DCA S4 - Workforce 1
ALEX GUNNING:
Good morning, everybody. Welcome to this morning's session of DisabilityCare Australia's program.
We will have four speakers for you this morning. Each session will take approximately eight minutes
and then we’ll have time for questions from each of the four presentations right at the very end. If I
can just ask you to come in quickly and find a seat as soon as you practically can, that would be
great. While we are doing that, could I please just remind you to turn any phones to silent or off, if
possible.
Okay. I'm going to invite to the stage two presentations... two presenters from Deakin University,
Jenny Crosby and Pippa Swanwick. Thank you very much.
JENNY CROSBY:
Hello, everyone. My name is Jenny Crosby and this is Pippa Swanwick. We’re from Deakin University.
We're going to present today about an approach we’ve developed called Picture My Future. Picture
My Future is an approach to goal-setting which uses images to support people with disability to
identify and explain their goals and aspirations to others. We've developed an online training
package and... which will teach people how to implement the approach. Firstly today, we're going to
show you animation explaining Picture My Future and how it works. (Softly) Just need the keyboard.
(Video plays)
GIRL:
Picture My Future, Module 1. Introduction to Picture My Future.
MALE PRESENTER:
Everyone wants to have a say about their goals and what they want to achieve in their lives. But
sometimes people with disability find it hard to organise their thoughts and tell people what they
want to do in life. Some people with disability find it hard to communicate verbally. They benefit
from visual supports to tell people what is important to them. Using Picture My Future is a good way
to help people with disability. It helps them to think more clearly about what's important to them
and the goals that they want to achieve.
So how does Picture My Future work? The person is asked to take photos of people, places and
things that are important to them, now and in the future. They can also collect old photographs,
pictures from magazines and the internet, or objects. It also helps to show people a variety of other
pictures. The person may identify additional pictures from the picture library. The person is then
asked to explain why the picture or object is important to them and their future.
The pictures are sorted and labelled to reflect the person's comments about them. The pictures are
put together as a resource. This helps the person to explain their goals to others. The Picture My
Future resource is used at the planning meeting. This adds to the information that the planner has
gathered from family members, service providers and others to develop goals.
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(Music plays on video)
GIRL:
Picture My Future, Module 3. What is Picture My Future and where does it fit in the broader
planning process?
MALE PRESENTER:
People with disability have goals and aspirations just like everyone else. Like most people, they often
require support to achieve their goals and to lead fulfilling lives. People often receive support from a
number of different people and services. Sometimes they need funding to help get the support they
need. Therefore, it is very important for people with disability to carefully plan their support
arrangements.
This individualised planning should always focus on the person and their needs, goals and
aspirations. Planning should include all the issues that are important to the person. Planning should
be an ongoing process that involves reflecting on how things have gone in the past and then thinking
about the future. As a result, the planning process may take more than one meeting. Sometimes,
developing a plan can take weeks or even months.
A good plan will include people's likes and dislikes - what they want to do, what is important to
them, who they want to spend their time with and their hopes and dreams for the future. It is
important to gather information from a variety of sources, including family and friends, support
workers, teachers, health professionals and other people with particular expertise. While it is
important to hear from a variety of people, the person themself often knows best about their needs
and wants. Many people with disability will find it a challenge to organise their thoughts and express
their ideas verbally. Using pictures is a good way of supporting them to talk about what is important
to them.
Picture My Future is a way of using pictures to explore what is important to people. This information
can then be shared with the planner and others. Picture My Future gets people to take photos or
collect pictures of what is important to them. Often the person will find taking photos and talking
about them to be a very enjoyable process. Using pictures can help a person organise their thoughts
and give them time to think about what is important to them.
The Picture My Future resource is shown to the planner. For the planner, the photos can provide a
unique insight into what is important to the person and may demonstrate issues that might have
otherwise been missed. The pictures help the planner to talk with the person and to write goals for
the future. Image-assisted communication can be used in many different ways. Pictures can be used
to help document the person's past. Pictures can also help the person communicate their daily
needs. However, in this training, we are focusing on using pictures to support the person to think
about and explore their goals and aspirations for the future.
