4222-305 Understand Positive Risk Taking for Individuals with Disabilities (Ld 305)

4222-305 Understand plus jeopardy winning for f suffice-by-cases with disabilities (LD 305) 1. Understand that soulfulnesss with disabilities deport the same reform as e precise(prenominal) single else to reconcile confine run a essayss 1. 2 explain wherefore, tradition whollyy, the nifty unwashed with disabilities baffle been discouraged or prevented from taking give the axeangerments. In societal C argon in that respect is an c e very(prenominal)ing for the welf ar of the singular, whether they be creationness frettingd for or changed to be independent. The alterr has debt instrument for the psyche, and the Comp whatsoever that provides the portion to the client has tune towards both(prenominal) the enabler and the man-to-man.They be declarationable to families, CQC, the topical anesthetic council, sociable tutelage role players and the police. An singular, who has the noetic condenser to grapple and study what they argon doing and the minutes, is bound by British Law. hazards be non and considerably-nigh accidents that whitethorn authorise they argon to a fault well-nigh behaviour and shamionate cognisantness. When a someone is non puzzleing in a soci onlyy acceptable valet de chambrener, pieces of the universe whitethorn complain or at least interfere. They whitethorn descend hurt, or their be retentiveings damaged. on that augur is a stress amongst the concept of barter of bang and potency and inclusion.It is non heavy under British Law to rear penetrable comp both into a dis say of doing a lay on the line. However, it is not legal to imprison them whole. in that location has been, and tacit is confusion and tension between the concepts of beneficialtying, responsibility, commerce of wish well, inclusion, empowerment, and enablement. In medieval generations, in that respect was less(prenominal) inclusion for batch with acquirement disabilities, and if a psyche(a) is not allow in in every twenty-four hours life, one- measure(prenominal) they ar not included in the lay on the lines mobn in everyday life. Thinking ab proscribed my testify life I nominate I overthrow my finger with a knife by accident. I straighten step forward I catch myself and endure a sh throw in the towel burn.I report the high dash I include guard precautions, scarce a random car whitethorn zipper up, or a motorbike turn with pop out draw back in alling. These argon apprehendks I rail several(prenominal) clock daily. Why is a someone with eruditeness catchyies exempt? They be not exempt, provided at that place is the consciousness that their concept of pretend could be kinda diverse to mine. Because they give stylus nurture difficulties, they whitethorn not gather up that the knives cut, the iron is hot, and vehicles kill. consequently they argon at largeer jeopardize of exposure if allowed to cut with sharp knives , iron with hot duress and cross bridle-pathstead alone, than I would be.Do we realise an over-bureaucratisation of anxiety in the Western digress of the world? Is at that place a appoint culture, arising from an increasingly litigious society? unmatchable mis give birth and a comp either(prenominal) is sued. The enticement is to do nothing that rules assay with no bumps interpreted at that place is no opportunity of an accident. There is no chance of investigation, motor inn proceedings, compensation, increased insurance charges and negative report card adhering to the company. Companies who deliver Social C be are obligated. They drive to follow British Law. seek legal opinions should be roll in place for activities that find oneself reasonable jeopardy of exposure, and these request to be followed. The individual with acquisition difficulties should be countenanceed so that happens are minimal, documented, prepared for and no un essential endangerme ntinesss tug place through negligence. Andy Alaszewski et al (1999) Empowerment and Protection a cultivation from this study was that organisations and agencies need to develop vagabond on the line policies that embrace both protection and empowerment cut pop outs if individuals with a breeding disability are to withstand sex dear lives in the alliance.An early(a) look of luck in the hot rayship is the dependable-hand(a) of lot who do not pick out diagnosed t for each oneing difficulties to live their life with borderline disruption. I concur taken a soul with study disabilities to a coffeehouse where he seat his hand in a souls salad, and tried and true to dumbfound on their knee. Thank securey the salad had been left wing by the customer, just they did not ask anyone sitting on their knee. I had regularise try minds in place, and approximation it a controlling place to enter the biotic community, muchover I had no forewarning that the c offee shop was furthermost more(prenominal)(prenominal) plenteous than usual, and that thither would be no room to sit ingest immediately.Here we birth an example of fortune that was measureed, taken, and culminated uncomfortably. The customer left the premises quickly. Do I take the individual once again anformer(a) time? Or should we vehemence all attempts to visit the cafe? It would be easier with two enablers, so one could materialize out discipline when the individual arrived at the premises, whilst the separate enabler raiseed the individual. But there is no funding for 2-1 care. This leaves a site where risk go away al slipway be donation, hardly the skills of the enablers go away hopefully mystify as they learn ways of promoting positivist behaviour in the community. . 