disabilityjustice.edu.audisabilityjustice.edu.au/wp...the-Impact...Guide.docx · Web viewMental illness may cause clients to disengage from supports, ... even though the two conditions

Disability Justice ProjectUnderstanding the Impact of Cofactors within

Disability Justice

FACILITATOR’S GUIDE

This training package will require the following resources:

Prior to facilitating this training, facilitators must;- Read the Participants Manual in addition to the Facilitators Guide and PowerPoint Slides.

2

No. Resource Check

1. Laptop YY

2. Projector

3. Whiteboard

4. PowerPoint Presentation

5. Participants Manual (one for each participant)

6. Copies of:- Video clips and audio files

7. Whiteboard Markers

8. Butchers Paper

9. Textas/ Marker Pens

10. Bluetac

TRAINING PLANCourse Duration: 6 hours/ 1 full day

Time Slide Content Resources

Notes

9.30 Slide2 Welcome and acknowledgement

Acknowledgement – We are proud to acknowledge the Aboriginal traditional owners of these lands and waters.

Given the high percentage of Aboriginal and Torres Strait Islander people in contact and at risk of contact with the justice system, an Aboriginal perspective has been provided where appropriate.

2 mins Slide3 HousekeepingAdvise fire and emergency evacuationLocation of toiletsBreak times and food arrangementsEstimated finishing timeAsk participants to complete Training survey if not already done. Advise

there will be a post-training survey also.

Morning tea 11.15 – 11.30Lunch 12.15 1.00pm

5 mins Slide 4 Ask participants to introduce themselves to the group and share their biggest challenge when providing support to clients with complex support needs.

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Notes

2 mins Slide5 Read through DJP overviewAdvise participants to visit website for more information about the

project, and to find out what other training is available through the project.

3 mins Slide 6 Read throughAn overview of today’s training.Remind participants that due to time constraints, training is designed

to provide an overview of cofactors only, and does not aim to provide the level of training required to provide comprehensive support to address issues

5 mins Slide 7 Ice breaker activity to encourage participants to reflect on their views of disability and the language commonly used

3 mins Slide 8 Ask participants to Share an experience that they have had when providing support to someone who identified as being impacted by cofactors? What were some of the challenges they experienced?

Example – providing support to a person who had AOD issues, when AOD use was reduced, person had increase in impacts of childhood trauma due to removal of substance previously used to deal with pain

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Notes

3 mins Slide 9 Demonstrates the impact of cofactors which will be covered in training – trauma, childhood trauma, OOHC, AOD, Socioeconomic disadvantage

5 mins Slide 10 Read through with participants.Ask them to identify some challenges in their role providing support.Some additional challenges may include:Behaviours triggered by other cofactors may be determined to be

behaviours associated with a person’s Intellectual Disability, and may go untreated.

People you support may not have the ability to describe symptoms and experiences, making it difficult to assess the impact of cofactors.

3 mins Slide 11 2014 Human RightsIt is extremely difficult to develop a test that measures innate

intelligence without introducing cultural bias. This has been virtually impossible to achieve. One attempt was to eliminate language and design tests with demonstrations and pictures. Another approach is to realize that culture-free tests are not possible and to design culture-fair tests instead. These tests draw on experiences found in many cultures.

www.Wilderdom.com

7 mins Slide 12 What causes Intellectual Disability?Bethesda Lutheran Communities

Media

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Notes

https://www.youtube.com/watch?v=dyjFJ19DF9Yplay time – 3.40 minsAsk participants what their thoughts are after seeing this?

3 mins

10.10

Slide 13 Read through with participants.

3 mins Slide 14 Definition of cognitive impairmentGraph contains a list of common causes of cognitive impairment.

5 mins Slide 15 Slide provides a definition of Brain Injury, also called Acquired Brain Injury.