(Music plays on video)
JENNY CROSBY:
Okay, so that's just a brief introduction to Picture My Future. And what we're going to do now is just
quickly show you a couple of finished Picture My Future resources and then Pippa’s going to show
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you her resource that she developed and give you a little bit of understanding about how it worked
for her.
So with Picture My Future, people can present their finished resource in any way that suits them.
And during this project we worked with 30 people to produce a resource and we had lots of
different, you know, finished products. So this person used a digital format. This person chose to
send their photos off and have them printed into a book. This was a scrapbooking approach, so the
photos were printed and cut out and then the words were typed up and put in with the photo. This
person used a poster, so she created a number of different posters that reflected different goals for
her. And this is a digital image as well, which is of Pippa. And this is our last participant. She also
used a poster approach.
So the photos were sorted into themes with... using the books and the posters. Okay, so, Pippa, do
you want to show everybody your Picture My Future resource?
PIPPA SWANWICK:
Yep.
JENNY CROSBY:
Okay.
PIPPA SWANWICK:
I like (inaudible) one day, I’d like to work in the music industry. This is, this is my niece. I love
spending time with her. I love Bowling with the Special Olympics. I have joined the gym. I want to get
fit and healthy. I travel independently to NSS every day. I love watching DVDs. I like to help with the
cooking. I love to eat out with, with my family. I love spending time with my family and friends. I
work in the studio at NSS. I love painting. I write my own songs and lyrics. I don't like bullying and I
want to work to stop it. I love my pets and I love looking after them.
JENNY CROSBY:
Great, thank you, Pippa. So, we’ve done Pippa’s book as a digital today because we wanted to show
you all but she’s also got a photo-book version of it as well that she, you know, she can take with her
to a planning meeting. Or she can show a digital one, whichever. So did you want to tell us just
quickly, Pippa, how working with Picture My Future helped you tell people about your goals?
PIPPA SWANWICK:
Yep. Picture My... Picture My Future helps me to tell the planner about my goals and hopes and
dreams. It will tell the planner about me and who is important in my life. I can show the planner how
independent I am. My resource, my resource helps me show the planner what I like to do, and my
hobbies and... and interests. I love taking the photos and talking about them to my support person.
It is great to have a book that I can keep forever which shows what is important to me.
JENNY CROSBY:
Great, thank you, Pippa.
(Applause)
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JENNY CROSBY:
So we just quickly wanted to acknowledge the support a few organisations that were involved in our
project – Inclusion Melbourne, Northern Support Services, Able Australia and UnitingCare
Community Options. And we have a website, picturemyfuture.com. It's actually in your program as
well. The resources are all available there for people to use. So feel free to go there, and there's
contact details for us on that website as well. So thank you, Pippa, for coming along and presenting
with me today. I really appreciate it. Thank you. Well done.
(Applause)
ALEX GUNNING:
Many thanks. Can I please introduce to the stage next, Lamp Inc. who will be talking and providing
you with information around the training package for disability workers, to help them move into the
new culture of individualised supports. So please welcome Pam and Lorrae. Thank you.
(Applause)
LORRAE LOUD:
Hello, my name’s Lorrae Loud and I’m the CEO of Lamp Incorporated. We're a community-based
mental health NGO operating in the lower south-west of WA and I'd also like to introduce my
colleague and Lamp researcher, Pam Small, who’ll be presenting our project today. Just to give you a
brief overview, Lamp is a multifaceted service provider with a diverse range of service choices for
people, and our programs include mental health education and training; carer formation, education,
advocacy and respite services; homelessness and housing support; youth-specific early intervention;
in-school and community outreach; individual in-home support and skills development; and centrebased psychosocial and living skills.
