Individualized Care Plan for Semi-Independent Living - Assignment Example

Individualized Care Plan for Semi Independent Living Resident - Key Worker - Team Leader - Residential Manager - Nua Health Care's philosophy of semi independent living is to provide person-centred planning process-oriented approach to empowering people with disabilities. The goal is to maintain utmost independence in a home-like setting, while providing individualized care plan suited for each person. The Key worker, Team leader and Regional manager will be designated to oversee the process of developing, implementing, and evaluating the progress of the Semi independent living care plan. A copy of the care plan is provided to the resident, family or responsible party upon request. In order for the transition to take place from residential care to Semi independent living to independent living with minimal support, there are a number of skills and abilities the resident must be competent of performing. Nua Healthcare will aim to empower the resident in learning how to be competent in independent living with minimal support through a yearly care plan. The care plan will be carried out on a monthly basis with resident and key worker. Skills in which the resident will need to learn should be incorporated into the care plan targets over a twelve month period. The care plan will be reviewed at the end of each month by the key worker, team leader and regional manager. The review will help identify if the programme is moving too slow or fast for the person's capabilities. It will also ensure that the capable skills the resident needs to learn are being taught sufficiently. These are the life skills which will be incorporated into the Semi-independent living care plan:- Job skills; Job searching /C.V Basic life skills Money management Nutrition/Meal preparation Access to community resources Housing options First aid and obtaining assistance in an emergency Personal appearance and hygiene Social, recreation skills including appropriate behaviour Use of phone Safety issues Learning and exercising rights and responsibilities of community living Shopping and budgeting Sex education Medication management, or assistance with self-administration of medicine; Laundry and linen service Housekeeping and maintenance Arrangements for transportation Personal care services (Doctor, dentist, eye clinic etc) Time Keeping Awareness of other services Sequencing of events (planning daily activities) Household Bills Social welfare entitlements Nua Healthcare Services Course Title Independent living program Author: Course code: Aims and Objectives Aim To empower the resident with the life skills to live independently. Objectives To become more active within the community. To improve daily living skills. To build self-confidence and self-esteem. To work at the residents pace in achieving independent living Timeframe: One Year. Broken into monthly targets. How course is delivered: on an individual basis small group (2-4 individuals) large group (max 6 individuals) Core competency requirement: none completion of previous course or other (detail below) Each individual resident must achieve a 75% score in order to move into independent living. Resources Required: Budget: ______________ per person per group Total Budget for course: _______________ Facility in which course to be held: _Winterdown semi-independent living unit______ Staff Requirement (other than instructor) yes no Details: The resident will be assigned an individual key worker from residential unit they have moved out from. Nua Healthcare Services Course Title: __Independent Living Program Part 1 Course Modules Module Number Title Duration (hours) Resources needed - (monetary, facility, staff) See specific module for details 1. Money management Money : Extra Staff: Specific Facilities: 2. Nutrition/Meal preparation Money : Extra Staff: Specific Facilities: 3. Access to community resources Money : Extra Staff: Specific Facilities: 4. Housing options Money : Extra Staff: Specific Facilities: 5. First aid and obtaining assistance in case of emergency Money : Extra Staff: Specific Facilities: 6. Personal appearance and hygiene Money : Extra Staff: Specific Facilities: 7. Social, recreation skills including appropriate behaviour Money : Extra Staff: Specific Facilities: 8. Learning and exercising rights and responsibilities of community living Money : Extra Staff: Specific Facilities: 9. Use of Phone Money : Extra Staff: Specific Facilities: 10. Safety issues Money : Extra Staff: Specific Facilities: 11. Shopping and Budgeting Money : Extra Staff: Specific Facilities: 12. Sex Education Money : Extra Staff: Specific Facilities: Nua Healthcare Services Educational Program Independent Living Programme Training Course delivery model LEVEL 1 Rough Guide to structure of courses Individual writing course completes section 1 (course details, delivery method, core competencies and resources Course is broken down into component parts (modules) of 1 hour each. There are no more than 12 modules per course Each module is broken down into component tasks. Each task should be in its simplest form (depending on its difficulty level). There are no more than 10 tasks per module Guide to assessment Assessments should be undertaken before each module is delivered to assess existing competencies within the framework of the module tasks Assessment again after training Student Passes / Fails If student fails, assessment forms have identified particular areas of difficulty These particular training areas are re-delivered and the individual is assessed again Nua Healthcare Services Educational Program Course Title Independent Living Program SOCIAL INTERACTION ENHANCEMENT Author: Practitioner Course code: 01 Aims and Objectives This course is designed to assist young individuals ages 6-8/9-12/13-17 to have an interactive connection with the society thus giving them a chance to interact with students of their own age bracket. The focus of this particular course is to assist the young individuals learn about their capabilities and how these capabilities could help others and vice versa. Through the activities designed to create camaraderie between the students, it is envisioned by the practitioner that each young learner would be able to cope up with his or her difficulties through the compliment of others and vice versa. Hence, the objectives for this course could be observed as follows: To increase self-belief in the young learners To give them a sense of pride on what they could do To help the young ones realize that others could help them and they could do the same as well To make it easier for the