Call Girls Kathua Just Call 8250077686 Top Class Call Girl Service Available
Changing directions trainer notes
1. Slide 1
we can
CHANGING DIRECTION…
Introducing the culture and value base for
high quality service provision
Sharon Scarlett – L&D Transformation Advisor
2. Slide 2
we can
Welcome
• Housekeeping
• Ground rules
Additional ground rules
Confidentiality, encourage participants to use real workplace examples – current
potential safeguards may require immediate response
Don’t take it personally, key point to ensure participants are clear that if they are
contributing or colluding with abusive practices they will be dismissed
Mobiles, to be kept off and off the desk
Respect, participate, ask questions, remind participants no ‘break off’ discussion
Honesty, relate to the theme of the day which is being honest where we need to improve
the quality of what we do
3. Slide 3
we can
Only Relief staff…
Stress ONLY as this is a key issue in that relief staff view themselves and are viewed by
permanent team members as an ‘add on service’ which they are not
They have the same rights and responsibilities as permanent team members
The relief staff role does not differ from permanent staff – they support customers with
medication
5. Slide 5
we can
Spot the difference…
• What’s the difference between
relief and permanent staff?
In summary like the twins shown in the picture there is no difference. Encourage relief
staff to contribute ideas and opinions to the permanent team
6. Slide 6
we can
Who’s who?
• Name
• How many years working in Care
• Something interesting about you
Getting to know each exercise
The total of the years of experience working in Care services is used to demonstrate that
in a small room of comparatively few people there are so many years of experience
This experience will help towards making our services more effective
7. Slide 7
we can
Icebreaker
Groups of 6-8 stand in a circle, left hand in the air, hold another person who is not next
to you
Right hand in the air, hold another person who is not next to you,
Do not let go
Working as team, leading, directing, communicating, problem solving
8. Slide 8
we can
A Close Team…
Using an A5 sheet of paper support staff to assemble on the sheet, then invite line
management to join them
All must fit on one sheet of paper
The importance of remembering exactly who is part of the team and how much support
there is available is the point of this exercise
10. Slide 10
we can
Objectives
• To work towards a shared vision for services
which has the customer in control
• To explore and acknowledge where current
services do not reflect a positive value base
• To examine the responsibility of the individual
and the team in performance and practice
• To initiate clear action plans which reflect a
change in culture and embed recognised
principles which value everyone’s Human
Rights
11. Slide 11
we can
Attention…
• Do not speak to anyone
• Do not move from your seat
• Small plastic brick in front of you,
you can hold it , but if you drop it
do NOT pick it up
This is an exercise designed to ensure participants are able to empathise with those
customers who may spend periods of time unoccupied, not included, ignored
The trainer emphasises time spent using mobile telephone, making a drink, eating
Participants show clear signs of being uncomfortable or come to the realisation that they
themselves often behave like this in the workplace
After 5-10mins ask the participants what is happening – Trainer to spend time talking on
their phone, sending emails, and generally ignoring the group
12. Slide 12
we can
Change the mood
A quick exercise the lighten the last exercise
Show slide title only
Participants asked to answer the following sums out loud
All the sums add up to six (2+4, 1+5 and so on)
Then ask them to call out the name of the first vegetable they think of
Show main picture
The learning point is it works, I don’t know how, and sometimes when you work with
people it feels a little bit like that
13. Slide 13
we can
What’s it all about?
Outline of the six month project to improve Care services and ensure that alongside cuts
in resources we are providing high quality support and people who use our services are
safe
14. Slide 14
we can
No Going Back…
What to look out for
From our experience, we have identified a
number of warning signs that might suggest
institutional practice is occurring:
• Service users being described by staff as
having “challenging behaviour”
• Service users with no communication skills
and no way for them to make their views
known;
Cont…
A summary of the Organisations report into abusive practice
15. Slide 15
we can
No Going Back…
• Schemes that although located in the
community were still isolated from other
people
• Some very dominant staff members who
limited the opportunity for other staff to make
their views known
• High staff turnover or, on the other hand, no
staff turnover
16. Slide 16
we can
No Going Back…
• Obstacles put in place to prevent
unannounced visits (such as “it upsets the
customers”)
• Locks on doors (“for the customer’s safety”).
17. Slide 17
we can
Reality check
Read real examples (annonymous) of abuse that has happened in our services,
examples include those with a high shock factor and those which may not be seen as
‘abuse’
18. Slide 18
we can
Legislation
• Valuing People Now (2007) Rights,
Independent living, Control and Inclusion
• Compassion in Practice (2012) Care,
Compassion, Competence, Communication,
Courage and Commitment
• No Secrets 2000, 2009, Safeguarding
guidance
• GSCC (Health and Care Professions Council)
Summary of significant legislation and encourage participants to make themselves
familiar with further details located in services
19. Slide 19
we can
Legislation
• Safeguarding Adults at Risk (SCIE report
2011)
• Dignity Challenge Zero Tolerance
• MCA (2005) new legislation about supporting
people when they lack capacity to make a
decision, new criminal offence of ill treatment
or wilful neglect of a person who lacks
capacity
20. Slide 20
we can
A Day in the Life….
