Course Description
Course Outline
Value Base
This session describes the values which underpin good quality, person centred planning and action. The emphasis is on a proactive model of adult care with a focus on quality of life and wellbeing interventions rather than reactive approaches. Evidence shows that such an approach nurtures capable environments within which needs are better understood and met. A natural corollary of this is reductions in restrictive practices and behaviour that challenges.
The principles of reducing restrictive practices and social validity are set out as core values
and the insidious relationship between restrictive practices, diminished quality of life and increased behaviours of concern is highlighted. Within this model punishment-based strategies are rejected as counter-therapeutic, ineffective and inappropriate in working with adults.
This is brought to life through looking at the often-torrid treatment people with learning disabilities experienced in the past. More recent examples of what happens to staff and service users when Human Rights and person-centred values are abandoned are also discussed (Winterbourne View 2011, Whorlton Hall 2019).
We also look at what it means to be a ‘trauma informed’ practitioner and why this is so important.
Understanding Behaviour
This session uses The Bio/Psychosocial Model (Hastings 2013) to identify some of the biological and social factors which mean that people with learning disabilities may be more vulnerable to behaviours of concern. Factors such as genetics, past trauma, impoverished social networks and lack of meaningful activity are examined together with the impact these have on quality of life and wellbeing.
In addition, trauma is examined, this includes a discussion on sources and types of trauma and the pervasive impact it has on physiological and neuroglial development and how this may impact on behaviour
The concepts of form and functions of behaviour are discussed. Participants will gain an understanding of the 5 functions of behaviour and why they are important to behaviour support planning.
Quality of life and wellbeing- ‘PERMA’
This session looks at the importance of including practices and interventions designed to improve quality of life outcomes. Reducing restrictive practices and engaging people in meaningful activities, building relationships, and enabling choice and control are key concepts here. Staff will learn how to use Martin Seligman’s PERMA model to assess and improve quality of life and wellbeing.
Individualised Positive Behaviour Support Plans and the place of reactive strategies
This session introduces participants to the idea of behaviour support plans, how they are structured, what goes into them. This includes proactive preventative strategies, proactive developmental strategies, and reactive strategies.
When proactive strategies fail, reactive strategies are used to try and de-escalate behaviours of concern and in worst case scenarios, restrictive physical interventions (RPI) may be used for rapid safe situational management.
This session also looks at a range of de-escalation strategies which may help in such situations.
Course Outline
Value Base
This session describes the values which underpin good quality, person centred planning and action. The emphasis is on a proactive model of adult care with a focus on quality of life and wellbeing interventions rather than reactive approaches. Evidence shows that such an approach nurtures capable environments within which needs are better understood and met. A natural corollary of this is reductions in restrictive practices and behaviour that challenges.
The principles of reducing restrictive practices and social validity are set out as core values
and the insidious relationship between restrictive practices, diminished quality of life and increased behaviours of concern is highlighted. Within this model punishment-based strategies are rejected as counter-therapeutic, ineffective and inappropriate in working with adults.
This is brought to life through looking at the often-torrid treatment people with learning disabilities experienced in the past. More recent examples of what happens to staff and service users when Human Rights and person-centred values are abandoned are also discussed (Winterbourne View 2011, Whorlton Hall 2019).
We also look at what it means to be a ‘trauma informed’ practitioner and why this is so important.
Understanding Behaviour
This session uses The Bio/Psychosocial Model (Hastings 2013) to identify some of the biological and social factors which mean that people with learning disabilities may be more vulnerable to behaviours of concern. Factors such as genetics, past trauma, impoverished social networks and lack of meaningful activity are examined together with the impact these have on quality of life and wellbeing.
In addition, trauma is examined, this includes a discussion on sources and types of trauma and the pervasive impact it has on physiological and neuroglial development and how this may impact on behaviour
The concepts of form and functions of behaviour are discussed. Participants will gain an understanding of the 5 functions of behaviour and why they are important to behaviour support planning.
Quality of life and wellbeing- ‘PERMA’
This session looks at the importance of including practices and interventions designed to improve quality of life outcomes. Reducing restrictive practices and engaging people in meaningful activities, building relationships, and enabling choice and control are key concepts here. Staff will learn how to use Martin Seligman’s PERMA model to assess and improve quality of life and wellbeing.
Individualised Positive Behaviour Support Plans and the place of reactive strategies
This session introduces participants to the idea of behaviour support plans, how they are structured, what goes into them. This includes proactive preventative strategies, proactive developmental strategies, and reactive strategies.
When proactive strategies fail, reactive strategies are used to try and de-escalate behaviours of concern and in worst case scenarios, restrictive physical interventions (RPI) may be used for rapid safe situational management.
This session also looks at a range of de-escalation strategies which may help in such situations.