In health and social care, workers deal with a range of challenging behaviour on a daily basis.
These types of behaviour may challenge the worker to change their approach to the individual and also adapt strategies.
Challenging behaviour may include behaviours that are:
There are several factors that can lead to individuals having difficulties with their behaviour. These need to be considered on a case-by-case basis to ensure that the care worker implements the correct level of support and guidance for the individual.
Factors that can lead to challenging behaviours in individuals include:
Restrictive intervention refers to:
Ethical, values-based approach refers to:
Ym maes iechyd a gofal cymdeithasol, mae gweithwyr yn ymdrin â phob math o ymddygiad heriol bob dydd.
Gall y mathau hyn o ymddygiad herio'r gweithiwr i newid y ffordd y mae'n ymdrin â'r unigolyn ac i addasu strategaethau hefyd.
Gall ymddygiad heriol gynnwys ymddygiad sy'n:
Gall sawl ffactor beri i unigolion gael anawsterau gyda'u hymddygiad. Mae angen i'r rhain gael eu hystyried ar sail achos unigol er mwyn sicrhau bod y gweithiwr gofal yn rhoi'r lefel gywir o gymorth ac arweiniad i'r unigolyn.
Mae ffactorau a all arwain at ymddygiadau heriol ymhlith unigolion yn cynnwys:
Mae ymyriad cyfyngol yn cyfeirio at:
Mae dull gweithredu moesegol yn seiliedig ar werthoedd yn cyfeirio at:
As a care worker, it is important to comply with current legislation and policies when dealing with behaviours. Legislation that cover restrictive interventions and practices:
Fel gweithiwr gofal, mae'n bwysig cydymffurfio â deddfwriaeth a pholisïau presennol wrth ymdrin ag ymddygiadau. Deddfwriaeth sy'n cwmpasu ymyriadau ac arferion cyfyngol:
Restrictive practices are activities that stop individuals from doing things that they want to do or encouraging them to do things they don’t want to do. Both of these practices can be obvious or discrete.
They should only be applied to limit choice, reactive response from an incident or an emergency or if the person is at risk of harming themselves or others.
Restrictive interventions are part of restrictive practices and, unless part of an agreed behaviour support plan, should only be used as an immediate and deliberate response to challenging behaviours or to take control of a situation where there is real possibility of harm if no action is taken. This can be useful to help the individual learn to manage their behaviour, when it is planned and reviewed appropriately.
However, they can pose a risk to the individual’s health and safety, can be distressing if used inappropriately and, in some cases, can be abusive. They should never be used to punish the individual, inflict pain, suffering and humiliation or to achieve compliance. Regulation 29 of the Regulation and Inspection of Social Care (Wales) Act 2016 – The appropriate use of control and restraint – has some more information on restrictive practices and interventions.
If there is no other option but to use restrictive interventions in an emergency or if the individual is going to harm themselves or others, they should always:
The below interventions are also known as reactive strategies which include distraction, diffusion, breakaway techniques and safe holding. They should only be used to establish safe control over behaviours that may cause harm or danger to themselves or others.
Physical restraint is defined as direct physical contact between persons where reasonable force is positively applied against resistance, either to restrict movement or mobility or to disengage from harmful behaviour displayed by the individual.
Mechanical restraint can be described as the use of a device to prevent, restrict or subdue movement of a person’s body or part of the body, for the primary purpose of behavioural control.
Examples include arms splints, cushioned helmets and wheelchair lap straps.
The use of medication which is prescribed and administered for the purpose of controlling or subduing disturbed/violent behaviour.
Use of coercive social or material sanction, or verbal threat of those sanctions in an attempt to moderate a person’s behaviour.
It is very important that these sanctions are used appropriately and are relevant to the behaviour. These should only be used in short response to negative behaviours and not as part of a long-term process.
Seclusion should not be used in any social care setting. Behaviour should be dealt with appropriately, ensuring that the individual’s needs are considered.
The least restrictive option should always be sought when issuing interventions to avoid distress and upset to the individual involved.
Mae arferion cyfyngol yn weithgareddau sy'n atal unigolion rhag gwneud pethau y maen nhw am eu gwneud neu sy'n eu hannog i wneud pethau nad ydyn nhw am eu gwneud. Gall y ddau arfer hyn fod yn amlwg neu'n gynnil.