We currently operate, as I said, in locations throughout the lower south-west of Western Australia
and we cover an area of approximately 14,000 square kilometres. This is a rural-based service. All
our programs are individually focused and are recovery-based. It's based on education and resilience
of the individual. The services we offer do not work in isolation but they are complementary,
providing each person with access to choice and program design. Programs are linked to other
services and community groups, which in turn provides opportunity for the individual or their
families to access a variety of supports and make choices within their communities.
The reasons for undertaking the research for us was many people work... which we work with,
embrace the process. One of the biggest difficulties has been the noted lack of community
infrastructure and venues that they can attend in the smaller and more remote townships and
communities of the area. For this reason, it became quite clear that there was an identified need to
not only support individuals within the community, but to make available an essential need of the
psychosocial centres.
Historically, Lamp has come from a block-funding service provider and we needed to make some
radical changes. Other challenges have included the confusion around the project in WA as, at the
time of the research and to date, there is... we have not signed off on the initiative and the
introduction of the West Australian state-funded My Way program has left our consumers, families,
carers and service providers in somewhat of a quandary. So we then had to look at, on how to best
assist service providers to access information which would ensure that they were able to make the
necessary changes. Because of the before-mentioned difficulties, this provided to be quite a
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challenge which culminated in some very abstruse results which I will now pass you on to Pam to
discuss.
PAM SMALL:
I just want to show you a project outline because there seems to be a bit of confusion about what
we’re actually doing. Is that clear? We're not actually presenting a training package at all for support
workers. As you can see from the project outline that we received from the funding, we are covering
a lot more areas than that, so it... we didn't want to come up with a package because there's already
so much training out there and we've actually put together a resource that would direct people
towards what's already available.
So there are some great training resources we found for support workers in particular. Those are
mainly UK-based, through Helen Anderson and Associates who, most of you, I'm sure, can relate to.
But her website has free resources that can be downloaded. Staff can use them themselves, they can
use them with people using services. So that was one in particular that I focused on a lot. The final
report has actually got resources that cover all of these topics. So being rural and remote based, we
had a good look at what the issues were there, talked with managers, we talked with people with
disability and their families to find out what those were.
So, I'll just flip on from there and... These were the issues that we identified for rural and remote
areas - which won't be a surprise to anybody, I'm sure. What we found, in particular, in Western
Australia, petrol is a lot higher in cost. Particularly in rural areas, that's a real drain on people. The
need to go to capital cities for services was another demand which again was a cost factor with fuel.
We also don't have a very reliable public transport system in the west. There seems to be a lot of the
state that misses out on that, so.
The need for vehicles for people with disability was a big one. We used to have an organisation over
there called Get Around, which people could... people with a disability who required vehicles for
mobility could actually purchase a vehicle through the organisation, save the sales tax and get their
vehicle cheaper because it was a fleet discount. That system actually fell apart when the GST came in
because the organisation couldn't claim the GST back on the individual's behalf. And there was some
objections from workers in the field that it wasn't fair that people were getting cheaper vehicles and
they couldn't access it. Not a very good argument but it actually did bring the organisation down
eventually. So one of the things we're proposing is that that is a system that could be reintroduced if
government looked at the GST and actually made it so that people could reclaim the GST back.
Yeah. Okay. Oh, I've got one minute. So I need to move on from this and perhaps not give you the
solutions that we came up with. We have produced the final report which is available. I've got four
or five copies with me. It's at the printers at the moment. It will go on the Lamp website and that
website is (Spells lampinc) lampinc.org.au. I do apologise, it's not on the overhead because we
hadn’t got there. I’ll just put the solutions up for you to read for yourself, maybe. The other thing
that we did identify within the package is a lot of resources for managers who need to look at where
their service sits now and how to move it into the framework of individualised funding. So those
were also available within the package. So it’s just a question really of getting hold of those contacts
and clicking on to them. So I’ll leave that with you. Thank you.