Using the sheets in front of you –
outline an average day for
a customer living in our services
An exercise for participants to document a typical day for a customer
Generally there is a lot of time spent ‘relaxing in lounge’, watching television
Opportunity to point out that some people pay 1800 pounds per week to live in our
services
Ask participants what they would expect for that amount of money
21. Slide 21
we can
From a personal perspective……
Talk about me, my history – especially forensic and challenging services and use
examples from South Ockendon to today, describe the things I have seen in FM homes –
bed times, separate crockery, toilets, people being put on diets, people being told they
are good or bad. Halloween party mid October 12pm because of staff shifts
Lots going on, the world of care and support is changing, commissioners want more for
less, legislation demands that people have quality services and their rights are adhered
to. For people with learning disabilities, we are often in positions which mean we have a
great deal of control over their lives because we care? Today this is not good enough. It
is also about being responsible from an organisational level and a personal level.
22. Slide 22
we can
Acceptable Abuse
• Open the envelopes in front of you
– how do you feel?
An exercise in which participants are given a series of statements (all indicate
poor/abusive practice)
They are required to grade the actions in the statements from worst to least worst and
emphasise this exercise is what THEY would find acceptable
Most participants will say that all of the actions are unacceptable
Emphasise that these are all unacceptable for people living in our services
Discuss how they would respond if they see these actions
How would they report it
How would they feel
Realistically it can be something staff struggle with
Key message if you do nothing you are colluding and may be putting your employment
at risk – or even face criminal proceedings
23. Slide 23
we can
Being angry
Introduce participants to the term ‘challenging behaviour’
Discuss the negative impact of this label
24. Slide 24
we can
Furious
Discuss road rage over emphasise what this looks like;
Making rude signs, swearing, if I had a tazer…
Participants laugh
25. Slide 25
we can
Emotional
Think about hormones, the slightest words can set off an unexpected rage
Doors slammed, cups smashed, tears and crying
Participants laugh
26. Slide 26
we can
Frustrated
Discuss your pet hate shopping when they are little children around, the precocious child
who is demanding and stamps her feet and you wait with bated breath hoping the mum
is going to chastise the child
You might even think of running the child over with your trolley
Participants laugh
Participants are asked ‘what was your response to the anecdotes you’ve just heard
Laughter
Discuss having just described real emotions, being angry, frustrated, acting out. The
participants have understood and related to it
However if I was talking about a person with a learning disability no-one laughs, we give
them a negative label – challenging behaviour and use medication to prevent them from
expressing their emotions
27. Slide 27
we can
Being angry…
• Working with a partner list the different
ways in which you express emotion
• So you all have challenging behaviour!
Let me get some PRN!!!
Exercise for participants to discuss different ways in which they express their emotions
28. Slide 28
we can
Challenging Behaviour
• What is it?
• Each group to come up with a
definition of Challenging Behaviour
Exercise for participants to try to describe challenging behaviour
Learning point is that it means different things to all of us – why not simply describe the
behaviour
29. Slide 29
we can
A definition of behaviour
“Severe challenging behaviour refers to
behaviour of such intensity, frequency or
duration that the physical safety of the person or
others is likely to be placed in jeopardy, or
behaviour which is likely to seriously limit or
delay access to the use of ordinary community
facilities.”
Emerson
Widely recognised definition
30. Slide 30
we can
What is it really about?
"A small number of people with learning
disabilities behave in ways which people without
learning disabilities find difficult. For example,
they may scream or hurt themselves. Some
people behave like this because they are
frustrated or because other people don't listen to
what they have to say. The best way to help a
person with a challenging behaviour is to find
out from them what the problem is. Sometimes
a person with challenging behaviour may need
specialist help.“
CBF
A more understanding and simpler definition
31. Slide 31
we can
Understanding the behaviour
• What function does the behaviour serve for
the person?
• What is the outcome the person achieves by
their behaviour and why is it so important for
them?
• What other constructive alternatives are
available to achieve this?