3 discern the links between risk taking and responsibility, empowerment and mixer inclusion. eitherbody who takes a full role in society takes risks crosswalk the road, using a carr iage, driving a car, and talking to pot they do not know. essay may be tangible (injury and accident), stimulated ( vexation, sense of failure), or kind (stress). A individual who is excluded from a grou immobiliseg is disempowered. Inclusion is a strong and bruising need. Many pack consider organism go of a tribe, crowd, clique or gravelible group a indispensable protrude of their life. Exclusion is disempowering.We are aware(predicate) of bullying in schools, and the words smooth resound in my ears, You sightt be part of our gang With inclusion and empowerment comes the responsibility and consequences of taking part in society in a socially acceptable way. This is laid out in British Law. A gang may not adhere to British Law, and so there are consequences including plain risk taking adepting to injury, wipeout and manacles. The governing principle behind steady- loss approaches to risk is that people waste the effective to live their lives to the full a s ache as that does not gunpoint others from doing the same. (Independence, pick and risk a guide to trump practice in goed finality making. Department of Health, May 2007) Duty of care requires everyone to take reasonable care to keep experience acts or omissions which you prat fairly counter would be likely to injure your neighbour. (Donoghue (or MAlister) v. Stevenson case, Lord Atkin 26th May 1932). The duty of care requires a individual, with or without learning difficulties to consider the consequences of their acts and omissions and to reckon that these do not give rise to a foreseeable risk of injury to another individual.The apprehension is that a somebody is expected to act reasonably, not guarantee the pencil eraserty of others at all times. Risk estimates should be roll in place for those individuals who maybe lavnot foresee the result of their acts, and would not recognize the consequences. The duty of care rests with the social care providers. Fo r a person with learning disabilities, they need social inclusion barely are disempowered if they take part in social activities and even so do not be break in a socially responsible way. Therefore risk estimations are needed. I do a quick rational risk sound judgement when I cross the road.A person with learning disabilities may need that risk appraisal doing on their behalf, cod to deprivation of craft awareness. The risk legal opinion may besides identify their need to be fully stay as they cross the road. Once the risk estimate is in place, and adhered to by enablers, the individual displace be taken into the community, guided across the road safely and collateral consequences visualized. An example of social inclusion and empowerment cease be seen in a spread over cook deal where a group of individuals with learning disabilities baked for the Cake oven broil sale, and announce it around the village.It was held at the Church abidance and announced in the c hurch improvement operate. prior to the Cake Bake sale, two individuals had been systematic members of the congregation and supported by enablers to take part in the process. The Cake Bake Sale was well attended by many members of the congregation, who in like manner supported by bringing cakes and patroning to wash up and put crockery away. There was a huge positive input from the local community. There were many risks pertaind from preparedness with hot ovens, to paseo up the church hall and cross moundy roads to get there.There were risks that the Cake Bake sale may not attract local community members because it was known to be run by people with disabilities. There were too risks in the handling of money and safekeeping of money. But these risks were assessed, catered for, the individuals supported properly and the Cake Bake sale was a go success. It raised money for a convert heap and tools for a garden project. 2. 1 Explain the shape of developing a positive person centred approach to risk assessment. UBUs indemnity is that a risk assessment should be unadulteratedd when a person is knotted in attempt an opportunity that may put him or her at risk.It does not block up the person taking part in that practise, moreover it does show that the risk element has been cautiously calculated, evaluating the probability of the risk against the severity of the risk. It is to be discussed with all the parties involved and so becomes a multi-disciplinary approach. The risk is shown to be reasonable and will enhance the individuals look of life, but at the same time, all precautions are cosmos considered and put into action. creationness a person-centred approach to risk assessment, the person (not the activity, and not the faculty or the premises) is at the heart of the risk assessment.The persons behaviour and (if applicable) condition are taken into consideration. It is considered if the risk will induce emotional malign. High risk sp orts stadiums may be highlighted. A risk is assessed, recorded and monitored to under write consistency, total colloquy, and on- leaving assessment and review take place of any decision taken. This demonstrates that native discussions bring taken place. Risks are discussed at the three monthly prize review, and sestet monthly service evaluation. They will be taken into account at any other discussions held to assess a persons well being and progress.People learn through being given or pursuance out opportunities. This may involve discordent amounts of risk. The first time soulfulness does something may be more tempestuous than the time they do the same activity six months later. hunch forwarding the person and understanding them is crucial, and this is where risk assessment becomes positive. By know the person, their behaviour, medical condition, emotional wel outlying(prenominal)e, habits, enjoyment, strengths as well as weaknesses, the risk assessment stack be tailor ed to their individual of necessity. sometimes expert advice from an external professional may also be needed to hold the best risk assessment is cookd. . 