Read to participants:There are five areas in which people with ABI may experience long-

term changes:

* Medical difficulties* Changes in physical and sensory abilities

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https://www.youtube.com/watch?v=dyjFJ19DF9Y


Notes

* Changes in the ability to think and learn* Changes in behaviour and personality* Communication difficultiesSlide depicts picture of human brain and functions of parts of the

brain.

3 mins Slide 16 The major causes of head trauma are motor vehicle accidents. Other causes include falls, sports injuries, violent crimes, and child abuse and gunshot wounds.

Read through with participantsThe frontal lobe, for example, helps govern personality and

impulsivity. If damaged, there might be no “braking mechanism” for self-control. A person may find he cannot control his anger or aggression. He may also make inappropriate comments to friends or strangers not realizing they are off colour. Or the opposite might happen … someone’s personality may become muted or seemingly emotionless. This is called “flat affect.”

Ask participants to share their experiences supporting brain injury related behaviours and invite them to share ‘what that looks like’ with the group.

3 min Slide 17 Brain injury and disability Read through with participants• People with a brain injury generally commit relatively minor

offences (e.g., 40% of offences relate to theft and road traffic infringements), are under the influence of alcohol at the time of the offence, and have difficulty accessing information about their rights or legal situation.

• There is evidence to suggest that complex circumstances can be precipitated and exacerbated by contact with the criminal justice system.

• Those who come into contact with the criminal justice system

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Notes

typically have very complex life circumstances. Many present with multiple and complex needs, and may be experiencing co-existing mental illness, alcohol or drug dependence, health complaints, breakdown of the family unit or unstable accommodation.

3 mins Slide 18 Slide provides definition of traumaTrauma has sometimes been defined in reference to circumstances that are outside the realm of normal human experience. Unfortunately, this definition doesn’t always hold true. For some groups of people, trauma can occur frequently and become part of the common human experience.Children and young people make up the majority (57%) of the Aboriginal population (2016). Many of these children and young people know death at an early age, experience multiple losses and are more likely than non-Indigenous children to lose their primary attachment figure, especially if this is a grandparent, in childhood.

3 mins

10.30

Slide 19 Read through slide with participantsWhile there is limited information about the rates of trauma and PTSD for incarcerated Indigenous Australians, trauma has been found to play a pervasive role in their mental health burden (Atkinson et al. 2014).

8 mins Slide 20 Trauma and Behaviour Part 1: "How Trauma Affects the Brain “ UNC School of Social Work Jordan Institute for Familieshttps://www.youtube.com/watch?v=lPftosmseYEplay time 5.29 mins

Media

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https://www.youtube.com/watch?v=lPftosmseYE


Notes

2 mins Slide 21 Read through statistics with participants

3 mins Slide 22 Ask participants to name some additional causes of childhood trauma, additional causes could be-

Natural DisasterIsolation within familyBullyingIn addition to specific events that can be traumatic such as a violent

assault; sustained and chronic events such as witnessing domestic violence and experiencing socio-economic disadvantage can impact a child in a manner defined as trauma.

3 mins Slide 23 The long-term impact of child abuse is far-reaching; some studies indicate that, without the right support, the effects of childhood abuse can last a lifetime. A study (by Draper et al., 2007) found that Child abuse survivors demonstrate (read through slide)

Additional impacts are –Poor physical health: are more likely to have poor physical health.Illness: increases the risk of having three or more medical diseases,

including cardiovascular events in women.

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Notes

2 mins Slide 24 Out-of-home care is the general term used to describe different types of care for children who are unable to live with their parents and are under the guardianship of the minister. Children can enter out-of-home care for a variety of reasons, including – abuse or neglect, illness or death of a parent, parent in custody, homelessness and poverty.

