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Maurice Respite Case Study

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Recommended: Main differneces of communicating with adults and children

CM met with Joyce and her son Maurice to talk about boundaries and goals for duration of his stay on respite. CM educated Maurice on importance of maintaining his ADL while on the Respite unit. CM then coached Maurice and mother through discussing behavioral goal Maurice will strive to obtain while on the unit. In regards to basic hygiene Maurice agreed to shower once a day, brush teeth twice a day, comb hair three times a day, change clothes including underwear and socks daily. When prompted Joyce and Maurice also agreed to making all his responses verbal, using a two or three word introduction when greeting people which will occur twice a day, take all medication, respond verbally when interacting with someone, and only stay return to his
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S.2.4 allows for the SW to actively support the parents in making change to their current situation. In deciding to follow the supervisor’s interventions, the SW would have the opportunity to work in collaboration with DYP and introduce conditions to the family in a manner that respects the limitations of their IDDs and meets family led

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Three options for the CMHCM respite services are not changing the policy at all, encourage more beneficiary family caregivers, and change the respite providers pay which requires additional training on trauma and mental illness. When deciding to make changes or to not make changes to the policy it is important to keep the consumers and their family in mind during the process. For the first option of not making changes to the current policy the agency will continue to work with families and their respite providers as well as continue to seek out more local respite potential service providers. While the consumers and their families are not under any risk, they are however not receiving the full potential and benefits of having respite services.

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Respect the differing needs that parents and carers themselves may have, such as a disability or communication and linguistic barriers. Recognise the need for flexibility in the timing and structure

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The second meeting is the actual Care Programme Approach meeting with the patient present. Also present are the caregiver nominated by patient and/or the lay advocate (Quinn, 2011, pp.

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It is important that staff recognise that human rights of all individuals involved in the service/s and that everyone be treated with dignity and respect. This rights include the equal access to assistance, confidentiality and acknowledgement of cultural heritage. This is important in relation to ATSI’s, as historically they have suffered at the hands of past government mistakes and may be less reluctant to use the service/s or follow procedure/policies because of their past experiences. Providing the best education, health and wellbeing throughout the service through such practices: It is important that all staff and service/s personalise their procedure and/or policies to reflect the families and children attending the service/s. Remaining ethically and professional safe in daily routines and practices but catering for individual families and children were best possible.

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3 Describe how you might respond to difficult questions from individuals and others straightforward language, clear information; careful use of medical terms and abbreviations; showing sensitivity and awareness of individual circumstances; referring to others for advice on appropriate response when question is outside of own area of expertise 4 Outline strategies to manage emotional responses from individuals and others professional approach; prepare for the interaction; request support from colleague if appropriate; allow plenty of time; recognise own responses; focussed on individual and others 5 Explain the importance of sharing appropriate information according to the principles and local policy on confidentiality and data protection know what information can be shared and with whom; confirm with senior staff if unsure; follow given guidelines. Element - 4 Know how to access the range of support services available to individuals and others 1 Identify the range of support services and facilities available to an individual and others •Pastoral services •Other professionals •Citizens advice •Self-help

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During my time in this facility, my eyes were opened by the drastically different lives of the girls and young women that resided there, and by their stories of how they had come to live in this home. Serving as one of their mentors, I honed in on the skill of active listening and I attribute this to be one of the reasons why I was able to have a good relationship with the residents, as well as why they felt comfortable coming to me to share their concerns and life updates. I learned the importance of maintaining eye contact, demonstrating care and regard for what they shared with me, and of asking specific questions in a calm manner to let them know I was truly interested in what they had to

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