Support Broker Training 2005   

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   graphics Welcome & Overview
   graphics Computer Instructions
   graphics Meet the Trainers
   graphics Readings
   graphics Activities

graphics

graphics MODULE A
graphics Self-Determination
graphics MODULE B
graphics Support Broker Roles
& Responsibilities
graphics  
graphics MODULE C
graphics Person-Centered
Planning
graphics graphics1. Developing Circles
   of Support
graphics graphics2. Person-Centered
   Planning Overview
graphics graphics3. Identifying and
   Managing Risks
graphics graphics4. Life Stages and
   Honoring Individual
   Choices
   
graphics MODULE D
graphics Skill Set Needed
graphics MODULE E
graphics Ethics & Professionalism
graphics MODULE F
graphics Resources
IDENTIFYING AND MANAGING RISKS
Section 3
page 1    page 2    page 3   page 4
VIDEO

Larry Fries and his father, Paul

Will level of disability affect how you define risk?  Or, if you were Larry's Support Broker, should you be consistent with how Larry thinks about risks and making decisions?



VIDEO
Before beginning this activity, download the statement, Dignity of Risk. Review these questions in order to challenge your beliefs on risk, choice, and access when it comes to people with disabilities. After you are finished reading, review the scenario of Jeff (click here) and answer the following questions.

1. Identify three safety risks that limit Jeff's choices/actions in

    this scenario.
2. Identify the fears that could be behind these possible risks.
3. What are some strategies that could acknowledge the fears

    that his family has?
4. As Jeff's Support Broker, how would you suggest that Jeff be

   able to take chances? Use specific examples from the

   scenario.
5. What are the possible outcomes or benefits from Jeff having

   a stronger voice in his life?



VIDEO

Larkin Seiler and his father, Ron

For Larkin, driving a speed boat was more than a risk.  It was an adventure he shared with his family, that they now look back on and enjoy the memory.  How might limiting choices influence your employers' ability to be active, happy and included?



Case Example

Philip is an adult man who loves everything country but especially country music. When one of his favorite bands came into town, he made sure he purchased tickets to the concert. Prior to the actual concert, the band set up various amusement-type activities in the parking lot. Philip was drawn to the mechanical bull. Philip can do many things, but his cerebral palsy hampers his motor skills. This does not seem to bother Philip in the least as he becomes determined to ride the bull. His friend, Bill, who accompanies him to all country music concerts, is not entirely shocked at Philip's determination to do something that others do not think he can do. However, Bill is fairly afraid of the idea of allowing his friend to try this particular adventure. Bill thinks, of course Philip could be helped up onto the bull and maybe even hold on for a moment or two, but he would not have the ability to adequately brace himself for a fall. If he would tumble head first without extending his arms (which is entirely possible), then it might be his last fall. Bill explains what he sees as the potential dangers, but Phillip's enthusiasm for this new found sport is just as strong.

What should his friend do? Should he overrule Philip's desire to ride the mechanical bull and say it is far too dangerous? Should he say to himself that Philip is a grown man and is quite Self-Determined and therefore, can make his own decisions and consequently take responsibility for his own decisions? As Phillip's Support Broker, how would you approach this situation?  How is this scenario not that different from other risks individuals and families might experience?


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Module A | Module B | Module C | Module D | Module E| Module F

© 2005
Idaho Department of Health & Welfare
Center on Disabilities and Human Development