Unit 6 LO2

- to see the person as an individual

- focusing on needs, wishes, goals and aspirations

- individual becomes central to the process

- support must be designed in partnership with individual, family and carers

• knowing the person as an individual
• empowerment and power
• respecting the individual's values and preferences
• choice and autonomy
• respect and dignity
• empathy and compassion

- entitled to take risks if they want to

- need to see risk taking as positive rather than negative

- risk taking can have positive benefits for an individual

- risks are part of everyday life

- balance has to be achieved between protection and choice and control

- wishes of the individual andy duty of care must be balanced too

- may be compromise on behalf of individual, family, carer or professional

- allow an individual to make own decisions that carers may disagree with

- role of the carer to provide support to enable them to live the life they want

- professionals no longer in charge of making decisions about a person's life

- duty of individual to make wishes clear

- need to respect preferences and share power and responsibility

• independence and rights
• co-production, choice and control
• inclusive and competent communities

- to live the way they want to

- to be employed

- to form meaningful relationships

- be treated as an equal partner in decision making about their care

- be able to make decisions about their life/care

- have more of what is important to them

- should have opportunities to participate and volunteer in the community

- feel they belong

- feel valued as a neighbour, friend, employee, volunteer

- have friends, social contacts, reasons to go out, hobbies

- can use community resources (sports clubs, interest groups)

- the Acts confirm the government's commitment to personalisation

- personal budgets featured earlier in the Health and Social Care Act 2001

- individual involved in own treatment is more likely to continue

- more knowledgeable when involved in decision-making

- less anxious as aware of risks and benefits

- able to ask questions to clarify concerns

- feel valued and respected

- 19th century - disabled people put in institutions

- 1940s+50s - residential homes established instead

- 1990s - introduction of direct payments and People First movement

- 200s - closure of remaining institutions

- originated from disabled people who wanted independent living, participation, choice, control, empowerment

- 1995 - Disability Discrimination Act

- 1996 onwards - introduction of direct payments

• Community Care and Direct Payments Act 1996
• Health and Social Care Act 2001
• Valuing People White Paper 2001

• resistance to change
• institutional history of public services
• institutions promoting a medical model of health
• lack of staff training
• communication barriers
• respecting choice when alternatives may promote better health or wellbeing
• focusing on deficits rather than capacities
• lack of clarity over roles and responsibilities

- an emotional reaction based on fear of loss

- individuals may not want to lose safety net of others making decisions

- professionals feel loss of power as no longer in control

- common for individuals to accept professionals' decisions as they 'know best'

- culture will not change overnight

- medical model = disability is a problem belonging to the individual

- limited to condition and cannot participate

- NHS focus on curing or fixing individual

- can deal with disabilities using medical advances

- person-centred care is a relatively new concept

- staff shouldbe re-trained for it to be successful

- need a different set of skills

- good communication is the basis of a person-centred approach

- helps to establish trusting relationships

- barriers lead to resentment, frustrations and misunderstanding

- can be diificult for professionals to accept an individual's choice

- their choice could potentially affect their health

- professionals used to asses individuals on what they could not do

- then set goals to overcome the deficits

- rather than focusing on the individual's strengths

- in a person-centred approach, everyone is an equal partner

- roles and responsbilities should be shared between the individual, the family and professionals

• values-based recruitment
• staff training
• regular review of support provided
• recognising when provision is not person-centred and taking action to rectify this
• modelling behaviour

- values have a major impact on the quality of care

- employers to recruit staff with social care values

- asking questions to enable cadidates to give examples of behaviours

- focus on how and why candidates made choices and reasons for their behaviour

- can reduce job stress and reduce staff turnover

- adding job satisfaction

- must have confidence for delivering person-centred care through skills and knowledge gained in training

- essential as they are as important as the support/care plan

- conducted in a person-centred way when the individual, family and professioanl feel it necessary

- should be included in the support plan

- could happen if the professional fails to ensure that the individual is in control

- this is easily rectified by the professional

- if the individual takes a passive role

- observing good practice and then imitating or copying it

- a good starting point for professionals who need to gain confidence

- able to watch and then follow the example they have observed