and compiled by Shaun Douglas Galley and Sarah Johnson.

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