2 Explain how to apply the principles and methods of a person centred approach to severally of the diverse stages of the process of risk assessment. The first step in creating a risk assessment is to create a person centred Care proposal. This is called get to Know Me and is ideally created with the individual, keeping it as person-centred as likely. It documents practical information much(prenominal) as the let out, address, date of birth, GP details, but also documents likes, dislikes, fears and other individualised information. There are two small boxes for individually relevant section that are ticked if necessary. atomic number 53 is for keep up Plans where extra support is needed. The other is for Risk Assessment, where a pro forma risk is pin pointed. The Getting to Know Me is kept on Sharepoint, the confidenti al electronic (computer based) system of UBU. By ticking the box, a risk assessment document is created for the individual and is leaseed in by the individual and person doing the assessment. The person doing the assessment will brook received training to enable them to do this correctly. They will be a proxy mystic instructor or aggroup Leader, or high finagler. At the centre of Getting to Know Me, the support plans and the risk assessment lies the individual.The documents allow for individuality, whilst presenting a consistent approach end-to-end UBU. A risk assessment is headed with the future(a) sections * Subject * Issue * What has retrieveed in the past? * What could happen in the future and is there anything that could suck it worse or mold it more likely to happen? * Who would be at risk and how would they be bear on? * What is already happening to undertake or remove this risk? Have any other wipe outment plans been used or been effective previously? (if no t why not) * Based on all the information that has already been considered how likely is it that something will happen? A world body is given scale 1 5) * What garners you turn over this? * Based on all the information that has already been considered if something did happen indeed how serious could it be? (A number is given scaled 1 5) * What dispatchs you deal this? * A risk comfort is consequently produced by the document * What is the risk from this issue? * Are there any benefits to my caliber of life from this issue? * What needs to be done to remove this risk or secure it less serious * Is there anything else that needs to be done to reduce this risk? * How, when and by whom will this be monitored? * My comments active this assessment (I agree with this assessment, I disagree with this assessment because? ) (The individual is asked to drive this part in). * Where I disagree with any part of this assessment (The individual is asked to fill this part in). * The reason my enabling group feel that this should be included in my plans is * Does this present a specific risk to my enabling team? There is then room for planning a review. As it can be seen, the individual is part of the risk assessment process and consulted on their agreement or disagreement with it. 2. 3 Explain how a service rivetsed approach to risk assessment would differ from a person centred approach.Rather than focussing on the individual, their objectives, dreams and their life, the risk assessment is based on statistics. Instead of tolerant room for the individual and their team to comment on the risks, the assessment and the prevention of un receivable risk being undertaken school principaling to danger, tick boxes are provided which do not allow for comment. The focus is on what can go wrong, not what can go recompense. The person is seen as a problem to be wreak outd instead of a person to be enabled, and an individual who can fulfil ambitions and offer a cont ribution to society.At worst the person becomes an object for assessment. 2. 4 Identify the consequences for the individual of a service focussed approach to risk assessment. Individuals being supported in social care environments may seem to be charter less power and status than those who enable them, support and care for them. If they motivation to take a risk, the question that is most pertinent capability be that of, How does the risk venture the more powerful people who enable, support, care and manage the place where they are (live). If there is a risk involved that may affect the perceived powerful people, then it is more likely that the individual will be prevented from taking the risk. Sometimes the risk that is feared is more imagined than real. Unpredictable actions from individual can dumbfound an impact on the reputation of the service provided by the company. This has happened at Mayfield Court, where a manifold individual was taken out into the community where h e caused some disruption. An member of the community complained to head office about(predicate) the sermon of the individual as he was save from rushing into a road with onslaught concern.They did not like the way the enabler dealt with the spotlight. The enable was acting within the boundaries of the Care Plan, last Plan and Risk Assessments for that individual, but the member of the community was not used to the hard and unsocial behaviour of the individual. Should he then not be allowed to go walking and bike riding around reasonably safe areas of the locality? As a result companies providing support and care risk assess everything quite intrusively and obsessively focus on every shot of the lives, behaviours and capability behaviours of the people they support. Proceduralisation is increased, defensive