Dspam Ethics 1nathan2[1]4 30 07
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The document discusses direct support professionals (DSPs) and efforts to professionalize the field. It outlines what self-advocates want from DSPs, including being treated with respect and dignity. It also discusses the National Alliance for Direct Support Professionals and their goals of promoting ethical practice and empowering DSPs. Several state examples are provided of efforts to enhance training, credentialing, and career pathways for DSPs to professionalize the field.
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Dspam Ethics 1nathan2[1]4 30 07
- 1. Saturday, May 19 2007 Creating a Galaxy Of Direct Support Stars Presenters Rita McAninch-Hastings Muhannah S. Kakish Nathan Perry
- 2. Photos from ICI-U of MN video, Direct Support: A Realistic Job Preview (2005)
- 5. The bottom line is: Excellence In Direct Support Practice Excellence In Services
- 8. What is a profession?
- 10. Whazz-Up in the Direct Support Profession?
- 11. National Alliance for Direct Support Professionals MISSION The National Alliance for Direct Support Professionals promotes the development of a highly competent human services workforce which supports individuals in achieving their life goals.
- 18. What About Minnesota ?
- 22. 1 st Annual DSPAM Conference & Awards Banquet Broadening Horizons November 11th, 2006
- 24. One Day Training Hours Meet others in the field Networking Code of Ethics Training
- 25. DSPAM Presents
- 26. The Missing Component! ETH IC S
- 27. What are some examples of ethical dilemmas you have faced in direct support work?
- 28. NADSP Code of Ethics
- 32. Application of the COE to Real Life Scenarios Small Group Work
- 34. Group Work 5:00 4:00 3:00 2:00 1:00 0:30 0:15 0:10 0:05 0:04 0:03 0:02 0:01 Times Up
- 36. What’s one thing you can do right now to promote the NADSP Code of Ethics in your organization?
- 37. What strategies can your organization use to adopt and using THE CODE of ETHICS?
- 38. What will you do when you go back to work to enhance the professionalization of DSPs in your organization or state?
Editor's Notes
- 2 minutes Nathan introduces Rita Muhannah is introducing nathan Rita intr muhannah Muhanna thank Kellie for SCOPE and Nancy for ARRM Be certain people get directed to the Web site and be sure they have your contact information.
- Ask them what they have learned from the people who receive their services about what they want from DSPs
- 1 minute Make the connecting link between their stories and the role of DSPs.
- John 2 minutes
- John 2 minutes Ask audience if this is how their role is defined in written descriptions and policy within their agencies.
- John 3 minutes Ask this open ended question of the audience. Just acknowledge what they say.
- 3 minutes When you think of other professions (e.g. nurses, lawyers, accountants, doctors) there are common components to what makes up the profession. Although most of us believe strongly that direct support is a profession, not all of these components exist in the DSP profession. Much of what is happening on a national and local level around DSP issues is to professionalize the industry. Review the above components and determine with the audience whether or not these components actually exist for DSPs.
- Dan 1 minute Just a transition slide to acknowledge that stuff is happening and to see if the audience is aware of any of it.
- 3 minutes Identify how it was developed several years ago with an invitation from JFK Jr. to unite national agencies around the DSP workforce issues and how it has grown to local initiatives and 40 + national and state organizations. Review its mission.
- You can link to dspam’s info through nadsp’s website.
- Actively shape conditions of employment to enable DSPs to sustain themselves and their families in a self-sufficient manner by working to: Provide health care benefits for all employees (pro-rated to part time employees) Support employees in acquiring resources to meet basic life needs (e.g., housing, transportation, child care) Promote ethical practice in direct support and partnership with service participants by working to Assure direct support practice is consistent with the Code of Ethics issued by the NADSP Promote the empowerment and advocacy of people receiving support and their families through education Rigorously screen job candidates to eliminate those who have committed acts of abuse, neglect, exploitation or other criminal activity Value and empower DSPs by working to Assure active and comprehensive participation of DSPs in organizational practices, policy development and decision making. Include DSPs in developing plans of support for people who receive services Promote a professional identity for direct support Ensure continuity and quality of support by working to Modify existing or develop new organizational practices to enhance recruitment and increase retention through the use of interventions. Track employee recruitment and retention statistics to improve outcomes Provide high-quality, consistent supervision Develop a career focus regarding direct support by working to Identify career and educational paths for DSPs and support DSP advancement along those paths. Provide incentives for DSPs to pursue professional development opportunities. Develop and use multi-level skill and knowledge frameworks that result in recognized awards or credentials tied to advancement.
- Principles: The OH PATHS has four levels in the certificate program. These are registration, CIP, CAP and Specialization. It is envisioned that there will be several specialization certificates and right now we do know that supervision/leadership will be one of these specialization certificate areas. Actions: Review the slide and point out the various levels and components of the certificate program. Resources: OH PATHs description
- Diagonal word by wordy flashy
- Learn Through ongoing education Provide higher quality services Support Develop new career path Strengthen partnerships between stakeholders Promote system reform (compensation) Achieve Professional status and recognition Improve quality of life for individuals serviced Increased levels of tenure to promote stability in the work force
- Have sign sheets and more info for after words.
- Add who key note speaker are and subject!!!!!
- Hand out COD brochure with color coded stickers. Groups are color coded.
- Mark 5 minutes Emphasize DSP involvement in every step along the way
- Mark 10 minutes This is designed to give people a feel for the topics they address and the broad areas they cover. To the extent possible relate these broad topical areas back to the examples of ethical situations the audience identified earlier and then emphasize this “tool” would provide useful guidelines designed to assist and guide DSP decision-making when faced with similar issues.
- 5 minutes This is to provide a broad overview of all of the components and the purpose of the components. Preamble = provide a context and a purpose for having the Code Ethical Statements = the actual Code of Ethics statements. In final print these statements will constitute the Code of Ethics. Interpretive statements = statements intended to help the DSP understand what is meant by the Broad Ethical Statement. These often can be used by DSPs when they are trying to understand how they should act in a given situation. In final format they will be in an accompanying handbook.
- Now we will spend the rest of the time Using the Code to help guide us in dealing with scenarios that you may have already experienced. To give everyone a real chance to participate in this practical, hands-on exercise, we will divide into small groups of five. Let’s count off by five’s beginning with this table and proceeding throughout the room. The task is to discuss the scenarios on the page at your table. We want you to use the ethical standards and the interpretive statements from the broad areas to guide you in your discussion about how to deal with the situation described in the scenarios.
- John to facilitate the discussion Mark to write key responses from a sample of groups.
- John to facilitate the discussion Mark to write key responses from a sample of groups.
- John to facilitate a discussion
- John to facilitate the discussion
- John to invite questions and comments Mark and John to respond