Useful to use an example of a person using aggression to avoid being made to do
something they do not want to do because they may not have the verbal eloquence to
convey this in words
32. Slide 32
we can
Understanding the behaviour
Conclusions generally include the following:
• There is a problem in communicating feelings about
needs
• There is a skill deficit in not being able to engage in a
task or an experience properly
• There is a need for attention (for varying reasons)
• There is a wish to avoid a task (for varying reasons)
• A person is feeling unwell, in pain or has an
unrecognised illness
• Personal wishes and choices are being overridden
• Boredom is demonstrated
Different reasons why people may display complex behaviours, use examples to
elaborate;
People who have no verbal skills
Controlling staff
Being made to do something you do not want to do
33. Slide 33
we can
Autism
• Describe wait
Discuss how complex autism is, what it feels like to have autism
34. Slide 34
we can
Some facts….
• People who are on the Autistic Spectrum
sometimes have problems…..
• Understand and use non-verbal and verbal
communication
• Interpret social behaviour which in turn affects
their ability to interact with children and adults
• Think and behave flexibly (i.e. to know how to
adapt their behaviour to suit specific
situations).
35. Slide 35
we can
More like us?
People with an autistic spectrum disorder have a
different perspective and experience of the world
from ours. It is important to value and develop
their particular interests and activities and not to
focus solely on trying to change them (to
become like us), which they will find difficult and
which they will not necessarily want to do. We
need to ‘get into their shoes’ and try to see
situations from their point of view. This will add
to our own insights and understandings. In turn,
they will be more relaxed in our company.
36. Slide 36
we can
Perceptions of Power?
• Stand up
• Sit down
• 2 to the end of the room
• Recite 2x table
• Ladies stand up
• Gents stand up
• All move one seat to the left
An exercise to demonstrate the power of the tutor
I can make you all jump up and down because the perception of you all is that I am in
control, look how easy it is for me to abuse this
Think about how customers perceive us – the control we have to influence what happens
in their lives
Some people we support are open to manipulation
37. Slide 37
we can
How did we get here?
Silent Minority
The participants will watch the film (30 mins)
What are your observations of what happened in the film?
Now link history to the current day, are there similarities between what you have seen
and what happens in your workplace
Participants to be encouraged to discuss the significant aspects of the film
No privacy
Being bored, no stimulation
Being excluded from society
Living in a hospital when you are not ill…
38. Slide 38
we can
What’s in a name?
“The feeble-minded are a parasitic, predatory
class, never capable of self support, or of
managing their own affairs. The great majority
become public charges in some form. They
cause unutterable sorrow at home and a menace
and danger to the community”.
Fernald (1912)
This quote is evidence of the historical view of people with learning disabilities
How do we view the people we support?
Participants to write down three differences between us and the people we support on
scrap paper no more than one minute to do this
Ask if they have managed three or two or one difference, hold the paper up. Now tell
them to tear it up.
This demonstrates that there is no difference
We are all unique human beings
We cannot take a group of people and label them and treat them in a different way to
the way we expect to be treated
If you see a difference – then you just don’t get it
Discuss that from 1912 society has changed Has it?
Make some links between what was shown on the film and what happens today
Staff cups and crockery and toilets
Big focus on clean homes which detracts from physical support of the person
39. Slide 39
we can
What’s in a name?
“I feel like I am being contaminated, the gloves
are no good – they need to go right up to your
elbow, and we need face masks as well”.
Agency Worker, Family Mosaic (2012)
Discuss this statement from a staff member in 2012
What do the participants feel about this
Does this reflect how support staff values really are? Or should be?
40. Slide 40
we can
Negative Values
GROUP WORK –
please find alternative
ways to express those
keywords listed below
– remembering that
how we communicate
is relative to how we
value people
• Feeding
• Toileting
• Challenging
• Service user
• Kicking off
• Attention seeking
• Prn’d
• Epileptic
• Down’s
Divide into groups about 4, then feedback
41. Slide 41
we can
Score Your Scheme
Participants complete the grid in the User Guide
Turn to books, page 8, and complete in small groups
42. Slide 42
we can
Score Your Scheme cont…
• Customers have a clean home
• Customers are able to access every room in
their home freely
• There are some rooms which are locked to
keep people safe
• Customers are supported on a one to one
basis at least once per day (not personal care)
• Customers have a planned, structured
programme of daily/weekly activity
Feedback from each group
Use of each point to outline good practice and show opportunities to improve on current
practice
43. Slide 43
we can
Score Your Scheme cont…
• Customers can have meals drinks snacks
whenever they want
• All customers who are on a ‘diet’ have
consented to this
• Customers who smoke do so as they require
• Customers have meaningful relationships with
friends and family
• Customers have support to meet their sexual
needs
44. Slide 44
we can
Supporting activities
• Garden
• Taken to the local supermarket for the weekly
shop
• Corner shop to buy toiletries, sweets,
newspaper
• Corner shop to buy a lottery ticket
• Home to visit relatives
• Cinema to watch a film
• Football match
All start by standing up for each question, remain standing if you have done this in the
last 12 weeks,
Discuss why staff have not supported people to engage in these activities
Can they go back to the workplace and introduce these activities for customers
45. Slide 45
we can
Supporting activities
• Anywhere on a bus or train
• Out for the whole day
• Concert
• Pub
• Pub on a Friday night
• Club, pub, restaurant to meet a friend
• Disco
Could all start by standing up for each question, remain standing if you have done this in
the last 12 weeks, yes I am aware of the weather and the age of people we support.
