Education opportunities can often be found in the local community (e.g. classes, social groups, exercise clubs.) This allows the person to develop their skills in an environment that is reasonably familiar to them.
Identify individual skill development needs 1.4 Make referrals to other staff or specialist services according to the person’s needs
Making referrals Some clients and some skills may require the use of another colleague or a specialist in order to provide support and facilitate the development and maintenance of skills. For example, helping a client to take responsibility for managing their own medication and treatments may require training from a specialist, such as a nurse.
Making referrals You must ensure you always stay within your work role. For example, if you haven’t been trained and qualified in it, you should never show a client how to inject their own medication. Offering services you are uninformed about is very dangerous and unprofessional. Your duty of care towards the client requires you to provide qualified help.
Client permission Clients must give their express permission for you to contact a specialist on their behalf, as contacting another person means that you must reveal confidential information about the client regarding their medical and care needs, as well as other personal information, such as their name, address and contact details.
Plan person-centred, ongoing skill development 2.1 Use appropriate communication techniques to engage the person in identifying learning goals
Communication techniques When communicating with disabled clients, you may have to adapt your communication methods to accommodate their needs and preferences. For example, when interacting with hard of hearing clients, you may need to speak loudly and clearly or use an alternative communication method. Good body language includes: Sitting up straight and comfortably Leaning in towards the client a little Making plenty of eye contact.
Communication techniques The way it is acceptable to refer to people with disabilities is constantly evolving. You should ensure you use the correct language and terminology so you do not offend people with disabilities. It is important to express that people are not defined by their disability. The ‘people first’ stance discourages the use of disabilities as nouns (e.g. an Autistic or an Epileptic). This subconsciously dehumanises them and takes away from the fact that they are people too.
Learning goals Learning goals may reflect the clients’ desires: A client may want to work on their independent living skills so that they can remain in their own home as independently as possible A client may want to develop their social skills so that they can attend a book club that is starting in a few weeks.
Plan person-centred, ongoing skill development 2.2 Identify a range of learning strategies and opportunities to address the person’s goals
Learning strategies The learning strategies and opportunities that you use
- Skill, Life skills