(Applause)
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ALEX GUNNING:
Thanks very much, Pam and Lorrae, for that fabulous overview. I'll just introduce you to Tony Still
and Frank Debooy who are from St Laurence Community Services, located, of course, in the
Victorians’ launch site down in Geelong. So on behalf of a group of organisations down there, I will
hand over to Frank and Tony. Thanks very much.
(Applause)
FRANK DEBOOY:
Is that turned on? Okay. Hello. I'm Frank Debooy and this is Tony Still sitting beside me and we're
here to talk to you today about the GRAND coordinator training package.
TONY STILL:
First of all, we'd like to acknowledge the traditional owners of land on which we walk, the
Wurundjeri people. And firstly, a little bit of background about the GRAND. What is it? The GRAND
stands for Geelong and Regional Action Network for Disability. It represents over 15 Barwon-based
disability providers and community organisations.
FRANK DEBOOY:
The main aim of the GRAND project were to find out what people considered to be the core training
requirements for disability support workers and to develop a cross-agency coordinator training
strategy and manual.
TONY STILL:
So what do we hope to achieve?
FRANK DEBOOY:
There were three outcome areas. Identify and develop core training materials for disability support
workers at all stages of their career, including pre-employment, induction and recurring training.
Develop a cross-agency training manual and model for organisations within the GRAND network to
use, so that training for support workers could be more streamlined and more efficient. Provide
training sponsorship for four people with a disability interested in becoming trainers to the fut... for
the future, to train disability support workers’ staff. Four people were sponsored to complete the
Certificate IV in Training and Assessment at TAFE and become qualified trainers.
TONY STILL:
And what did the GRAND project hope to achieve? A new steering committee working party was set
up involving members of the GRAND network. Four sponsored Certificate IV trainees and community
members. The commun... sorry, the committee worked very hard to make sure that the project met
all outcomes. Sorry?
FRANK DEBOOY:
(Inaudible)
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TONY STILL:
And these were, identifying the core training requirements and the essential qualities of a disability
support worker at the different stages of their career. Providing important feedback on how to
develop the cross-training manual which I have one up here. And assisting in creating materials and
resources used in the training manual.
FRANK DEBOOY:
We worked with the local TAFE provider, The Gordon, and called for nominees within the GRAND
network for four people with a disability to be sponsored to complete the Certificate IV in Training
and Assessment. Four people were selected to complete the course over a 16-week period.
Assistance was provided with enrolment, access to equipment and ongoing support, etc. The Gordon
teacher and the disability liaison officer were very supportive and responsive to the project. This is a
photo of Brad, one of the sponsored trainees, working on an assignment.
TONY STILL:
We researched and surveyed people to find out what they considered to be the core training
requirements for disability support workers. We asked individuals with a disability, team leaders in
disability day services and management representatives within the GRAND network. And we found
lots of different answers. But we were able to come up with the key core requirements which we
have included in the training manual.
FRANK DEBOOY:
Once we had identified the core training requirements, we started building the GRAND coordinator
training manual for disability support workers. The training manual we... developed contains three
key sections: pre-employment, disability careers expo or a workshop; induction training; and
recurring training. Each section includes learning objectives, teaching materials, students’ resources
and learning activities. The training manual is designed to be delivered using a co-facilitated
approach with trainers, facilitators and/or guest presenters living with a disability actively involved in
training. The training manual is easy to follow, uses plain English and is also available in electronic
format on DVD.
TONY STILL:
The pre-employment training manual known as the disability careers expo or workshop is designed
to be a cross-agency innovative pre-employment training session which is to encourage people to
join the workforce. The pre-employment framework can be delivered as a two-hour expo or a fourhour classroom-style workshop. The disability careers expo also includes a selection of interactive
learning activities in the form of information stands. And each information stand aims to encourage
increased knowledge and understanding about disability, as well as the roles of support workers and
employment opportunities within the region.