Dim ond i gyfyngu ar ddewis, i ymateb yn adweithiol i ddigwyddiad neu argyfwng neu os yw'r unigolyn yn mynd i niweidio ei hun neu eraill y dylent gael eu defnyddio.
Mae ymyriadau cyfyngol yn rhan o arferion cyfyngol ac, oni bai eu bod yn rhan o gynllun cymorth ymddygiad y cytunwyd arno, dim ond fel ymateb uniongyrchol a bwriadol i ymddygiadau heriol neu i reoli sefyllfa lle mae posibilrwydd gwirioneddol o niwed oni chymerir camau y dylent gael eu defnyddio. Gall hyn fod yn fuddiol er mwyn helpu'r unigolyn i ddysgu sut i reoli ei ymddygiad, pan gaiff ei gynllunio a'i adolygu'n briodol.
Fodd bynnag, gallant achosi risg i iechyd a diogelwch yr unigolyn, gallant achosi trallod os cânt eu defnyddio'n amhriodol ac, mewn rhai achosion, gallant fod yn gamdriniol. Ni ddylent fyth gael eu defnyddio i gosbi'r unigolyn, achosi poen, dioddefaint a chywilydd na sicrhau cydymffurfiad. Mae rheoliad 29 o Ddeddf Rheoleiddio ac Arolygu Gofal Cymdeithasol (Cymru) 2016 – Y defnydd addas o reolaeth ac ataliad – yn cynnwys mwy o wybodaeth am arferion ac ymyriadau cyfyngol.
Os nad oes unrhyw ddewis arall heblaw defnyddio ymyriadau cyfyngol mewn argyfwng neu os yw'r unigolyn yn mynd i niweidio ei hun neu eraill, dylent bob amser:
Gelwir yr ymyriadau isod yn strategaethau adweithiol hefyd, sy'n cynnwys technegau tynnu sylw, lleihau tyndra, torri'n rhydd a dal yn ddiogel. Dim ond er mwyn sicrhau rheolaeth ddiogel dros ymddygiadau a all achosi niwed neu berygl iddynt hwy eu hunain neu eraill y dylid eu defnyddio.
Diffinnir atal yn gorfforol fel cyswllt corfforol uniongyrchol rhwng personau lle defnyddir grym rhesymol yn gadarnhaol yn erbyn gwrthwynebiad, naill ai i gyfyngu ar symudiad neu symudedd neu i ddatgyweddu oddi wrth ymddygiad niweidiol a ddangosir gan yr unigolyn.
Gellir disgrifio atal mecanyddol fel y defnydd o ddyfais i atal symudiad corff unigolyn neu ran o'i gorff, cyfyngu arno neu ei feistroli at ddiben rheoli ymddygiad yn bennaf.
Mae enghreifftiau yn cynnwys sblintiau braich, clustog mewn helmedau a strapiau glin mewn cadair olwyn.
Defnyddio meddyginiaeth sy'n cael ei rhagnodi neu ei gweinyddu er mwyn rheoli neu feistroli ymddygiad aflonydd/treisgar.
Defnyddio cosb gymdeithasol neu faterol drwy orfodaeth, neu fygwth rhoi'r cosbau hynny ar lafar mewn ymgais i gymedroli ymddygiad unigolyn.
Mae'n bwysig iawn bod y cosbau hyn yn cael eu defnyddio'n briodol a'u bod yn berthnasol i'r ymddygiad. Dim ond mewn ymateb byr i ymddygiadau negyddol y dylai'r rhain gael eu defnyddio ac nid fel rhan o broses hirdymor.
Ni ddylid neilltuo neb mewn unrhyw leoliad gofal cymdeithasol. Dylid ymdrin ag ymddygiad yn briodol, gan sicrhau bod anghenion yr unigolyn yn cael eu hystyried.
Dylid ceisio'r opsiwn lleiaf cyfyngol bob amser wrth ymyrryd er mwyn osgoi trallod a chynnwrf i'r unigolyn dan sylw.
Social Services and Well-being (Wales) Act 2014 covers adults, children under the age of 18 and carers. The act is split into three parts:
The act is based on a series of core principles on how social care settings are run and how care workers work with individuals on a day to day basis.
This act is relevant to dealing with positive approaches to behaviour support because it outlines the support the individual should have and the guidance available for care workers who are dealing with this behaviour.
The core principles and values are:
As a result of this act, the approach to behaviour has changed and developed to focus on the individual and their needs.