learning individuals to realize that they have peers, they have friends who could support them and whom they could support in times when they really need them. To provide a fine guidance to the young individuals as to how they should act towards others during group sessions creating the possibility of building camaraderie among the students involved. To teach the students the real sense of friendship and social connection. Timeframe: 9 module course: 2 hours per week (example: 6 week course, 2 hours per week - 12 modules or 12 week course, 1 hour per week etc) How course is delivered: on an individual basis small group (2-4 individuals) large group (max 6 individuals) Core competency requirement: none completion of previous course or other (detail below) Since this is an introductory course, no other subjects shall be required to be taken prior to this particular program. Hence, it is encouraged that the practitioner of the program be able to incite within the students the importance of creating connection between the students as they are primarily introduced to each other for the first time. This shall also make the activities more welcoming and less pressuring for the students. Resources Required: Budget: none required per person per group Total Budget for course: not applicable Facility in which course to be held: Classroom set up Staff Requirement (other than instructor) yes no Details: The entire program course shall consist of 9 modular divisions which are noted as follows: 1. Getting to Know Me 2. Getting to Know You 3. Becoming Friends 4. Working Together 5. Making Other Friends 6. Working as a Group 7. Support Group 8. Sharing Thoughts 9. Caring for You As noted, each activity aims to bring out the best in every learner in an aim of empowering them to do better and work together with their new found friends. Individuals with AS (Asperger Syndrome) have fine audio and visual memories. Hence, these aspects of vital understanding shall be used by the practitioner so as to ensure that everyone could and would participate in the activities. Within the nine modular course settings, it is preferred that each module be taken for one week meaning each session would be an hour of half of the each module course provided. This is done so as not to crowd the mind of the students so much. Since anxiety is such an issue among young ones and even older ones who have AS, giving the students a chance to loosen up every now and then is necessary. Hence, ice breakers are highly recommended. Nua Healthcare Services Educational Program Course Title: Independent Living Program Course Modules Module Number Title: SOCIAL INTERACTION ENAHNCEMENT Duration (hours) Resources needed - (monetary, facility, staff) See specific module for details 1. Getting to Know Me Money : Extra Staff: Specific Facilities: 2. Getting to Know You Money : Extra Staff: Specific Facilities: 3. Becoming Friends Money : Extra Staff: Specific Facilities: 4. Working Together Money : Extra Staff: Specific Facilities: 5. Making Other Friends Money : Extra Staff: Specific Facilities: 6. Working as a Group Money : Extra Staff: Specific Facilities: 7. Support Group Money : Extra Staff: Specific Facilities: 8. Sharing Thoughts Money : Extra Staff: Specific Facilities: 9. Caring for You Money : Extra Staff: Specific Facilities: Guidelines Course should be restricted to no more than 12 modules; should be delivered in a maximum of 1 hour sessions. Resources tick box can be used as a quick reference guide to check whether additional resources are required for next session. Please refer to your next module in advance to ensure adequate facilities, resources and staffs are available on the proposed date of training. Nua Healthcare Services Educational Program Course Title: Independent Living Program: Module Number: 1 Module Name Getting To know me Aims and Objectives of this module This module aims to create a possible sense of self understanding that would allow the young learners with AS to recognize their worth as persons. Through an activity that motivates the young individual to introduce himself to the class using writing or even oral speech based on whatever suits the personality of the student or his capabilities at that. Through this activity, the practitioner expect to gain the following results: Make the students more aware of themselves Motivate the learners to find themselves and be able to define themselves for others' knowledge of who they are Give the young ones a chance to take the first step in extending social connection as part of their personal growth With these aims and goals written on the line, the practitioner handling the program shall prepare to make each part of the activity exciting for the participants thus motivating them to work well for better results of the activity on the part of their development. Resources needed for this session (i.e. budget, ingredients, equipment, location, staffing, pictorial aids, video, power-point presentations, please attach any extra written resources) To help the students get an idea of the activity, the practitioner shall present herself/himself first to the class or the students involved in the activity. Through the use of personal pictures, family pictures of the practitioner, she/he would present her personal individuality to the class. This would motivate the class to do the same with their own presentation. It could be through the use of a powerpoint presentation, or other visual aids that would give the class a better understanding of who they really are and where they came from. Of course, to make the said presentations, planning and presentation creation time leeway shall be given to the students. In this process, the practitioner is expected to help each student to come up with the presentation they would be most comfortable using for the class. Nua Healthcare Services Educational Program Course Title: Independent Living Program Module Number: 2 Module Name Getting to Know You Session broken down into component tasks / key competency areas (no more than ten) Task Num Description 1. Introductory Phase: in this phase, the instructor is to be asked to extend herself to making an introduction of her own and showing the class how to introduce one's self to another person thus giving them an idea as to what the module is all about. 2. Asking Questions: Still a part of the introductory section of the activity, this phase would give the students an overview on what questions they should ask to be able to garner the information they need to form friendship with other people. 