Encourage them to comment – do you feel I am being unfair
46. Slide 46
we can
Team Building - Exercise
What did we do well last year
What did we do less well?
What could we do differently?
Wish list:
As a team, if you could create a “wish
list” of things to implement in your team,
it would be… (with a hint of practicality,
be creative)
Whole team, team members take turns to feedback
47. Slide 47
we can
Change Direction - Services
Exercise
What does a good service look like?
In your groups use the cards to agree your top
ten
Think about it from different points of view:
• The environment
• The staff
• The support
Divide into groups and send off to do this exercise, 1 group environment, 1 group staff,
one group support and feedback
48. Slide 48
we can
The WOW! Factor!
• Lets spend five minutes thinking about
a time when you really felt you
achieved something…
• When you supported someone and felt
you really made a difference…
• wow@familymosaic.co.uk (catching
people doing things right)
Take turns to go round the room showing what it is possible to achieve
This can be really emotional as staff describe even the most simple situations when they
have been able to make a difference in someone’s life
Useful to use an example of your own
Every organisation has a clear avenue to complain, so many don’t have the same for
when people do well – Nando’s
November 2011 joined the WOW charity, the philosophy is the WOW factor Good News
story.
Go on the WOW website look at the stories, think about what you do – and get
nominating
49. Slide 49
we can
Photocopy this so everyone has access to look, then get them to sit in a circle and do
this exercise
What do you like and admire………. About your Manager, about colleagues
50. Slide 50
we can
This is me
•PCP in action…
Circulate a couple of copies of the document, so participants can look at the new support
planning tool
Emphasise how it is customer led
51. Slide 51
we can
Dignity Audit Tool
Participants are given 10 minutes to complete one page of the audit where they rate
their performance on a scale of one to five
Go through each topic and ask them randomly to provide evidence for their score rating
Generally they will have little real evidence so discuss what evidence they could use
52. Slide 52
we can
Training/training needs analysis/matrix
TRAINING TEAM
STAFF
MANUAL
HANDLING
HEALTH&
SAFETY
SOVA
FIRE
FIRSTAID
INFECTION
CONTROL
FOODHYGIENE
MCA
PERSONAL
SAFETY
NUTRITION
GASTROSTOMY
CARE
TRACHEOSTOM
Y
AWARENESS
CONTINENCE
CARE
ORALCARE
MSAND
MNDAWARENES
S
DIABETES
EPILEPSY
STROKE
DEMENTIA
HUNTINGTONS
ENDOFLIFE
CARE
BLACK: MANDATORY BLUE CLINICALLY SPECIFIC
Participants to familiarise themselves with the in house training grid and their
responsibility in ensuring this is updated
53. Slide 53
we can
Supervision
•Who
•Why
•What
•When
•Where
Get the team to agree what supervision is, how important etc..The participants can
outline what is important in the supervision meeting
Basic rules:
Dress code
Sickness/attendance
Rota/shifts
Conduct
Attitude and values
54. Slide 54
we can
Change Direction - Commitment
The participants are introduced to the next exercise which is to review their own team
55. Slide 55
we can
Team review
• More of this…
• Less of this….
The participants are separated into support staff and managers.
The two groups will be asked to feedback on
More of….. The effective/good things about the team, the manager, the support staff
And
Less of…. Those issues, concerns and problems which prevent customers from getting
the best possible support
56. Slide 56
we can
Remember
Stop seeing the barriers
Rules, health and safety, risk these need to be viewed as positive tools to help us to
support people in meaningful life experiences
Remain focused on the outcome
57. Slide 57
we can
And ACTION
• Ensure your schemes provide the
highest quality support and that all
team members, at all times,
demonstrate excellent skills, knowledge
and experience.
• Contribute to embedding the most
positive values which will support our
Changing Direction strategy and will……
CHANGE LIVES!
58. Slide 58
we can
Action Plan
• Please complete the back page of your User Guide
• Hand in, we will give you a copy
• When we come to visit, we can catch up to see where
you are with your commitment to service improvement
• What about your own project – show us what can you
do?
• Run a group?
• Teach a class?
• Garden party?
• The world is your
59. Slide 59
we can
Change Direction – First Step
End with a real feelgood message
A great day
Really interesting
Appreciate the honesty and sharing
Positive there will be change