3 mins Slide 25 Read through slideGraph highlights the overrepresentation of Aboriginal children in

OOHC

10 mins Slide26 Media depicts the colonisation of AustraliaWarn participants that footage may cause distresshttps://www.youtube.com/watch?v=5PKXELTiXNEMedia clip – Stolen Generations – Historical footage of the

colonization of Australia.Source – wc nativenewsPlaying time – 8.03 mins• The loss of having their children taken away was devastating to

many parents, who never recovered from their grief.• Some parents could not go on living without their children, while

others turned to alcohol as a coping mechanism.• The removal of several generations of children severely disrupted

Indigenous oral culture, and consequently much cultural

Media

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Notes

knowledge was lost.• Many of the Stolen Generations never experienced living in a

healthy family situation, and never learned parenting skills. In some instances, this has resulted in a tragic cycle of generations of children raised in state care.

11.00am –11.15

Slide 27 15-minute break Return at 11.15

5 mins Slide 29 Activity designed to highlight how we take communication for granted. Participants will develop awareness of how language can be challenging when they need to stop and think of each word as they relate a story

Page 18 of participants manual

2 mins Slide 30 Trauma and AOD factsRead through with participants.Slide relates morning training on trauma to next topic: AOD

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Notes

5 mins Slide 31 Read through with participantsAsk group to name the drugs that they think are the most prevalent in

people entering custody and write down responses in the manual

Page 19 participants manual

4 mins

11.30

Slide 32 Read through with participants.Six most commonly used drugs by inmates self-reporting at entry to

prison in 2015

3 min Slide 33 Read through with participants.Slide depicts commonly used categorisations of drugsToday will expand on Central Nervous System categorisation

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Notes

5 mins Slide 34 Several surveys have shown that Aboriginal and Torres Strait Islander people are less likely than other Australian people to drink alcohol, but those who do drink are more likely to consume it at hazardous levels.

5 mins Slide 35 Data from The Glen Rehabilitation Centre shows - Ice addiction is overtaking alcohol as the biggest problem facing Indigenous populations. More than half of the Glen’s 200 clients receiving treatment per year are Indigenous.

"Alcohol is now just over 30 per cent, so there has been a massive increase in guys coming to the service who are saying that 'the biggest problem in my life at the moment is amphetamine use'."

www.abc (2015)

3 mins Slide 36 Read through with participants.Hallucinogenic - Hallucinogens alter perception (awareness of

surrounding objects and conditions), thoughts, and feelings. They cause hallucinations, or sensations and images that seem real though they are not. Hallucinogens can be found in some plants and mushrooms (or their extracts) or can be human-made. People have used hallucinogens for centuries for religious rituals

There is limited national data on petrol sniffing, but case studies indicate that the practice continues to be a major problem in some Aboriginal and Torres Strait Islander communities. Petrol sniffing causes confusion, aggression, lack of coordination,

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Notes

Other - Both ecstasy and cannabis can produce hallucinations, especially in cases of heavy use, or poly drug use, however they are usually considered primarily as CNS stimulants and depressants respectively, as these effects are almost always present.

hallucinations, respiratory problems and chronic disability, including mental impairment.

www.mindframe

10 mins Slide 37 Video – How Drugs and Booze affect your BrainBy Things You Should Knowhttps://www.youtube.com/watch?v=Kckjc_T-pBgPlaying time: 6.38 mins

Media

10 mins Slide 38 Writing taskRefer participants to activity in their manual. Ask participants to

complete task and share responses with the group –Review quiz answers 1. (b) 2.(c) 3.(c) 4. (a) 5. (b)Group 1Group name: depressantExamples: alcohol; heroinGroup 2Group name: stimulantExamples: tobacco; cocaineGroup 3Group name: hallucinogens


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Notes

Examples: LSD; magic mushrooms7. Drugs classified as 'others' may not fit neatly into any one category.

For example, marijuana, can be classified as a hallucinogen and/or a depressant. Ecstasy can be classified as either a hallucinogen or stimulant because of their properties and their effect on neurotransmitters.

2 mins

12.07

Slide 39 Read through with participants.

