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Supported Decision-Making Service for Persons with Disabilities | Service Model
The Human Rights Center for People with Disabilitis
Main insights and recommendations for the training model:
1.
The training sessions started with sharing and reflection – ranging from a more general round
of "how is it going?" to case presentation by one or two supporters, followed by enrichment.
The impression is that the training structure used in the pilot answers the needs, and, based
also on the feedback received from the supporters who participated in the project, a short
course followed by reflection "in action" is the right work model.
2.
The contents of the course which incorporated learning from persons with disabilities, their
family members and other stakeholders – preserve the practical nature of the supporter's role.
The approach of the course was to reduce theoretical learning and expand learning from the
personal narrative of persons with disabilities and the way they cope with dilemmas. The
dilemmas were discussed extensively in the group discussions, with an attempt to hone in on
basic issues arising from them.
3.
Training must clearly reflect to the supporter that their role is not therapeutic but should rather
focus on providing decision-making skills and helping the person making the decision see
reality with all its opportunities and challenges.
4.
It is important to incorporate an introduction to the main types of services and rights into the
initial and support training program, in order to expand the supporters’ their tool-box.
5.
The course must include practical tools for communication with the persons themselves (when
to support and do things for the person and when to push the person to take pro-active steps for
themselves and their personal vision) and for communication with family members and guardians.
6.
It is recommended that the supporters are remunerated and regulated. This would allow
them to provide support to several service recipients and gain a broad perspective regarding
challenges and opportunities. It would also increase their sense of commitment to participate
in the attendant aspects of supported decision-making as well.
7.
The personal and group training sessions are crucial for the success of the process. It is
recommended that personal meetings be held with each supporter on a bi-weekly basis and
that group meetings will also be held on a similar basis. A sympathetic ear and availability to
supporters and their experiences play a very important role in formulating ideas and creative
solutions and in providing support in moments of frustration, stagnation and difficulty.
8.
It is recommended that a direct peer communication and consultation forum be established for
decision-making supporters.
9.
The introduction and information sessions for parents were important and should continue.
Seventy-five percent of the parents are also the guardians of their children. It seems that the
parents wish to receive more information, tools and a sympathetic ear to their questions/
opinions and that they are less interested in creating a support group. The personal stories of
persons with disabilities and parents constituted an important factor in effecting a change in
participants' positions.
10.
The steering team of the training program deliberated on whether a structured preparatory
training should also be provided to the service recipients but it seemed that due to the highly
heterogeneous composition of the group, individual preparation was preferable – as was done
in this pilot.
11.
It is important that the counselors facilitating the training program are also the ones providing
individual support for the supporters as part of the program structure. The counselors'
exposure to the personal stories may greatly contribute to focusing the training and counseling
on the most substantial issues with tangible examples that the participants can relate to. The
counselors' involvement in individual and personal counseling will formulate a body of
knowledge that can be turned into a specialization.
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