The principles of the Social Services and Well-being (Wales) Act 2014 form the approach and intent of the Regulation and Inspection of Social Care (Wales) Act 2016. This act replaces the Care Standards Act 2000 and moves the emphasis for registered care providers from just meeting minimum standards to delivering services which maximise the well-being outcomes of people they support.
Mae Deddf Gwasanaethau Cymdeithasol a Llesiant (Cymru) 2014 yn cwmpasu oedolion, plant o dan 18 oed a gofalwyr. Mae'r Ddeddf wedi ei rhannu'n dair adran:
Mae'r Ddeddf yn seiliedig ar gyfres o egwyddorion craidd o ran sut y caiff lleoliadau gofal cymdeithasol eu rhedeg a sut mae gweithwyr gofal yn gweithio gydag unigolion o ddydd i ddydd.
Mae'r Ddeddf hon yn berthnasol i ymdrin â dulliau cadarnhaol o roi cymorth ymddygiad am ei bod yn amlinellu'r cymorth y dylai'r unigolyn ei gael a'r canllawiau sydd ar gael i weithwyr gofal sy'n ymdrin â'r ymddygiad hwn.
Yr egwyddorion a'r gwerthoedd craidd yw:
O ganlyniad i'r Ddeddf hon, mae'r ffordd yr ymdrinnir ag ymddygiad wedi newid ac wedi datblygu er mwyn canolbwyntio ar yr unigolyn a'i anghenion.
Mae egwyddorion Deddf Gwasanaethau Cymdeithasol a Llesiant (Cymru) 2014 yn ffurfio dull a bwriad Deddf Rheoleiddio ac Arolygu Gofal Cymdeithasol (Cymru) 2016. Mae’r ddeddf hon yn cymryd lle Deddf Safonau Gofal 2000 ac yn symud y pwyslais ar gyfer darparwyr gofal cofrestredig o gwrdd â safonau gofynnol yn unig i ddarparu gwasanaethau sy’n sicrhau’r canlyniadau llesiant gorau i’r bobl maent yn eu cefnogi.
In this section and subsequent sections, we will be introducing a range of ways of working to help you secure positive outcomes for the people you support. Some may be more relevant in some circumstances and many of the approaches can be combined.
Restrictive interventions are part of a continuum of restrictive practices and, unless part of an agreed behaviour plan, should only ever be used as an immediate and deliberate response to challenging behaviours or to manage a situation where there is a real possibility of harm if no action is taken. Restrictive interventions must never be used to punish, to inflict pain, suffering and humiliation or to achieve compliance.
Restrictive interventions, other than those used in an emergency, should always be planned in advance and agreed by a multi-disciplinary team and wherever possible, the individual and included in their behaviour plan.
If restrictive interventions need to be used as the individual is going to harm or injure themselves or others, they should always:
Restrictive practice means a wide range of activities that stop individuals from doing things that they want to do or encourages them to do things that they don’t want to do.
Understanding behaviour is important when dealing with incidents in care. The worker needs to understand how the behaviour started and progressed.
Challenging behaviour can mask a range of factors the individual is trying to express. For example, they:
Yn yr adran hon ac yn yr adrannau sydd i ddod, byddwn yn cyflwyno amrywiaeth o ffyrdd o weithio er mwyn eich helpu i sicrhau canlyniadau cadarnhaol i’r bobl rydych y neu cefnogi. Bydd rhai yn fwy perthnasol mewn rhai sefyllfaoedd ac mae llawer o’r dulliau yn gallu cael eu cyfuno.
Mae ymyriadau cyfyngol yn rhan o gontinwwm o arferion cyfyngol ac, oni bai eu bod yn rhan o gynllun ymddygiad y cytunwyd arno, dim ond fel ymateb uniongyrchol a bwriadol i ymddygiadau heriol neu i reoli sefyllfa lle mae posibilrwydd gwirioneddol o niwed oni chymerir camau gweithredu y dylent gael eu defnyddio. Ni ddylid fyth ddefnyddio ymyriadau cyfyngol i gosbi, achosi poen, dioddefaint a chywilydd na sicrhau cydymffurfiad.
Dylai ymyriadau cyfyngol, heblaw'r rhai a ddefnyddir mewn argyfwng, fod yn rhai sydd bob amser wedi cael eu cynllunio ymlaen llaw, y mae tîm amlddisgyblaethol a, lle bynnag y bo modd, yr unigolyn wedi cytuno arnynt ac yn rhai sydd wedi'u cynnwys yn ei gynllun ymddygiad.