5 mins Slide 40 Stage 1: Pre-contemplation – the person does not think they have a problem. Give the person information about the substance and how it might be affecting them, discuss less harmful ways of using the drug and how to recognise overdose.

Stage 2; Contemplation – the person thinks their substance use might be a problem Encourage the person to keep thinking about quitting, talk about the pros and cons about changing, give information and refer them to a professional. Poorer problem solving abilities of people with an intellectual disability make it likely that they will need significant support to see that the disadvantages of their substance use may outweigh the advantages.

Stage 3: Preparation – the person has decided to make a change Encourage the person and support their decision to change, and help them plan how they will stop using substances (e.g. talk to a substance use counsellor or GP)

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Notes

Stage 4: Action – making the change Provide support by helping the person develop strategies for saying ‘no’ and avoiding people who use substances, practicing doing other things when they feel like using substances and finding other easy to cope with distress. Encourage the person to get periodic health checks.

Stage 5: maintenance – keeping up the new habits Support the person to keep up the new behaviour. Focus on the positive effects of not using substances and praise their achievements.

5 mins Slide 41 Detoxification (withdrawal) – residential, home or outpatient, can be medicated or non-medicated.

Pharmacotherapy – Prescribed and monitored medication to replace substance, can be collected from a clinic or approved pharmacy.

Counselling – group or individual, can be accessed through a Drug and Alcohol clinic or in the community.

Rehabilitation – A long term option which involves residency at a centre during treatment. Includes relapse prevention education.

Complementary therapies – Herbal and Natural therapies. Hypnosis. Peer support - Support groups including AA, NA, GA. Usually using the

twelve-step model to achieve abstinence.Family support – Support provided to families who have been affected

by a family member’s substance abuse or gambling.

3 mins Slide 42 Read to participantsAsk participants to identify additional challengesExamples may include:Many services require participants to possess reading and writing skillsSome services involve group activities and sharing/disclosure. Clients

may not feel safe to participate in a group setting.Many services do not have staff trained to support people with

Intellectual Disability through their treatment processes.

Participants have notes added in manuals on Gambling addiction

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Notes

20 mins Slide 43 Group activityClient case study provided in participant’s manual, suggest that

participants break into small groups to work through together.Share with group if there is time.Scenario + responses facilitator guide page 31

Participants manual


12.402mins

Slide44

15mins Slide 45 Video – Engaging Respectfully with Aboriginal and Torres Strait Islander clients. Developed in partnership with Dandenong & District Aborigines’ Co-op, mecware, City of Casey, City of Greater Dandenong and Dept. of Health and Human Services

https://www.youtube.com/watch?v=6vgfSgB5nkYPlaying time – 12.44 mins

Media

2 mins Slide 46 Read to participants

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Notes


Slide 48 1.00pm-1.30pm

1.303 mins

Slide 49 Homelessness is usually described as being in one of three categories defined by Mackenzie and Chamberlain (1992). This has been widely adopted due to its reflection of the diversity of homelessness. These categories were used by the Commonwealth Advisory committee on homelessness in 2001 and are now widely used in the homelessness sector.

Primary - e.g. sleeping rough or in improvised dwellings such as tentsSecondary - e.g. emergency accommodation, youth refuges, "couch

surfing"Tertiary - e.g. boarding housing and caravan parks

3 mins Slide 50 Read through with participants

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Notes

5 mins Slide 51 The Salvation Army’s Economic and Social Impact Survey (2016) showed that;

family violence is the leading cause of housing transiency with children at significant risk of social exclusion due to housing instability.

The report showed that some clients on Newstart Allowance are having to survive off just $15.29 a day.

Media

2 min Slide 52 Read to participants

5 mins Slide 53 Read through with participantsAsk participants to share challenges they have faced providing support

to clients and how they have addressed these

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Notes

3 mins Slide 54 The diagnosis of mental illness in someone with an Intellectual Disability and substance abuse issues is complicated by the replication of symptoms of mental illness due to the effects of substances used, and drug induced psychosis.