The forum provides opportunities to meet with people to... and talk with those who have a disability
but also with support workers. And it's designed to be co-hosted by agencies and individuals living
with a disability. There's also an expo information booklet for participants to guide them through the
expo and capture their learning experiences.
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FRANK DEBOOY:
Here are some examples from pre-employment expo. This image... this is an image from the Living
My Life info. It gives the viewer a clear insight into the life stories of a person living with a disability.
And this one...
TONY STILL:
This one, you can see is about Frank.
FRANK DEBOOY:
.. lifestyle... (Laughs) Okay. This is an image from Ask Me What I Do info stand which focuses on the
varied job types and roles of a disability support worker. This image, these images are from two local
artists, Sarah Guilfoyle and Susan Stripling, whose work has been used to make stickers and T-shirts
for the project. The stickers and T-shirts are won by the disability support workers who are asked to
rove around expo and talk with participants to answer questions about their work and their job
requirements.
TONY STILL:
These images are from the Visual Stories info stand. Now each Visual Story, you can see, has a QR
code embedded into it and a number of you would have seen those examples on your seats. We’ve
put probably 80 around here today. So if you have a smartphone or a device with a QR reader, you
can actually scan the QR code and you can listen to the story and discover more information about
the person, their story, their strengths and their insights. If you want to know how to install the
scanner on your phone, we have some handouts up here which you can get after the presentation.
The Induction Training Session – I think that's my time – is a coordinated training manual. And it's
actually... takes on board this ready-for-work manual which has been put together by Field in 2009
and is a fantastic resource which you all have access to.
FRANK DEBOOY:
Day one of the training focuses on disability, people and support and day two focuses on the
workplace health and safety. The training content is non-accredited core training which has been
assigned along with units of competency from the community service training packages. All of the
training content has been written in an easy-to-use format and the underlining principles are based
on person-centred and strengths-based approaches.
A new channel was created on YouTube – the GRAND Project. This GRAND channel provides easy-touse playlists of video clips for individuals, organisations and support workers to use as a part of their
pre-employment, induction, recurring training.
TONY STILL:
Look, there’s a lot more to say but there’s only limited time. So I would like to thank everybody
involved in the GRAND project, especially a lady by the name of Ingrid Waters who has been the soul
and the drive behind the project. And our next step is to create more cross agency and people with
disabilities coming together to design and implement these projects. Thanks very much for your
time.
(Applause)
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ALEX GUNNING:
Thank you, Tony and Frank. Just while we invite Calvary Silver Circle, how would you like to do this?
If you want to come up here. Anj, are you right down there? Or would you like to come up here?
MAN:
(Inaudible)
ALEX GUNNING:
I'm just really mindful that those projects commenced largely, I think around October, November
last year, wasn't it, Ingrid? Yeah. Yeah. And then of course we had Christmas and all the rest of it.
And I'm just sort of, you know, really mindful that in ten minutes, you are getting a fairly short
synopsis of projects that have taken several months to come together and certainly significant
contributions from providers, community service and particularly people with a disability who’ve
been very heavily involved in these projects.
So it seems a little unfair to allocate people to only ten minutes to get a bit of an overview so, but
just bear in mind that all of those resources will be available on the websites and so forth at the end.
And I really encourage you to take the time to review those in a more fuller detail at the end. So, but
just welcoming Calvary Silver Circle, Lisa and Anj to the stage to do their presentation. Thank you.
(Applause)
LISA CONNELL:
Okay, good morning, everybody. My name is Lisa Connell and I'm the Director of Mission at Calvary
Silver Circle. Calvary Silver Circle works across most states and territories in Australia and provides
home and community services to older people, people with disabilities, family carers, families with
children with special needs and many more groups in our society.
We also have an associated Calvary Training Institute which is an enterprise RTO and provides a
range of training packages, including Cert IIIs in age care, home and community care, disability and a
range of other training packages. Our project was to develop a suite of training resources for support
workers transitioning to the new disability care environment. And I certainly appreciate there's some
great resources out there already but we felt we could bring a certain flavour to it, certainly from a
lot of our interviews and focus groups with our clients around Australia.