Os oes angen defnyddio ymyriadau cyfyngol am fod yr unigolyn yn mynd i niweidio ei hun neu eraill dylent bob amser:
Ystyr arfer cyfyngol yw ystod eang o weithgareddau sy'n atal unigolion rhag gwneud pethau y maen nhw am eu gwneud neu sy'n eu hannog i wneud pethau nad ydyn nhw am eu gwneud.
Mae deall ymddygiad yn bwysig wrth ymdrin â digwyddiadau ym maes gofal. Mae angen i'r gweithwyr ddeall sut y gwnaeth yr ymddygiad ddechrau a datblygu.
Gall ymddygiad heriol guddio nifer o ffactorau y mae'r unigolyn yn ceisio eu mynegi. Er enghraifft:
Active support is a person-centered approach to providing direct support. The goal of active support is to ensure that people with even the most significant disabilities have ongoing, daily support to allow them to engage in a variety of life activities and opportunities of their choice.
By following this model, it values person-centred practice and allows the individual to complete everyday activities with ease.
There are several components of active support:
Example of the active support model in action:
Dull o roi cymorth uniongyrchol sy'n canolbwyntio ar yr unigolyn yw cymorth gweithredol. Nod cymorth gweithredol yw sicrhau bod pobl sydd â'r anableddau hyd yn oed mwyaf sylweddol yn cael cymorth dyddiol parhaus i'w galluogi i gymryd rhan mewn amrywiaeth o weithgareddau a chyfleoedd bywyd o'u dewis.
Drwy ddilyn y model hwn, mae'n rhoi gwerth ar arfer sy'n canolbwyntio ar yr unigolyn ac yn rhoi cyfle i'r unigolyn gymryd rhan mewn gweithgareddau bob dydd yn hawdd.
Mae sawl elfen i gymorth gweithredol:
Enghraifft o'r model cymorth gweithredol ar waith:
Watch the video as an introduction to restorative approaches.
Gwyliwch y fideo fel cyflwyniad i ddulliau adferol.
Example of restorative approach to deal with conflict:
Enghraifft o ddull adferol i ymdrin â gwrthdaro:
A restorative school is one which takes a restorative approach to resolving conflict and preventing harm. Restorative approaches enable those who have been harmed to convey the impact of the harm to those responsible, and for those responsible to acknowledge this impact and take steps to put it right.
There are six main components to this approach that the care workers need to adopt to implement the approach effectively.
Mae ysgol adferol yn un sy'n defnyddio dull adferol o ddatrys anghydfod ac atal niwed. Mae dulliau adferol yn galluogi'r rhai sydd wedi cael eu niweidio i gyfleu effaith y niwed i'r rhai sy'n gyfrifol ac yn galluogi'r rhai sy'n gyfrifol i gydnabod yr effaith hon a chymryd camau i'w hunioni.
Mae chwe phrif elfen i'r dull hwn y mae angen i'r gweithwyr gofal eu mabwysiadu er mwyn defnyddio'r dull yn effeithiol.
Watch the video as an introduction to positive behaviour support
Gwyliwch y fideo fel cyflwyniad i gymorth ymddygiad cadarnhaol
Positive behaviour support is a person-centred approach to support people who display or are at risk of displaying challenging behaviours.
Mae cymorth ymddygiad cadarnhaol yn ffordd o roi cymorth sy'n canolbwyntio ar yr unigolyn i bobl sy'n dangos neu sydd mewn perygl o ddangos ymddygiadau heriol.
Positive behaviour support involves understanding the reasons for the behaviour and considering the person as a whole, including their life history, physical health and emotional needs, to implement ways of supporting them. It focuses on creating physical and social environments that are supportive and capable of meeting people's needs, and teaching people new skills to replace the challenging behaviour.
The components contain:
Punishment has no place in positive behaviour support and should never be considered. It is important for the care worker to understand what the individual is feeling and why they are behaving as they are.
The four common functions of challenging behaviour is:
Mae cymorth ymddygiad cadarnhaol yn cynnwys deall y rhesymau dros yr ymddygiad ac ystyried yr unigolyn cyfan, gan gynnwys ei hanes bywyd, ei anghenion iechyd corfforol ac emosiynol, er mwyn cynnig ffyrdd o'i gefnogi.Mae'n canolbwyntio ar greu amgylcheddau ffisegol a chymdeithasol sy'n gefnogol ac sy'n gallu diwallu anghenion pobl, ac sy'n addysgu sgiliau newydd i bobl yn lle'r ymddygiad heriol.