Participants manual

Slide 55 Read to participants4min

3mins

Slide 56 Read to participants

8 mins Slide 57 Video – Window to Insanity: A View of SchizophreniaA multimedia project for the 2012 bio expo by Zachary Sharpe

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Notes

https://www.youtube.com/watch?v=UMzD-sn94AkRunning time – 4.55minsDesigned to provide an insight into the life of a person with

schizophrenia

2.023 mins

Slide 58 Read through with participants. Ask participants to name additional challenges. Responses may include;

Clients may be non-compliant with medications due to unwanted side effects of medication

Mental illness may cause clients to disengage from supports, placing client at risk of harm

A combination of cofactors may trigger risk taking behavioursOrganisational procedures may impact on your ability to provide

support during crisisUp to 80% of people with a mental illness have substance misuse

problems. Similarly, up to 75% of clients with drug and alcohol problems also experience mental health problems, most commonly anxiety or mood disorders, such as depression.

12 mins Slide 59 Quiz on mental health.Quiz is designed to challenge commonly held misconceptions of

mental illnesses


Responses to quiz

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Notes

1. True. One per cent of the general population develops schizophrenia.

2. False. Mental illness is not contagious. Heredity can, and often does, play a factor in the development of the disease.

3. True. The first episode of a mental illness often occurs between the ages of 15 and 30 years. Early intervention is currently thought to be one of the most important factors related to recovery from mental illness. Embarrassment, fear, peer pressure and stigma often prevent young people from seeking help.

4 False. Childhood abuse or neglect does not cause mental illnesses such as schizophrenia. However, trauma and stressful or abusive environments may seriously impair a person’s ability to cope with and later manage the illness.

5. True and False. Alcohol and other drugs sometimes play a role in the development of some symptoms and disorders, but do not usually cause the illness. Long-term drug and alcohol use can lead to the development of drug-induced psychosis, which has many of the same symptoms of organic mental illness. Alcohol and drugs are often used to cope with the illness, although using alcohol and drugs can make the symptoms of mental illness worse.

6. False. Mental illness is associated with chemical imbalances in the brain and requires a comprehensive treatment plan.

Responses to quiz7. False. With the right kind of help, many people with a mental

illness do recover and go on to lead healthy, productive and satisfying lives. While the illness may not go away, the symptoms associated with it can be controlled. Medication, counselling and psychosocial rehabilitation are treatment options that can help people recover from mental illness.

8. False. People who experience a mental illness acutely sometimes

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Notes

behave very differently from people who do not. While some of their behaviours may seem bizarre, people with mental illness are not more violent than the rest of the population.

9. False. Although studies have shown that between 17 and 70 per cent of people who are homeless have mental illnesses, being homeless doesn’t automatically indicate a mental illness. Homelessness and socio-economic disadvantage is directly linked

to higher risk of mental illness and substance abuse.10. False. Mental illness is often confused with developmental

disabilities, even though the two conditions are quite different. Mental illness does not affect an individual’s intellectual

capacity, whereas developmental disabilities do. However, people with developmental disabilities are more susceptible to developing mental illness.

11. False. Income is not a factor in overall rates of mental health problems. However, people with lower incomes experience slightly higher rates of depression. People who live with major mental illnesses often end up in lower social classes because the illness may interfere with their ability to obtain and maintain employment.

2.30Slide 61

2.452 mins

Slide 62 Read to participants

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Notes


6 mins Slide 64 Media clip Inside Barwon PrisonBarwon prison is max security in Victoriahttps://www.youtube.com/watch?v=7sYqSzBJLJsplay time 4.00 minsAsk participants if they are surprised about what inside a prison looks

like?

3 mins Slide 65 Many people in custody; have never ‘integrated’ into mainstream society, and release from custody for these people; is yet another attempt to ‘integrate’.