3. Responding To Queries: as the questions are asked, it is also demonstrated to the students how they should go about answering the questions asked by the other person. During this phase, it is essential that the teacher emphasizes on the exciting part of the activity so as not to lose the interest of the participants of the program. 4. Communicating: the partners who have been appointed to get to know each other are to be given some time to talk to each other alone and give each other a chance to get to know them better. During this phase of the activity, the practitioner could take down notes while observing how the participants respond to the activity. These notes could be useful later on when the practitioner would be coming back to see if the activity works well as expected. 5. Introducing My Friend to Them: Letting each partner tell the class of their new found friend is the main aim of this activity. In a way, this could help the young individuals learn the need and the importance of learning to trust others in the process of growing up. 6. Concluding Lessons Learned: as part of the conclusion and finalization of the activity, the teacher shall introduce everyone to the class by name and give a brief talk (3 minutes) on helping the children realize that they do have friends they could rely on right within their class. Notes: Tasks should follow a natural progression from one to the next Nua Healthcare Services Educational Program Assessment of competence for educational program Course Title: Independent Living Program Module Title: Becoming Friends Module Number: 3: Based from module number 2 Assessment carried out: before training after training Module Assessment Task Title Competence level (1-5) 1. Introducing One's Self 4 2. Asking queries to the Appointed Partner 3 3. Answering to given questions 3 4. Responding to Other Person's Reactions 3 5. Openness on personal details 4 6. Willingness to Listen 2 7. Appreciation of Others 4 TOTAL: 23 Percentage = (total score) divided by (amount of modules * 5) Pass rate = 75% + distinction = 90% + 2.55 Pass / Fail PASS Instructor Signature ________________________ Identified areas for Improvement / Retraining Task Areas to work on Communication It is essential that even though the individuals scored high in the process of implying communicating activities in the process, it should always be monitored by the instructors that the students continuously improve in the ways be which they handle conversations with others. It is suggested that the practitioner makes it a point that the students carry out a successful presentation of themselves to their peers while being capable of listening to what others have to say at the same time. Response Since responding is a part of communication, it is recommended that the practitioner keep a record with regards the manner of responding that the students accept. It is through this that the students are able to express themselves when they are being conversed with by others. Through recording the details of their improvement, the practitioner would know what part of their skills need enhancement in the coming activities that shall be performed within the module. Social Enhancement Since individuals with AS are naturally incompetent when it comes to be sociable and having the right disposition to connect with other people, it is essential that the practitioner be able to serve as constant guidance to the students as they face social encounters. Assisting them on not being overly self centred or on the other hand aloof from others, the practitioner should always keep in mind that the environment of the activity should always focus on the capability of the students to relate to each other's needs and wants in a much equalized manner. Giving Importance to Others It is very important for one to learn to give importance to others. It is believed by the practitioner that it is through this that the anxiety of an individual with AS could be lessened as his/her focus would not be on self alone but also on others. Bringing the attention less on the self and more enhanced on their views towards the others and the role that other people play in their lives is highly essential in their development. Working With Others in a Group It is very important that learners with AS be taught to work with others during activities that require them to create camaraderie with other individuals around them. To reduce possible tension that may arise alongside the application of the activity, it is essential that the students be given a chance to stand along with others and create things with them in a rather conducive set up that would be most inviting to the said individuals. Handling One's Self In a Crowd Confidence must be established in a person with AS. With this in mind, one who has AS would be able to find the right procedure needed to present themselves to others in a manner that they would be understood and accepted by people whom they want to make friends with. Competence level explanation - scoring 1 - 5 1. Cannot perform task 2. Requires regular prompting 3. Requires minimal prompting 4. No prompting required 5. Highly competent Notes: Assessment should be undertaken both before and after completing each module. This will establish existing knowledge, and identify specific areas of the module to concentrate on. Should the individual fail, the person should be given opportunity to be re-examined on specific tasks. This assessment should then be redone once retraining has taken place. Through the program presented herein, it could be observed that the focus of the situations and activities prepared is geared towards helping individuals with AS face the challenge of dealing with others in the society. Why is this so It is observed and believed that rather than an ailment, AS or Asperger Syndrome is more of a behavioural disturbance that needs to be dealt with in a manner that fits the individual under the said situation. Highly different as the cases are, it could be noted that the treatment to the needs of the said students also differ from each other. True, the idea is to support them gain advancement in the pace that naturally works for them. In this regard, the practitioner of the program wants to enhance their self understanding through becoming well aware of the society that they are living in. Since the people to be treated are those with AS, it is expected that the process would not be easy, nevertheless, the practitioner believes that handling the situation is never that close to impossible. Through setting the right mood and the right environment with the people involved in the process, the practitioner believes that success could be garnered. 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