Mae'r elfennau yn cynnwys:
Nid oes lle i gosbau mewn cymorth ymddygiad cadarnhaol ac ni ddylid byth eu hystyried. Mae'n bwysig bod y gweithiwr gofal yn deall yr hyn y mae'r unigolyn yn ei deimlo a pham ei fod yn ymddwyn fel y mae.
Pedwar gweithrediad cyffredin ymddygiad heriol yw:
During incidents of challenging behaviour, it is important that care workers support the individual fully and feel confident to deal with the incident.
When dealing with challenging behaviour it is important to offer support and debriefing to ensure all involved can reflect and review the incident fully. Debriefs should be offered during times of challenging behaviour and also in situations when interventions are used. Both of these incidents can have an impact on the individual and others.
How individuals should be supported following an incident:
The worker, carers and others involved need to take care of themselves following an incident. The incident can be emotionally and sometimes physically demanding on the individual, which is why it is important to debrief after the incident.
The individual should be offered further support and training after the incident to reflect on the incident, how it went and what could be improved. The team need to review the personal plan and how the incident measured up to the plan. They need to discuss whether the plan needs adapting or altering to fully accommodate the individual’s needs and demands. The incident also needs to be discussed and reviewed with the multi-agency team at the next meeting.
The below levels of support should be offered:
There are several methods that support the review of positive approaches and restrictive practices and interventions. These can help the team analysis and review. The methods could include:
Following the review process, further support can be sought for all involved: individuals, workers and carers.
Yn ystod achosion o ymddygiad heriol, mae'n bwysig bod gweithwyr gofal yn cefnogi'r unigolyn yn llawn ac yn teimlo'n hyderus i ymdrin â nhw.
Wrth ymdrin ag ymddygiad heriol mae'n bwysig cynnig cymorth ac ôl-drafodaeth er mwyn sicrhau y gall pawb dan sylw fyfyrio'n llawn ar yr hyn sydd wedi digwydd a'i adolygu. Dylid cynnig ôl-drafodaethau pan fydd ymddygiad heriol a hefyd mewn sefyllfaoedd lle y defnyddir ymyriadau. Gall y naill a'r llall gael effaith ar yr unigolyn ac eraill.
Sut y dylai unigolion gael eu cefnogi yn dilyn achos o ymddygiad heriol:
Mae angen i'r gweithiwr, gofalwyr ac eraill dan sylw ofalu amdanyn nhw eu hunain ar ôl achos o ymddygiad heriol. Gall fod yn anodd yn emosiynol, ac yn gorfforol weithiau, i'r unigolyn, a dyna pam ei bod yn bwysig cael ôl-drafodaeth ar ôl achos o ymddygiad heriol.
Dylid cynnig rhagor o gymorth a hyfforddiant i'r unigolyn ar ôl achos o ymddygiad heriol er mwyn myfyrio arno, sut yr aeth a'r hyn y gellid ei wella. Bydd angen i'r tîm adolygu'r cynllun personol a chymharu'r achos o ymddygiad heriol â'r cynllun. Bydd angen iddynt drafod p'un a oes angen addasu neu newid y cynllun er mwyn diwallu anghenion yr unigolyn a bodloni ei ofynion yn llawn. Hefyd, bydd angen trafod ac adolygu'r achos o ymddygiad heriol gyda'r tîm amlddisgyblaethol yn y cyfarfod nesaf.
Dylid cynnig y lefelau o gymorth a nodir isod:
Mae sawl dull sy'n cefnogi'r broses o adolygu dulliau gweithredu cadarnhaol ac arferion ac ymyriadau cyfyngol. Gall y rhain helpu'r tîm i ddadansoddi ac adolygu. Gallai’r dulliau gynnwys:
Ar ôl y broses adolygu, gellir ceisio cymorth i bawb dan sylw: unigolion, gweithwyr a gofalwyr.
Sarah lives in supported housing accommodation which she shares with Menna. Sarah has moderate learning disabilities and is registered blind as she is partially sighted. Recently, Sarah has been urinating on her floor mat in her bedroom at night.
