Person Centred Care

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This essay will reflect upon an incident that occurred whilst in placement at a Unit for Clients with behaviour and learning needs, and associated autistic difficulties. Clients are both sexes and range in age from four to eighteen. It will be undertaken, defining person centred care in relation to the incident, it will demonstrate awareness to roles and responsibilities of professionals in meeting the needs of the client and it will demonstrate the importance of inter-professional collaboration and discuss the issues that facilitate or act as barriers in this partnership. In Order to Maintain Confidentiality the client has been provided a pseudonym (Nursing and Midwifery Council 2008). Permission was also granted from this client to use this information for the purposes of this essay. The Unit in which this Incident took place provides day care and education. Children follow the National Curriculum attend class and outside activities and are supported by Teachers and Learning Support Assistants. The aim of the unit is to remove barriers to learning and facilitate inclusion for the pupils of this unit. As the barriers to learning are multi -faceted, staff work closely with a range of support agencies to differentiate teaching and learning appropriately, (See Appendix 1) whilst in the unit the children attend sessions with Occupational Therapists and Physiotherapists. The incident relates to one such session with the Physiotherapist that the client in question did not want to participate in. On being called from the classroom to attend his “timetabled” exercise session Alex made it clear that he felt tired and unwell and did not wish to take part in this session. On further questioning Alex became agitated and abusive towards the teacher and learning support assistant as they were insisting that he needed to attend as it was within his timetable. Alex was taken to the session by both members of staff in his wheelchair against his wishes. The Mental Capacity Act (2005) provides a statutory framework for decision making thus protecting the vulnerable, it makes it clear who can make decisions in which situation and how they should go about it, it states that if the person has the capacity then all steps possible should be made to ensure the person is helped in making this decision ( Mental Capacity Act 2005) Alex was completely removed from the decision making process, unable to make this decision and no help was given to him to ensure that he made the correct decision. The European Convention of Human Rights (1998), states that each person has a fundamental right to be treated as Human Being and with dignity and respect. The Governments White Paper Valuing People (2001) laid out that it would be essential to adopt a person centred approach to deliver a real change in the lives of those people with learning difficulties. (DOH 2002) it was based on four key principles Civil Rights, Choice, Independence and Inclusion and goes on to define those with learning disabilities in the following way “People with learning disabilities are people first” (Gray 2002). For people with learning disabilities there are even greater barriers of invalidation to be faced, for people with sensory or physical impairments they are likely to be deemed competent to both judge and articulate their needs, however for those with an intellectual impairment, such competence will always be open to question (Simons 1998).This clearly was the case in relation to Alex as he was not deemed competent to make the decision for himself. The right to a voice throughout history has been bestowed according the fluctuating perspectives of an individual’s ability to benefit from that right. It is only in more recent times that the essential personhood of those with learning disabilities has been acknowledged (Gray 2002).

About 60% of Adults with learning disabilities live with their families and their vulnerability and complex needs could mean that there could be...
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