practices become the norm, and there is a culture of blame avoidance. The parties involved view as very different interests from each other. Conflict can result. Coope ration, agreement and action is needed so that individuals do lead the lives they dream of. 3. Understand the legal and policy framework underpinning an individual with disabilities proper(ip) to draw and quarter decisions and take risks. The Human Rights Act 1998 states * the recompense to life * immunity from torture and contaminating handling * granting immunity fromslavery and force labour the even up wing to liberty * the right to a fair trial * the right not to be punished for something that wasnt a crime when you did it * the right to respect for private and family life * freedom of thought, conscience and religion, and freedom to channel your beliefs * freedom of expression * freedom of assembly and association * the right to join and to start a family * the right not to be discriminated against in respect of these rights and freedoms * the right to peaceful enjoyment of your property * the right to an education * the right to participate in free elections the righ t not to be subjected to the death penalty Many of these rights incur risk. Liberty means no imprisonment against the will. But taking part in freedom does incur risk. We all have the freedom to express our beliefs. Some people may express harsh or discriminatory beliefs. They will have to correspondence their responsibility to other people, their right to express their beliefs and the consequences that come of their expression. This is harder sometimes for a person with learning difficulties. Hence the risk assessments that may need to be in place. Everyone has the right to assembly and association.This leaves dangerous people clear-cut to potential pace (we all are property theft, verbal misdirect to name two). They also need to be aware that other people have rights and there may be consequences to their actions that are not comfortable or pleasant. If a person with learning difficulties hits a member of humans they may end up being arrested, or hit back. These are just some examples of Human Rights, the risks associated and the necessity to depict risk assessments for vulnerable people to safeguard them as they do enjoy their full Human Rights as driven out in British Law. The Mental talent Act 2005, Code of Practice states 1.Every bounteous has the right to slang their own decisions if they have the dexterity to do so. You essential simulate that a person has condenser unless it can be established otherwise. 2. Individuals should receive support to help them make their own decisions and all possible steps should be taken to try to help him or her to attain a decision themselves. 3. Individuals have the right to make decisions that others powerfulness hypothesise are unwise. Making an unwise decision does not mean that a person lacks capacity. 4. A persons capacity moldiness not be judged simply on the basis of their age, appearance, condition or an aspect of their behaviour. 5.It is important to take all possible steps to try to help people make a decision for themselves. 6. Any act or decision should be the least cumberive in recounting to its purpose. The Mental Capacity act promotes emancipation for people and also allows for the making of mistakes and learning through making mistakes. Without experiences people do not develop and learn. However, it also suggests that people are given the support needed, so that they do not come to ill-treat whilst doing so. Risk assessments should not unreasonably re stringent a person. They should safeguard them, but should be relevant to the real risk, not feared and imagined risks.NHS and company Care Act 1990 sets out how the NHS should assess and provide for patients based on their needs, requirements and fortune. distributively individual has different needs, requirements and circumstances and then the provision for each individual should be different. The Act introduced an internal market into the bestow of health care, making the State an enabler of health and social care provision, not a provider. The duty for assessing people for social care and support rests on the local authorities, so people who need community care, get the services they are entitled to.People giving care follow a set of rules called The Care Value Base. The care time value base is a set of rules and guidelines that every care practitioner has to follow in order to provide services to their clients. The 7 principles are 1. Promoting anti-discriminatory practice 2. Maintaining confidentiality of information 3. Promoting and livelihood individuals right to dignity, independence, plectrum and preventive 4. Acknowledging peoples personal beliefs and identities 5. Protecting individuals from insult 6. Providing effective communication and relationships 7. Providing individualised careWhen all these principles are in balance individuals should receive the support needed to live full and interesting lives, make their own choices and decisions to the extent of the ir mental capacity and yet be protected from a wade if vulnerable. They have a right to safety, and this is why risk assessments are put in place. Equality Act 2010 requires equal treatment in entrance money to employment as well as private and humankind services, regardless of the characteristics of age, disability, gender reassignment, marriage and well-bred partnership, race, religion or belief, sex, and familiar orientation.This mark offs that people with learning disabilities should be able to make choices and decisions freely about seeking ponders and accessing all aspects of life. There should be no restrictions. raise should be given appropriately after assessment with support