These people will be expected to engage with ‘strangers’, particularly if there has been little, or no pre-release support, and, live in an area that they are not familiar with. In addition to this; they may be leaving custody with little understanding of what to

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Notes

expect, and; what is expected from them at the service they have been referred to. This can be a very anxious time for people with cognitive disability.

Drug related deaths are also common, particularly in the weeks immediately following release from custody. For example; the rate of unnatural death among people released from Victorian prisons between 1990 and 1999 was found to be 10 times the rate of unnatural deaths in the general population, with most deaths due to drug overdose and suicide.

3 mins Slide66 Read through with participants. Add – Dr Eileen Baldry said in a report -

Prison is not the solution for people with complex needs who are generally overrepresented in prison. Prison can “make a person a target for re-arrest and re-imprisonment; it disrupts social connections and locks people into serial institutionalisation, does not guarantee good or appropriate treatment and often any treatment started is not continued in the community upon release; it makes homelessness more likely, creates connections with criminal culture, ensures the learning of prison culture to survive and often causes self-harm and depression” (Baldry2013)

5 mins Slide 67 Read through with participants.Identifies post release risks

15 mins Slide 68 Custody to community: how young people cope with release Nacro People (UK)

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Notes

https://www.youtube.com/watch?v=YyqahwDVAIEplay time – 9.15Ask participants to identify what some of the common themes were

during the clip? Why did they think pre-release support was important?

5 mins Slide 69 Maslow stated that ‘people are motivated to achieve certain needs, and that some needs take precedence over others. Our most basic need is for physical survival, and this will be the first thing that motivates our behaviour’. Once that level is fulfilled the next level up is what motivates us.’ Maslow’s five stage model can be divided into deficiency needs and growth needs. Certain human needs are more fundamental than others, and satisfaction of these "basic" needs is necessary before "higher" needs such as self-actualization can be addressed.

Advise group that there are several models of support in psychology. Using Maslow’s model as a guide, different organisations will use their preferred model.

Invite participants to nominate what each of the layers of support include

10 mins Slide 70 Read through checklist, encourage group to expand on each of the points and nominate which section of the triangle it fits into and why?

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https://www.youtube.com/watch?v=YyqahwDVAIE


Notes

10 mins Slide 71 Read through checklist, encourage group to expand on each of the points and nominate which section of the triangle it fits into and why?

10 mins Slide 72 Media clipNo Limits - The First People Part 5https://www.youtube.com/watch?v=is04hPT5aSY

Play time – 9.12mins

Media



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https://www.youtube.com/watch?v=is04hPT5aSY


Notes

20 mins Slide 75 Group activityAsk group to separate into pairs. Read through scenario with group

and ask them to write down their responses to questions.

Scenario + responses facilitator guide page 33

Participant manual


5 mins Slide 76 End of trainingAsk group to share what they believe is the most valuable thing they

will take away from training.

Slide77 +References and recommended reading

Also, provided in participant’s manual P Manual

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Group activity 1 Gayle’s Story You are a disability support worker at a residential service in the Western Sydney area. Gayle is a 33-year-old Aboriginal woman who originates from Bourke NSW. She has been a client of your service for almost two years. Gayle has a mild intellectual disability, and has been diagnosed with Paranoid Schizophrenia. Gayle has two children who are in the care of foster families as she was deemed unfit to provide care for them 6 years ago. Gayle was recently arrested following an incident where she visited her partner Allen at his home. Gayle has told you that she was drinking alcohol before she went to visit Allen. She also told you that she thought that Allen and his family were conspiring against her. Gayle said ‘they are trying to set me up so that I never get to see my children again, they are going to stop me from seeing them, I need to sort them out’. Gayle has not participated in group activities at the service recently, and has avoided engaging in any discussions with support workers since her arrest 2 weeks ago.

