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Empowering DSPs with Active Support in MN

Empowering DSPs with Active Support in MN. Susan O’Nell RTC on Community Living/ICI 110 B Pattee Hall, 150 Pillsbury Dr SE Minneapolis, MN 55455 Tel: 612-624-0386 Fax: 612-625-6619 E-m: onell001@umn.edu Web: http://rtc.umn.edu. What is Active Support?.

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Empowering DSPs with Active Support in MN

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  1. Empowering DSPs with Active Support in MN Susan O’Nell RTC on Community Living/ICI 110 B Pattee Hall, 150 Pillsbury Dr SE Minneapolis, MN 55455 Tel: 612-624-0386 Fax: 612-625-6619 E-m: onell001@umn.edu Web: http://rtc.umn.edu

  2. What is Active Support? • A training and organizational approach developing in the UK, Australia, and now the US. • Increases the levels of engagement in normal, everyday activities of persons being supported. • Increases capacity of DSPs to plan for and/or spontaneously engage people in skill development, meaningful daily activities, and increased opportunities.

  3. Current AS model • 3-day workshop of full staff (include PD & FLS) • DSPs learn the following skills • To think about the importance of contribution, social roles, engagement, and opportunity for all people • To engage people immediately in what is available-no matter how challenged. • To organize and plan supports so that people’s daily expectations and long term interests are attended to (protocols, opportunity plans, activity and support plans) • Teaching strategies and team-work • 1:1 -2 hour training at the site to implement • On-going time to plan, adapt and move forward

  4. Changes the DSP Job • Move from “hotel model” (where DSPs do things for people) to active support model (where DSPs do things with people). • Learn how to think and act beyond 1 day, 1 shift (increased emphasis on planning, communicating, & team work) • Learn to incorporate people in every aspect of daily living, right now, regardless of impairment. • Shifting of whose “responsible” for things around the house. (DSPs help people carry out their responsibilities v. things being DSP resp.)

  5. Outcomes for People Supported • People have something to do. Less waiting. • People are socially engaged as well as physically engaged. • People are trying new things & using dormant capacity • DSPs are learning about people-likes, dislikes, & capacity. • Natural, daily activity replacing or enhancing “made-up” activity: ROM, walking the halls, sorting cards, etc.

  6. How are DSPs Empowered? • Their ideas & knowledge are immediately important • They are trained and given permission to use “professional skills” (task analysis, teaching plans) • They are part of a team and have to participate that way (form, storm, & norm-communciate) • They can try things and it matters, people care, it may be implemented.

  7. Importance of Active Support • To person served and advocates: • Decreased signs of depression and challenging behavior • Increased participation in daily life • New opportunities • To DSP: • More interesting and satisfying work • Not less busy, not more busy, differently (better) busy. • Professional development

  8. Policy and Practice Who will this be most meaningful too? • Persons with severe disabilities esp. intellectual combined with physical (ID, Aging, TBI, MH) • In small or large group settings • In family or foster homes • In schools and at supported work • DSPs, family, and agencies that support people with these needs. • Work teams that have recently engaged PCP and want to transfer ideas to reality • Organizations who are invested in enhanced workforce and PCP services.

  9. Policy and Practice • Revise “quality” measures • to reflect person’s engagement in meaningful life activities • to measure DSP capacity to do this • to allow documentation and planning to be flexible and for the purpose of supporting life outcome (are people engaged in meaningful daily activities of their choice?) • Think about Risk Management differently • Hire only DSPs you trust. • Train for and support good decision-making re: risk and authorization. • Monitor & guide as needed.

  10. Policy and Practice • Training/Implementation Realities • is resource intensive. (OT, plus training time, plus on-going planning and implementation) • Requires organizational change in roles and in policies and resource use. • RTC evaluation: • Do we similar positive outcomes for people in US? • Do we see positive changes in orgs. re: Turnover, DSP dev., culture, capacity? • How can we adapt training/implement model to meet US realities? • Where else would this work? Parents, FC, Voc.

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