includes protections so that people do not go without care if their provider fails, regardless of who pays for their care clarifies local responsibilities for people in prison who have needs for care and support so that they can access the care they need. The Act also attempts to rebalance the focus of social care on postponing the need for care rather than only intervening at crisis point. The aim is that the care and support system intervenes early to support individuals, helps people retain or regain their skills and confidence, and prevents needs or postpones deterioration wherever possible. An important theme running throughout the Care Act is the emphasis placed on personalisation and putting people first. This means legal obligations to actively involve the person at the centre of decision making and their carers, and offering more choice, control and ownership of planning. Independent advocacy is a key aspect of this About the pack This resource pack has been created to help the training provider deliver relevant work based training to help equip the advocacy sector provide independent advocacy as introduced within the Care Act 2014. The pack offers the trainer a range of exercises that reflect different learning styles, teaching methods and experiences. Within the pack trainers can choose from: Presentations Handouts Games Case Role Play Question and Answer Audio/Visual Interactive sessions Group discussion This allows the trainer to choose a of learning exercises they feel will best provide their learners with a variety of experiences. It offers the trainer flexibility in determining a programme that reflects their own personal training style and strengths.
e) maintaining a habitable home environment; f) being able to make use of the home safely; g) developing and maintaining family or personal relationships; h) accessing and engaging in work, training, education or volunteering; i) making use of necessary facilities or services in the community including public transport and recreational facilities or services; j) carrying out any caring responsibilities the adult has for a child. c) protection from abuse and neglect; d) control by the individual over life (including over care and support provided and the way it is provided); e) participation in work, education, training or recreation; f) social and economic wellbeing; g) domestic, family and personal relationships; h) suitability of living accommodation; i) the individual’s contribution to society. Which assessment is most suitable? Person Type of Assessment Why day
participants in smaller groups and distribute handout ‘What people want within the review process’. Ask people to think through the questions and record their answers on the handout. Now ask when an individual (or advocate) may request an unplanned review and record answers on flipchart. Distribute handout and explore the different types of review (unplanned and planned). What do people want through review processes? In your groups please identify a list of things a person might want their review process to do or include. Please identify which ones you as an advocate can help with, and if any fall outside of your role. Does this list change if the person cannot clearly instruct you (for instance they lack the capacity to lead their review?). Please describe the advocacy role. Different types of review