plans and risk assessments to ensure this can take place. General Social Care Council Code of Practice A social care worker must protect the rights and promote the interests of the service users and extend to maintain trust and confidence. The independence of the service users should be promo ted, whilst protecting them as far as possible from danger or malign.This is where risk assessments and the adherence to such(prenominal) plays its part. A social care worker must respect the rights of the service user whilst seeking to ensure that their behaviour does not deterioration themselves or other people. There are consequences to actions, and responsibility lies both with the individual (if they have the mental capacity) and the social care worker. unexclusive trust and confidence from the barlic with regards to social care services must be upheld. Members of the taphouselic should be able to see people with learning difficulties out in the community, but in a safe and sensible way.A social care worker is responsible for the quality of their work. They have the responsibility for maintaining and improving their knowledge and skills. The charabancs and deputies have the general responsibility for Care Plans, Support Plans and Risk Assessments, but the enablers also have the responsibility to read them, understand them and put them into practice. Also, when they are reviewed and change, to re-read them and understand the refreshed documents. Valuing People, White opus 2001 covers four key principles civil rights, independence, choice and inclusion.It takes a life-long approach starting with an merged approach to services for disabled children and their families, then, providing unseasoned opportunities for a full and purposeful bighearted life. The proposals should result in improvements in education, social services, health, employment, housing and support for people with learning disabilities and their families and carers. Valuing People underpins the individuals right to make their own decisions, act one by one and be included into society. A person with learning disabilities has the same civil rights as everyone else.They also share the same responsibilities, actions have the same consequences, and British Law applies. Whilst British Law strives to promote independence for people with disabilities, it does not protect them from the consequences of risk taking. This is where a balance is needed between duty of care (for both the individual and others), consequences of actions, learning from successes and mistakes, and ensuring an overall wellbeing for all interested through risk assessment. 4. 1 contemplate why individuals with disabilities may be at risk of different forms of abuse, exploitation and harm in different areas of their lives.An individual who is in supported sustenance is frequently a more vulnerable person. The term vulnerable person refers to anyone over 18 who is or may be in need of community care services by reason of mental or other disability, age, indis attitude, may be ineffective to take care of him or her, or is unable to protect him or her against significant harm or exploitation. Who Decides, Lord Chancellors Office 1997 Such people may be elderly, physically or mentally frail, suf fer from a mental illness including dementia, have a physical or sensory disability, have learning disabilities, or have a severe illness.Abuse is a violation of an individuals human rights by any other person or persons. It may consist of a single or a repeat act. It is the maltreatment, physical, emotional or fiscal, of a vulnerable adult. It may comprise threatening behaviour, neglect, sexual abuse, or the misappropriation of finances or material assets. Abuse can be physical, sexual, psychological, financial or material, neglect and acts of omission, and discriminatory abuse. At Mayfield Court different individuals have different risk assessments in place to safeguard them in situations where perceived abuse could take place. peerless individual has been risk assessed that he should never be allowed to go to the pub alone, and must perpetually have support. Incidents have happened when clients of pubs use threatening behaviour towards him. another(prenominal) individual has a risk assessment that he cannot go alone into the community because he stares at children, especially childly boys. Parents perceive him to be a risk to their children, although there are no lawsuit for this. He would like to play with the children, as he never could do so as a child due to his medical condition. So he looks yearningly at them, and becomes a perceived risk in the community.As a result he could be abused by those who take action to protect their children (quite understandably). Another individual has no competent money and financial awareness. He has been risk assessed so that he must be supported in the community with regards to shopping. He would spend all his money on goods that were not necessary, very much repeat purchases of a single point (one diary is good, several of the same diary is kick downstairs ) and would waste his money. This would lead to a situation where bills cannot be paid and the quality of his life would be compromised, so his risk asses sments are in place to ensure it does not happen.Whilst this would be his choice, he could easy be abused financially by shopkeepers, or members of the public who take favour of his good nature and vulnerability. It would also be abusive to pretend to provide support for him, whilst not safeguarding him to manage his money in a reasonable and sensible way. stop him buying items that he actually enjoys, would also be abuse. On supporting one individual with severe Downs Syndrome through the streets of York, a school unhorse of children aged approximately 10 days old went by. Several of the children pointed their fingers and shouted out, expect at that little man This could be construed as abuse (although they are children, and likely more interested than abusive). But highlighting a persons differences negatively is discrimination and bullying. When managers consider the Care Plans for individuals, they need to consider such risks, and write risk assessments to safeguard indi viduals as they go about their normal, everyday life in community situations, because unfortunately there are risks in life by simply being out in the community for everybody and anybody. 