The Compass Programme
By Leigh McCann and David O’Reilly
Community
COM
Partnership
Asperger’s
P
A
Support
Service
SS
COMPASS
Empowering individuals with Asperger’s to
reach their full potential by signposting
the way to success
Overview
- 18 Month Pilot Programme
- 7 Participants
- NUIG premises (non-disability)
- Compass Coordinator
- Housing Support Coordinator
- Steering Group Oversight: HSE, AAG,
RehabCare
- Independent Evaluation (NUIG)
Background to COMPASS
- Parent’s group - Asperger’s Action Galway
- Outreach Service prior to COMPASS
- Working Group established: HSE and AAG
- Service Provider Sought – RehabCare
- Social Capability Approach
- Person Centred and Individualised
- Family Involvement
Social Role Valorisation
(SRV)
- "The
application of what science can tell us about
the enablement, establishment, enhancement,
maintenance, and/or defense of valued social
roles for people" (Wolfensberger, 1995a).
- The major goal of SRV is to create or support
socially valued roles for people in their society.
SRV Continued...
2 broad strategies for creating socially valued roles
(a) enhancement of people's social image in the
eyes of others,
(b) enhancement of their competencies
Culturally Valued Analogue
- What would valued people of the same age and
gender typically be doing?
‘A Good Life’
-
Home and family
Friendship
Autonomy
Dignity, respect, acceptance
Sense of belonging
Education
Development and exercise of one's capacities
Community Involvement
Opportunities to participate
Good standard of living
Opportunities for work and independence
Individualised Approach
Focus on Assets, Interests and Conditions for Success
The Discovery Process
Distinct Identity Portrait
The Person Centred Plan
Regular Reviews & Action
Plans Updates
Circle of Support
Me
People who love
me
People who
like me:
friends
People who
are paid to
support me
The Discovery Process
- Identifying Information
- Home
- Relationships
- History
- Education
- Employment
- Social Contribution
- Talents & treasures
- Interests
- Conditions for success
- Schedule, routines and
investments
- Rights and autonomy
- Barriers to a good life
- Support and assistance
- Roles
- Fundamental and most
pressing needs
- Representation
- Safeguards
Social Skills
Sexuality and
Dating
SelfAdvocacy
Anger
Management
Personal
Development
Stress and
Anxiety
Management
Interpersonal
Relationships
Goal Setting
Motivation
Mental
Health and
Well-Being
Volunteer Buddy System
8 Volunteers
- Meet for Coffee and Chat
- Nights out
- Cinema
- Study buddy
- Creative endeavours
- Webpage and Facebook
- Attend Social Club
Student Placements
- Social Work (1)
- Occupational Therapy
(x2)
- ABA (x1)
- Social Care (x2)
- Advocacy and Activism
(x1)
Capacity Building
- National Learning
Network
- Employability
- Mental Health
Services
- Primary Care
Psychology
- GMIT
- JIGSAW
- Foroige
- City Council
- Community Welfare
- Simon
- Threshold
- Cluid
- Respond
- COPE Community
Catering
Transition to Independent Living
Transition to Independent Living
•
“As with all other aspects of Asperger Syndrome, the more
the person with AS understands him or herself and his or her
needs in the context of AS, the more successful the housing
experience will be”
•
Hybrid of OT assessment tools utilised to develop a broad
sense of need. (Assessments used included The Lawton
Instrumental Activities of Daily Living (IADL) Scale) Focus
was primarily on strengths based approach using the
principles of SRV.
The Outcomes Star
- Outcomes Star – A tried and
tested tool for supporting
and measuring change.
Scores are rated on a 1 – 10
scale.
- Principles were adapted and
a specific star was designed
- Completed initially by
individual with support from
staff to elaborate the
headings – second star then
completed by family member
in presence of participant
and then scores are
compared to find an average
score.
Independent Living Skills
- Wide Range of Independent
Living Skills addressed on an
ongoing basis. Includes:
– Budgeting
– Healthy Eating/Diet
– Cooking and Meal
Planning
– Home Maintenance
– Repetition is key
Transition to Adulthood
Lessons learned from Compass:
- Youth and early adulthood are critical times for individuals with
AS
- Preparation for transition to adulthood should start in mid-teens
- Greater support at younger age managing transition
- Family Training necessary to support the transition
- Earlier identification and diagnosis necessary
- Successful transition can mean the difference between reaching
full potential or living on edge of society.
- Community based support is preferential to clinical/disability
service support.
Thank you!
For further information/comments:
[email protected]
[email protected]
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