Sarah’s social care worker goes into her room after breakfast to help her make her bed and notices that her mat is soaking wet again. She is cross with Sarah and asks her why she keeps doing this. Sarah withdraws into herself, sits on her bed, hangs her head and does not respond. The social care worker removes the mat for washing and cleans the floor.
She leaves Sarah in her room whilst she supports Menna to make her bed.
Later that morning, the social care worker notices that Sarah is not wearing her glasses. Sarah tells her that they are broken. The social care worker, still cross about having to wash the mat and floor again, tells Sarah that she will have to wait until the next day to go to the optician to get her glasses fixed as she does not have time to take her that day.
Sarah has virtually no sight without her glasses.
Mae Sarah yn byw mewn llety â chymorth y mae'n rhannu gyda Menna. Mae gan Sarah anableddau dysgu cymedrol ac mae wedi'i chofrestru'n ddall am ei bod yn rhannol ddall. Yn ddiweddar, mae Sarah wedi bod yn pasio dŵr ar y mat ar lawr ei hystafell wely yn y nos.
Mae gweithiwr gofal cymdeithasol Sarah yn mynd i mewn i'w hystafell ar ôl brecwast i'w helpu i wneud y gwely ac yn sylwi bod ei mat yn wlyb socian eto. Mae'n ddig gyda Sarah ac yn ei holi pam mae hi'n gwneud hyn o hyd. Mae Sarah'n mynd i'w chragen, yn eistedd ar ei gwely, yn pengrymu ac nid yw'n ymateb. Mae'r gweithiwr gofal cymdeithasol yn codi'r mat i'w olchi ac yn glanhau'r llawr.
Mae'n gadael Sarah yn ei hystafell tra'i bod yn helpu Menna i wneud ei gwely hi.
Yn hwyrach y bore hwnnw, mae'r gweithiwr gofal cymdeithasol yn sylwi nad yw Sarah yn gwisgo'i sbectol. Mae Sarah yn dweud wrthi ei bod wedi torri. Mae'r gweithiwr gofal cymdeithasol, sy'n ddig gyda hi o hyd am ei bod wedi gorfod golchi'r mat a'r llawr unwaith eto, yn dweud wrth Sarah y bydd rhaid iddi aros tan y diwrnod wedyn i fynd i'r optegydd i gael trwsio ei sbectol gan nad oes ganddi amser i fynd â hi'r diwrnod hwnnw.
Nid yw Sarah'n gweld braidd dim heb ei sbectol.
When dealing with challenging behaviour, team working is vital to ensure the safety and support of others.
The principles of effective team working are:
In order to implement a consistent approach to dealing with behaviour, the worker needs to have a clear and sound understanding of the individual and how the behaviour plan needs to be person-centred.
The content of plans needs to be shared amongst the multi-agency team to ensure consistency and also to ensure all are involved during review changes. Risk assessments also need to be shared with all professionals involved in the individual’s care.
This can be achieved by discussion, reading of care plans and discussion amongst to team to develop a clear understanding of the background and behaviour plan for the individual.
Wrth ymdrin ag ymddygiad heriol, mae gweithio mewn tîm yn hollbwysig er mwyn sicrhau bod eraill yn cael eu diogelu a'u cefnogi.
Egwyddorion gweithio'n effeithiol mewn tîm yw:
Er mwyn defnyddio dull cyson o ymdrin ag ymddygiad, mae angen i'r gweithiwr feddu ar ddealltwriaeth glir a chadarn o'r unigolyn a'r ffordd y mae angen i'r cynllun ymddygiad ganolbwyntio ar yr unigolyn.
Mae angen i gynnwys cynlluniau gael ei rannu ymhlith y tîm amlasiantaethol er mwyn sicrhau cysondeb a hefyd fod pawb yn cymryd rhan wrth wneud newidiadau fel rhan o'r broses adolygu. Mae angen i asesiadau risg hefyd gael eu rhannu â'r holl weithwyr proffesiynol sy'n ymwneud â gofal yr unigolyn.
Gellir cyflawni hyn drwy drafodaeth, darllen cynlluniau gofal a'u trafod ymhlith y tîm er mwyn meithrin dealltwriaeth glir o gefndir a chynllun ymddygiad yr unigolyn.
The care worker needs to ensure that the person-centred approach is applied when dealing with proactive approaches to behaviour. The individual needs to feel valued and have a voice in decisions made about them. Some approaches may include showing the relationship between positive and proactive approaches and developing a person-centred approach:
We all respond to people who are kind to us, which is important to remember when supporting others.