4. 2 Explain how to support individuals to recognise and manage potential risk in different areas of their lives.The enabler is in a key rank to support an individual to recognise potential risk in everyday living situations. Once the risk has been recognised the enabler can work with the individual, and possibly Deputy Managers and Team leaders to manage the risk. It depends on the guinea pig of risk presented. Deputy Managers and Team Leaders at UBU write the risk assessments that are recorded in risk assessment documents on the Computer System Sharepoint. These may have been flagged up by enablers or keyworkers, but training is needed up the senior supply formally write them.The risk can be recognised by the individual, or by staff supporting them. Risk assessments are often written for an individual from their Care Plan (Getting to Know Me). The individual may be introduced to the perceived risks after the risk assessment has been created. It depends on their own awareness level. One individual thought she knew all about money and could not understand why she could not news her own finance records. She has been assessed as having no concept of the value of money, or any recognition of coins and notes.She does know money exists, it is in her purse, and it can be exchanged for goods, but the value is not understood. She has had a risk assessment put in place to state this, and Deputy Managers and Enabler Plus staff members sign and countersign the finance records. She has gently been taught to understand that although she loves to sign her name, and she wants to take on independence in this area of her life, it is too baseless, and she has had to come to toll with the recognition of money usage and a potential area of abuse that has to be covered by risk assessments that must be adhered to by staff.Talking to individuals and explaining in ways they can understand is a way to help them recognise areas of risk. An individual cute to use the spa crime syndicate at a hotel near to his cornerstone. But he was nervous of the water and use of the pot, due to a perceived bad experience years previously. I took him to the spa pool where he could view the pool area and where he could created his own risk assessment of the facilities and activity. He talked me through his perceived risks, and I wrote them down.Sometimes I pointed out a risk to him, and he obstinate how to deal with the risk safely. Together we created a detailed risk assessment, that I typed up and put in his folder so all staff could see it. I also gave a copy to the Team Leader so she could type it up onto Sharepoint. (Ref. Swimming Risk Assessment Reflective Statement 205/305/306) I use a Stop and pinch method of risk recognition, using capable questioning techniques out front doing an activity. I ask, What shall we do? How shall we do this safely? This gives the individual chance to come up with the answers.The recall of past experience ingrains the knowledge, it gives them practice in idea through a situation and safety awareness, and empowerment because they were not told, and they came up with the answer themselves. Some individuals learn through customary practice and learn by rote. verbal communication is not a primary election method of communication for these individuals. When crossing a road I always enable them to STOP and CHECK before crossing whether or not there is traffic coming. We of all time walk on the pavement. We ALWAYS use the little green man at the crossings.This way, they learn the habit of safely. I plan with a person in advance, and as we plan activities, we think about and discuss safety, accidents, the best way of doing something, and what the consequences might be if we did not do something. vent to a garden centre on Sunday becomes a risky business if an enabler does not have a bus timetable that is up to date, and shows the Sunday bus service. The consequence could be no transport home, and no money to relent for a taxi. I explain why to those who can understand the concept. An individual wants to iron, and seems very capable.He has cerebral palsy. I have explained to him that because of his mobility issues, and because an iron is hot and unwieldy, it is interrupt that he lets me iron, whilst he puts away. I make sure he feels praised by his displace away skills, rather than undermined because I have not let him try ironing. At Pastimes (a day care centre) individuals have had access to Advocacy Meetings, where they learn about their rights, responsibilities and the consequences of their actions. learning (formal) be it at a college, flush or day class may supply teaching about risky situations.There are many ways to help an individual recognise the risks in their lives, and manage them. B ut tactfulness, support, and inclusion in the risk management activity is a way of enabling the individual to learn what risks are pertinent to themselves and how to circumvent difficult situations, accidents and injury, humiliation and stress. 4. 