Stepping Out

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Stepping Out In-House Training

By Kaya Ismail No CommentsPosted in BlogTags: , , , , , , ,

The Stepping Out in-house training and education programme has been set up in order to provide a universal all-encompassing environment where young clients receive homely accommodation, 24 on-site staffing and regular training and educational courses.

Our in-house training programmes are delivered via our semi independent living projects, situated throughout Hertfordshire & North London.

We are now successfully registered with City & Guilds, which allows us to offer courses in-house in a flexible manner and means we no longer have to try to find ways around certain engagement barriers.

In-House Training

In-House Training

Stepping Out aim to help these young people back in to education, employment or training. However we found that this was not always easily done, particularly when accommodating a very challenging client or a client with sexualised behaviour, autism and or learning difficulties. In fact, after many clients, we found that:

  • Local colleges would at times not accept a client due to historical backgrounds.
  • Training providers where underfunded and over booked.
  • Training providers required additional support or were not confident working with specific client groups (ex-offenders, sexually harmful etc.)
  • Clients with learning difficulties or other mental health and emotional issues did not engage with third parties or group environments.
  • Clients were not able to access support in order to actively ensure they attend and engaged with third party training organisations.

Thus, the solution was always to offer in-house training and education, rather than relying on conventional means of training. Not only is this a more reliable option, but it also allows the service user to gradually enter the world of education. We’ve found that clients displaying complex behaviours are more welcoming of these principles.

To summarise, our objectives with our in-house training is to:

  • Offer flexible, nationally recognised training and education courses in-house (within Semi-Independent living provisions)
  • Reduce the chances of a client leaving care NEET (Not in education, training or employment)
  • Remove or reduce barriers to engagement, allowing clients with difficulties to receive training and educational support whilst residing at home.
  • Reduce the company’s and the client’s dependence on under-funded third party training providers.
  • Increase a young person’s confidence and positively affect their state of mind so that they feel capable of pursuing a particular career.
  • Ensure the needs are met for clients whom may not be able to pursue education and or training in large group or public mainstream environments.
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Autism, is your social care provider doing the right things?

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Click here to find out more about Autism and how Stepping Out can help.

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3 Effective Ways To Manage Challenging Behaviour

By Kaya Ismail No CommentsPosted in BlogTags: , , ,

Here at Stepping Out, we know a thing or two about managing challenging behaviour. Our Semi Independent living projects are hotbeds of challenging youths, each with their own, unique behaviours.

Challenging Behaviour is, “Culturally abnormal behaviour(s) of such intensity, frequency or duration that the physical safety to the person or others is placed in serious jeopardy, or behaviour which is likely to seriously limit or deny access to the use of ordinary community facilities”. This definition was put forward by Eric Emerson, in his renowned book, Challenging Behaviour: Analysis and Intervention in People with Severe Learning Disabilities.

Challenging behaviour will always be ripe in social care, and thus we must be prepared for the difficulties they are accompanied by.

We have consolidated a three step approach to managing a typical case of challenging behaviour, incorporating proven techniques and vast experience.

 

Challenging Behaviour

Challenging Behaviour

1. Listen

Before you act, or react, it is imperative that you listen and understand the issue at hand. Ask the service user to express their problem to you clearly. Not only will this help you understand the problem, and thus be in a better position to tackle it, but it will also help to calm the service user down.

As the Service user explains their issue, you can begin to implement the next step.

2. Solve or Defer

Once you have understood the service user’s concerns, you can then decide to either provide them with a solution, or to defer the issue, giving reassurance that it will soon be resolved.

For example, if the issue is a matter of visiting the local store, you may offer to take the service user to the store, or perhaps set a time or day to do so. Simple communication such as this can usually prevent large scale incidents occurring.

Alternatively, if the issue being raise is too large to be solved at that point in time, you may offer them a safer route to vent, by giving them a complaints form, or by assuring them that the manager will be informed. You can then defer the situation by asking other questions, or suggesting other activities.

3. Prepare for Escalation

Not all challenging incidents can be calmed immediately. You must always be prepared for escalation by doing the following:

– Ensure you are out of arms reach of the service user
– Ensure that the service user is not standing between you and the nearest exit
– Never raise your voice or reflect the service users agitation or aggressive behaviour

Following company policy & procedure, as well as the service user’s support plan & risk assessment will also be a great help in defusing such situations.

The three step plan is a handy guide to help settle incident where communication is the key to the solution. The essential step is always to listen and understand the problem, and tackle it accordingly.

Do you have an alternative technique? Let us know in the comments section below.

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Understanding Autism

By admin_ka No CommentsPosted in BlogTags: , , , , , , , , , , , , ,

What is Autism?

Autism is known as a complex developmental disability. Experts believe that Autism presents itself during the first three years of a person’s life. The condition is the result of a neurological disorder that has an effect on normal brain function, affecting development of the person’s communication and social interaction skills. People with autism have issues with non-verbal communication, a wide range of social interactions, and activities that include an element of play and/or banter.

Autism is sometimes referred to as ASD, or Autism Spectrum Disorder/Autistic Spectrum Disorder. This covers a wide range of disorders all categorised under Autism/ASD. A person with an ASD typically has difficulty with social and communication skills, however persons with Autism may not display the same issues or behaviour, the condition affects people in differing ways.

People with autism have said that the world, to them, is a mass of people, places and events which they

The three main areas of difficulty which all people with autism share are sometimes known as the ‘triad of impairments’. They are:

  • Difficulty with social communication
  • Difficulty with social interaction
  • Difficulty with social imagination. Struggle to make sense of, and which can cause them considerable anxiety.
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Autism and the importance of Communication

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Communication:

When working with clients whom are diagnosed with Autism it is important you use clear, precise methods to communicate, we suggest using the following generalised method:

People with autism have difficulties with both verbal and non-verbal language. Many have a very literal understanding of language, and think people always mean exactly what they say. They can find it difficult to use or understand:

  • Facial expressions or tone of voice
  • Jokes and sarcasm
  • Common phrases and sayings; an example might be the phrase ‘It’s cool’, which people often say when they think that something is good. Those with Autism may only understand the phrase literally i.e. “it’s cool outside,” instead of, “it’s cool wearing those trainers.”

Some people with autism may not speak, or have fairly limited speech. They will generally understand what other people say to them, but may prefer to use alternative means of communication themselves, such as sign language or visual symbols/picture cards.

Clients with Autism generally also have difficulty with social interaction they may often have difficulty recognising or understanding other people’s emotions and feelings, and expressing their own, which can make it more difficult for them to fit in socially. They may:

  • Be socially awkward possibly out in the community, for example they may stand too close to another person, or start an inappropriate subject of conversation that may offend others.
  • May be fidgety, noisy and act strangely towards and around others, this may be due to sensory overload, their anxieties etc.
  • Appear to be insensitive because they have not recognised how someone else is feeling.
  • Prefer to spend time alone rather than seeking out the company of other people

Clients with autism may also have difficulties with social imagination. They may have trouble working out what other people know or what other people are thinking.

Autistic clients have trouble understanding and predicting other people’s behaviour, make sense of abstract ideas, and to imagine situations outside our immediate daily routine. Difficulties with social imagination mean that people with autism find it hard to:

  • Understand and interpret other people’s thoughts, feelings and actions.
  • Predict what will happen next, or what could happen next.
  • Understand the concept of danger, for example that running on to a busy road is extremely dangerous.
  • Cope in new or unfamiliar situations.

 

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