A value range of meaningful activities refers to the balance between activities that contribute to a good quality of life for individuals, incorporating vocational, domestic, personal, leisure, educational and social activities.
Throughout the communication process with the individual, it is important to include the individual in meaningful activities and everyday routines. The individual needs to have their voice heard and an input into their plan. This will make the individual feel valued and listened to, which may lead to success in implementing the plan.
If the individual does not feel listened to or have any control over events affecting them, this can lead to negative effects on the individual, such as withdrawal, aggression and frustration.
Goals and boundaries are set to ensure the individual understands the expectations and where they need to improve. This sets a clear action plan for the individual and also allows them to reflect on boundaries already set.
The care worker also needs to reinforce to the individual the reasons why they behave in a certain way and how they can improve this. This needs to take place in an honest and professional manner.
The individual needs to understand what behaviour is acceptable in what context. The care worker needs to address any behaviour that is not acceptable with clear reasons why and how they can adapt themselves. The care worker needs to encourage the individual to think about their own behaviour and the consequences and actions this may have on others.
If the individual does not feel they are being listened to and valued, this can lead to increased challenging behaviour, frustration and anger. This may also lead to withdrawal from activities and no communication lines.
Mae angen i'r gweithiwr gofal sicrhau ei fod yn defnyddio'r dull sy'n canolbwyntio ar yr unigolyn wrth ddefnyddio dulliau rhagweithiol o ymdrin ag ymddygiad. Mae angen i'r unigolyn deimlo ei fod wedi'i werthfawrogi a'i fod yn cael lleisio barn mewn penderfyniadau a wneir amdano. Gall rhai dulliau gynnwys dangos y berthynas rhwng dulliau cadarnhaol a rhagweithiol a datblygu dull sy'n canolbwyntio ar yr unigolyn:
Mae pob un ohonom yn ymateb i bobl sy’n garedig i ni, sy’n bwysig cofio wrth gefnogi eraill.
Mae amrywiaeth werthfawr o weithgareddau ystyrlon yn cyfeirio at y cydbwysedd rhwng gweithgareddau sy'n cyfrannu at ansawdd bywyd da i unigolion, gan ymgorffori gweithgareddau galwedigaethol, domestig, personol, hamdden, addysgol a chymdeithasol.
Drwy gydol y broses o gyfathrebu â'r unigolyn, mae'n bwysig cynnwys yr unigolyn mewn gweithgareddau ystyrlon a thasgau beunyddiol. Mae angen i'r unigolyn wybod bod ei lais yn cael ei glywed ac y gall gyfrannu at ei gynllun. Bydd hyn yn gwneud i'r unigolyn deimlo bod eraill yn ei werthfawrogi ac yn gwrando arno, a all arwain at lwyddiant wrth weithredu'r cynllun.
Os na fydd yr unigolyn yn teimlo bod eraill yn gwrando arno neu os bydd yn teimlo nad oes ganddo unrhyw reolaeth dros ddigwyddiadau sy'n effeithio arno, gall hyn arwain at effeithiau negyddol ar yr unigolyn, megis encilio, ymddygiad ymosodol a rhwystredigaeth.
Caiff nodau a ffiniau eu pennu er mwyn sicrhau bod yr unigolyn yn deall y disgwyliadau a ble mae angen iddo wella. Mae hyn yn pennu cynllun gweithredu clir i'r unigolyn ac mae hefyd yn rhoi cyfle iddo fyfyrio ar ffiniau sydd eisoes wedi'u pennu.
Mae angen hefyd i'r gweithiwr cymdeithasol bwysleisio'r rhesymau i'r unigolyn pam ei fod yn ymddwyn mewn ffordd benodol a sut y gall wella ar hyn. Mae angen i hyn ddigwydd mewn ffordd onest a phroffesiynol.
Mae angen i'r unigolyn ddeall pa ymddygiad sy'n dderbyniol ym mha gyd-destun. Mae angen i'r gweithiwr gofal fynd i'r afael ag unrhyw ymddygiad nad yw'n dderbyniol gan roi rhesymau clir pam a sut y gallant addasu eu hunain. Mae angen i'r gweithiwr gofal annog yr unigolyn i feddwl am ei ymddygiad ei hun a'r canlyniadau a'r camau gweithredu a all effeithio ar eraill.