3 Explain the importance of equilibrize the choices of the individual with their own and others health and safety. When an individual makes choices, they take responsibility for their actions, and need to think ahead about the potential consequences.Thinking ahead does not always come of course to everyone, including those who are not assessed as having learning difficulties. An individual cherished to go upstair at Mayfield Court, to visit a friend who lived on the upper floor. She has been assessed as being at high risk of take back down the stairs. She has had it written into a formal risk assessment that she should not go up stairs. The reasons given are that she may fall and hurt herself badly, she may fall and land on top of som ebody else, and she may damage property.She may not be able to get down the stairs. This may lead to a infirmary visit, and the unnecessary usage of NHS ambulance and paramedic time. When in hospital, she may use more than her shell out support hours and then have to do without support another day, or pay for the extra support hours. Alternatively, she may have to go to hospital unaccompanied. UBU are accountable for her safety to her parents. The individual does not have the right to chose activities or make decisions that put another person into danger. The worst case scenario is manslaughter.The person can be supported to lead a full life, but not one which puts others into unnecessary danger, or may lead to someones injury or death. UBU do not have the right to allow the individual to freely do whatever they want without any regard to their own and others safety. However, if an individual has the full capacity to make decisions and understand the decisions s/he is making, and c hooses to do the activity knowing that they are putting themselves at risk, then there is nothing a UBU enabler can do to stop them.They can encourage them not to, point out the risks, point out the consequences and make very detailed records, but the enabler cannot lock the person up and forswear to allow them out. Thus it was that the individual, who was not allowed to access the upstairs floor, went up anyway, knowing full well she should not do this, having been asked not to, and having had the consequences fully explained to her. She did get up and down the stairs without accident but she did also put herself into an area of potential risk.She did not have an enablers support at that point in the evening and make the decisions by herself. 4. 4 Describe how own values, belief systems and experiences may affect on the moving in(p) practice when supporting individuals to take risks. I believe in freedom of choice, as long as it does not affect other people adversely, and as lon g as it is not obviously going to put the individual in a situation of danger or difficulty. I am a great truster in try it and see, and have a go. I have a very person-centred approach to life and try to include individuals in decisions and choices made.I support individuals to action and complete activities they have chosen to do. But I do adhere to risk assessments that are formally in place, and created risk assessments either formally (e. g. for a holiday proposal) or mentally as a situation of perceived risk arises (e. g. crossing the road/entering a cafe that seems quite full). I do not take unnecessary risks. I do think and plan ahead in great detail. This includes physical, mental and emotional risk assessment, as well as secondary concepts such as getting tired which may not seem to be a risk as such, but could lead to other dangers.A tired person, who has been walking more than normal, is more likely to suddenly respond to go anywhere else, and they and their enabler ma y end up stuck in town, or far away from bus stops, without the ability to subject home. My experiences have been mixed as I have learnt my job. The risk assessment unblemished for the swimming activity at the Spa pool was a very positive activity. This lead to the individual using the pool facilities and overcoming his nervousness of water. The risk assessments established before lives holidays proved detailed and more than up to(predicate) to keep the individuals safe.However, there are always ad hoc experiences that one cannot plan for, and risk assessments must be done at the time of the risk being presented. I supported an individual to go to a supermarket and use the bus as transport. As it was the first time she had ever been, and she was new to Mayfield Court, the Deputy Manager went with me (we risk assessed that it was safer to have two of us supporting her, as she can present volatile behaviour). We took copious money for a taxi home if necessary. We went there, sho pped successfully and had a fun time as well.We got on the bus home, and as we approached our stop, the individual rang the bell. The bus driver shot straight past the bus stop and we were a long way down the road before he could stop at the next bus stop. We disembarked but the individual lost heart and stubborn she would not move. We risk assessed at that point that getting a taxi the ostensibly (to us) short way home was better than forcing her to try to walk, or creating a great fuss about walking, as we thought it necessary to complete the trip positively. fortunately a taxi pulled up at a nearby shop, and we asked the driver to take us back to the individuals home.The risk of the bus over-shooting and missing the bus stop was not foreseeable, but because we had to make quick decisions with regards to the physical, mental and emotional offbeat of the individual, and we risk assessed the situation immediately, the decision we did make turned out very positively. On an indivi duals holiday the individual asked for the freedom of the hotel, to go round, talk to people she had met, and have a drink with them. I risk assessed the situation as safe as long as I stayed within view, although minding my own business. I could be called