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HST 132-Chap 1

HST 132-Chap 1. The Key Hinsburger, Dalla Nora, Tough. Chapter 1. Safety First. Who does and agency/facility serve?. The individual with a disability AND The community.

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HST 132-Chap 1

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  1. HST 132-Chap 1 The Key Hinsburger, Dalla Nora, Tough

  2. Chapter 1 Safety First

  3. Who does and agency/facility serve? The individual with a disability AND The community

  4. Agencies were created by society in order to both serve people with disabilities and to serve the best interests of the community. Taxpayers have huge, and reasonable, expectations that the service we provide will meet both the needs of the individual and the needs of the community.

  5. Serving someone with a disability alone in the community poses little or no risk to the community as a whole…adding sex offending behavior, however, does increase risk to and concern from the community.

  6. The greatest single predictor that you will be a victim of a sexual crime is your proximity to a sexual offender…

  7. How do we handle this increased risk to the community: • Review who we provide services to • Notify the board of the risk and put measures in place in policy and procedure to mitigate the risk • Every plan must take risk seriously and include it in the individual’s plan • DATA, data, DATA,data, data….

  8. We need to balance: • The individuals needs for autonomy and freedom • With the communities NEED for safety and protection • We need to complete a thorough assessment of risks and needs and be able to articulate reasons and rationales for our treatment approaches • We need to know the goals and objectives for each person

  9. Every person who makes a sexual mistake does so for a reason: • We need to know those reasons and understand the differences backwards and forwards • We need to know the context of the mistake (or offense)

  10. The risk, though, is NOW: • We need to protect potential victims first • We need to know, prior to providing services, potential areas of risk and potential areas of offense • We need a history, immediately, both written and from meeting with parents, caregivers, the person, and those with information • This history will include all known episodes of offense/mistake, the victim, the age of victims, the places, the dates and times, every situation documented or not, every detail, no matter how small, matters

  11. Use the information from history and the meeting to look into environments: • Place the person in living and working environments that are the most safe for them and those around them • Look to reduce the risk of re-offense • Once the person is in care, continue to take detailed data to determine if the person is at risk of re-offense and access to potential victims • LIMIT ACCESS TO POTENTIAL VICTIMS!

  12. Rights? • A person has a right to ethical treatment, including supervision and support so that they do not harm others or break the law • We are providing that support • It is our obligation to provide supervision and support in any environment or situation where re-offense COULD occur • Supervision is NOT punishment…it is support

  13. Environmental risk factors: • What is the roommates level of verbal and social skills? • Are roommates able to say no and physically able to defend themselves? • Are there children or those at risk in the environment? • What is the level of supervision? • Are staff aware of potential risks? • Does the person see potential victims? • Is the person able to communicate with potential victims unsupervised? • Is the person able to access potential victims without staff knowledge? • Does the person have unsupervised access to phones? • Much, much more….

  14. Some considerations: • One to one staffing to start • Switching bedrooms so the person is nearer staff areas • Adding a baby monitor to the person’s room • Adding alarms to the doors and windows • Training staff in grooming behavior • Training staff in the specifics of this person’s offending behavior and/or specific approaches with this person

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