Os na fydd yr unigolyn yn teimlo bod eraill yn gwrando arno ac yn ei werthfawrogi, gall hyn arwain at fwy o ymddygiad heriol, rhwystredigaeth a dicter. Gall hyn hefyd arwain at dynnu'n ôl o weithgareddau a dim llinellau cyfathrebu.
In order to support the voice and control of individuals, communication lines and methods need to include:
Throughout the communication process, the individual needs to feel valued, respected and in control over decisions affecting them. Individuals need to have an input and influence decisions. This includes:
Er mwyn cefnogi llais a rheolaeth unigolion, mae angen i linellau cyfathrebu a dulliau gynnwys:
Drwy gydol y broses o gyfathrebu, mae angen i unigolion deimlo eu bod yn cael eu gwerthfawrogi, eu parchu a bod ganddynt reolaeth dros benderfyniadau sy'n effeithio arnynt. Mae angen i unigolion gael cyfle i gyfrannu a dylanwadu ar benderfyniadau. Mae hyn yn cynnwys:
Jane a young woman of 23 was referred to her local Community Learning Disability Team (CLDT).
Jane, who has Down’s Syndrome, was bored at home. She was continuously overeating and her weight was starting to cause health problems. Her parents were trying to encourage healthy eating and were restricting her access to food. This however, only resulted in Jane becoming angry and abusive towards her parents.
Jane had been offered traditional day services in the past but had declared that she ‘didn’t like them, and didn’t want to go there’.
The social worker discovered from discussions with Jane and her mum; that she liked art and was good at colouring and painting.
She introduced her to a community art class, first speaking to the tutor and accompanying her. She also introduced her to a local keep-fit class, to try to help her with her weight, and she finally suggested a weekend drama course, that was run locally for young people with and without disabilities.
Three years on, she still attends three activities, and has made friends in the drama class who introduced her to further classes.
The family have short breaks while Jane is at activities and have not needed to contact social services for some time. Jane enjoys her activities and is developing strong friendships in her local community. She has stopped overeating and is losing weight. She also has a better relationship with her family.
Cafodd Jane, menyw ifanc 23 oed, ei chyfeirio at ei Thîm Anabledd Dysgu Cymunedol lleol.
Roedd Jane, sydd â Syndrom Down, wedi diflasu gartref. Roedd hi'n gorfwyta drwy'r amser ac roedd ei phwysau yn dechrau achosi problemau iechyd. Roedd ei rhieni'n ceisio' hannog i fwyta'n iach ac yn cyfyngu ar ei gallu i gael at fwyd. Fodd bynnag, dim ond cythruddo Jane a gwneud iddi ymddwyn yn ymosodol tuag at ei rhieni wnaeth hyn.
Roedd Jane wedi cael cynnig gwasanaethau dydd traddodiadol yn y gorffennol ond roedd hi wedi dweud ei bod hi 'ddim yn eu hoffi, a ddim eisiau mynd yno'.
Drwy drafod gyda Jane a'i mam, daeth y gweithiwr gofal cymdeithasol i wybod ei bod hi'n mwynhau celf, a'i bod yn gallu lliwio a phaentio'n dda.
Fe gyflwynodd y gweithiwr Jane i ddosbarth celf cymunedol, gan siarad â’r tiwtor yn gyntaf, a mynd gyda hi i'r dosbarth i ddechrau. Mae hi wedi'i chyflwyno i ddosbarth cadw'n heini lleol hefyd, i geisio'i helpu i golli pwysau, ac yn olaf awgrymodd gwrs drama penwythnos, a oedd yn cael ei gynnal yn lleol ar gyfer pobl ifanc ag anableddau a heb anableddau.
Dair blynedd yn ddiweddarach, mae hi wedi dal ati gyda'r tri gweithgaredd, ac mae wedi gwneud ffrindiau yn y dosbarth drama sydd wedi ei chyflwyno i ddosbarthiadau eraill.
Mae'r teulu'n cael seibiannau byr pan fydd Jane yn gwneud ei gweithgareddau, ac nid ydynt wedi gorfod cysylltu â gwasanaethau cymdeithasol ers peth amser. Mae Jane yn mwynhau ei gweithgareddau ac mae'n meithrin cyfeillgarwch cryf gyda phobl yn ei chymuned leol. Nid yw'n gorfwyta mwyach ac mae hi'n colli pwysau. Mae'r berthynas rhyngddi hi a'i theulu wedi gwella hefyd.