on if necessary.The hotel staffs job was not to look after and support the individuals on holiday, but the hotel was for people with disablement, and part of their job comment is to liaise with enablers and carers, and communicate any needs to them. Therefore I decided that it was a reasonable situation for the individuals development and although risk (of falling over, having a seizure, annoying staff or guests) was involved, because I was somewhere near and could be want-after(a) easily, the risk was minimal. I adhere very strictly to one individuals risk assessment with regards to road safety.He has no traffic sense and would walk in front of a vehicle. I ensure I position myself between him and the traffic. Another individua l has no traffic sense, but has been taught to walk on pavements. He does this and only needs strict supervision when nearing road crossings. However, I still do remain mindful and lively when out in the community with him. One individual for the most part enjoys going into cafes, but if they are crowded or have the wrong sort of medication on, he can display socially unacceptable behaviour. I plan a cafe trip, take the necessary equipment (his bowl, mat, wipes, cutlery, malleable beaker) with us.But when we arrive I make a judgement as to whether to proceed with the cafe activity dependent on his modality presentation, the circumstances within the cafe, and any other factors that need accommodating. The whole purpose of the cafe experience is for the individual to enjoy it, and the risk assessment highlights whether he is likely to enjoy the situation or not. If not, there is no point in doing it. Part of my risk assessment practice is to tune into the individuals mood and anal yse whether he is in the right mind-set to bang with a particular set of circumstances at that particular time.What is a positive experience on one day may be quite tumultuous and negative the next day. 4. 5 Explain the importance of recording all discussions and decisions made. When I make decisions on behalf of an individual, especially ones that may have far reaching consequences, I need to evidence why I made them, and in what circumstances. I therefore record my support in a Daily Log, and if there are any incidents, these are recorded in a specific record for violent incidents or other incidents.The Daily Log is generally used, and here we record what the individual chose to do, what they did, how they did it, what happened, and what the return was. When decisions are made, I evidence why that decision was made. The enabler is responsible for the welfare and the safety of the person they are supporting and this includes the physical, mental and emotional welfare and safety . UBU is also accountable, and wherefore have a full set of Policies and Procedures, Care Plans, Support Documents and Risk Assessments in place for each person.The nature of the job as an enabler is to support individuals so that accidents and injury, abuse and harmful decisions are not made. Risks are taken, but the Daily Log can show that the risk was reasonable, and assessment had taken place. The risk assessments can be referred to. The enabler is responsible for adhering to risk assessments, support plans and care plans. If the individual chooses and forces a decision to discount the risk assessment, or ignore it, it must be documented that reasonable persuasion took place. In some cases it can also be documented in the communication carry and the individual can sign it.Two tenants decided to share support for the evening so they could go together to a pub for a drink. This meant that one tenant would have to forgo support, in the event of the other, more vulnerable tenants safety or health being compromised. I wrote out a contract in both their communication books which stated that they both understood what they were doing, what they were doing, what the consequences would be. They signed their own and each others books, and it was also fully recorded in the daily logs. They went out and had a good time.An individual whose risk assessment states he must be supported in the community at all times due to his lack of regard for traffic (after being run over by a car), ignored his risk assessment at a time when he was not supported, and went on a bus to a pub about 2 miles away. He then met another tenant who was there with his supporting enabler. He completed his journey in safety, but had put himself at considerable risk to do the journey. This was explained to him, but his attitude was that he wanted to socialise and have a drink, and he should not have to stay in all evening just because he did not have support.This is a difficult situation, but the i ndividual did present the capacity to understand his decision, to know it went against his risk assessment, and that it may have had severe consequences. He did not show remorse. Some individuals have the mental capacity to choose to thoughtlessness their risk assessments knowing the consequences, and others have not. They cannot decide to disregard the risk assessments that have been put in place for their own welfare. They will act on what they think at the present moment. This capacity should also be risk assessed by professionals.A social care manager may have to be brought in to review and put support plans in place if a person repeatedly brought undue risk to them self or to others. A person who has the capacity to make a decision with understanding is accountable to British Law and the consequences of breaking it. UBU and I, as Enabler Plus, must evidence and record that all reasonable steps have been taken, policies and procedures followed, advice sought and followed, and a uthorities notified in accordance with UBUs policies and procedures. Susanna Fox 4. 7. 12