Questions1. Identify some issues that Gayle may need support with? (Possible responses) *Remind participants that support should NEVER trigger trauma for client

May be experiencing trauma due to isolation from her family and separation from her partner

Isolation from community and culture

Recent traumatic incident where she was the perpetrator of violence

Poverty

Gayle might not be taking her anti-psychotic medication

Anti-psychotic medication may not be working effectively and may need review by medical specialist

Removal of her children

Intergenerational trauma

Increased risk of mental illness and suicide/self-harm, risk of further AOD relapse

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May have no understanding of legal processes due to charge against her

Risk/fear of going into custody

May have been arrested and charged without a support person present

May have bail conditions and AVO restricting access to her partner

2. What cofactors might you need to consider when providing support to Gayle? (Possible responses)

Childhood trauma

Intergenerational trauma

Trauma

Socio-economic disadvantage

Cultural and religious impact

Mental illness

AOD

3. What are some strategies you might use to engage Gayle in support? (Possible responses)

Ensure that service provided is culturally appropriate

Ensure a collaborative approach with partner agencies

Ensure that Gayle is aware of her rights in regards to legal processes

Identify Gayle’s goals and develop a support plan to achieve these

Ensure that support staff are aware of communication barriers

Ensure that support is flexible and incorporates Gayle’s change of circumstances and support needs.

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Group Activity Andrew’s StoryAndrew is a 26-year-old man who is due to be released from custody in two weeks. He has been referred to your service for transitional support after being diagnosed with borderline Intellectual Disability. Andrew was diagnosed as having Acquired Brain Injury following a serious car accident in which he was the driver of a stolen vehicle and was intoxicated, four years ago. He has not discussed his family with you.

You have met Andrew on two occasions since he was referred to your service. Andrew presented as a quiet man, who did not talk too much, mostly giving yes or no answers and avoiding eye contact with you. He told you that he has never received ‘much support’ before, although he used to see a Youth Worker when he was in his teens and had been expelled from school for fighting with other students.

Andrew was convicted of Aggravated Sexual Assault. Andrew assaulted a 16-year-old female after dragging her into the public toilets of a park as she was walking alone on her way home from school. Andrew has not participated in any counselling or psychology treatment while in custody and refuses to discuss the incident with anyone other than to say that he was using ICE at the time he committed the offence, and he ‘just lost it for a while’.

Andrew avoids any discussions about his time spent in custody. He is being held in the Protective Unit of the prison and says he has been there since he was first locked up.

Q.1 What are some of the pre-release supports you need to include on your checklist? (possible responses)

Informed consent

NDIS funding and/or eligibility

Check that Andrew understands the processes of support plan, encourage him to discuss his understanding by using open questions

Child Sex Offender Registry conditions and reporting etc.

Any AVO/PVO conditions

Any medication and/or known physical health conditions31

Accommodation and its compliance with parole conditions

Financial entitlements

Identification

Andrews goals

Q.2 How are some of the risks you need to be aware of? (possible responses)

AOD relapse

Breaching parole conditions – accommodation etc.

Reoffending if he doesn’t understand any AVO conditions

Vulnerability – including at risk due to nature of his offending

Andrew may not engage with support providers

Mental health and risk of harm to self

Q.3 How would you prioritise Andrew’s support needs? (possible responses)

Safety to self and others

Mental health – risk of suicide self-harm

Risk taking behaviours – AOD use

Relapse prevention

Vulnerability and risk of becoming a victim

Q.4 What do you think will be some of the post-release supports Andrew needs? (possible responses)

Adaptive functioning skills assessment and support plan

AOD support including relapse prevention

32

Community and social inclusion

Mental health assessment and support

Trauma support – if he agrees to this

Support to comply with parole and CSO registry conditions

33

Documents

disabilityjustice.edu.audisabilityjustice.edu.au/wp...the-Impact...Guide.docx · Web viewMental illness may cause clients to disengage from supports, ... even though the two conditions