The training resource that we have developed after conducting research using an external research
company called Lime, and they actually assisted in consulting with people with disabilities through
focus groups in a couple of states across Australia and certainly in regional and remote areas,
through questionnaires, phone interviews and surveys. And we also performed a few gap analyses to
look at some other data. The resource is compliant with Australian quality framework qualification
level 3 and is recognised around Australia. The ability exists to contextualise the training resource to
include individual organisations, policies and procedures. It contains 165-page participant workbook
with a whole lot of activities in it, and linkages to various websites, a trainer’s guide and also a
couple of PowerPoint presentations to support the resource.
The competency studied may also provide credit towards the range of community sector
qualifications at Cert IV or diploma level. But really, what do the new skills and knowledge that
support workers will possess after the training package, actually mean for a person with a disability?
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I'd like to introduce Anj Barker beside me, who won Victoria’s Young Australian of the Year in 2011
for her work against...
ANJ BARKER:
Good morning, everyone. Good morning, everyone. Thank you, Lisa. I would like to say we are all
individuals and we all have the right to be treated with respect, dignity and as individuals with
choices. This is why we need support workers to be trained in individual focused care and support. I
have had a disability for 11 years now. This has meant working with a variety of different support
workers. Support workers need to leave their egos at the front door, have the respect to be advised
and listen to their clients about their wants and needs. Support workers may have many certificates
and may know what they're doing in a professional sense but they won’t know what they're doing in
the personal way that their client like to have things done. This is something they will learn as they
listen and communicate with their clients.
Once I had a support worker who said to me I didn't need to tell her how to shower me because she
had been showering people for 40 years. To this I responded, “You have never showered me
before.” Let them be an expert elsewhere. How can you be an expert at assisting someone else to
live their life the way they want to? Support workers need to be trained and supported in getting
their clients out and about in the community, even though at times some things can be difficult and
even considered dangerous.
Sometimes, though, you need to take risks just to know you're alive and to keep on improving. I
know many of you see your job as protecting people from risky situations but you need to go outside
the box to experience life. As Mr Innes said yesterday, I too like to live life on the edge. You don't
always have to play by all the rules. Clients need to go outside their comfort zone too, to experience
new things. The support worker needs to be able to share the risk management with the client,
family and their employer.
I personally need the security of knowing the people I work with are capable of doing their job and
helping me physically, mentally, socially. Good support workers are very special people. They build
self-esteem, confidence, take away fears and allow me to feel like I can conquer everything. We
hope that people will gain knowledge from our findings and training package. Thank you for
listening. I will now hand you back to Lisa to continue.
(Applause)
LISA CONNELL:
So thanks, Anj. That's certainly something we're trying to address in the training package. Due to
time constraints, I can’t obviously go through it in detail but just a couple of focal areas we actually
are focusing on in it. Dignity of risk, choice and duty of care and trying to get this balance right.
Dignity of risk refers to the right of individuals to choose to take some risk engaging life's
experiences. I’d just like to read a quote from one of our clients in a focus group. “The client knows
themselves better than anybody else and we just have to respect that. Give me credit for having
intelligence to make my own decisions and mistakes.” So essentially, we're going to need support
workers who can manage choice, risk and duty of care through good communication and
negotiation, and basically opening up the conversation space. And a clear understanding of their
responsibilities and knowledge of duty of care.
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Another focal area was communication. Clients voiced a need to really be heard and understood. So
active listening, acknowledging and clear verbal and non-verbal communication was all highlighted.
As Judith Snow said, we need to open communication spaces between all the people. And that’s
something we’re really, really trying to encourage in this. So we focused on verbal and non-verbal
communication; communication in negotiation and conflict situations; and we also explored various
communication strategies which were most effective with clients with various types of disabilities.
Thank you.
We also have got a particular section on self-awareness, which surprised some people. But we
encourage support workers in this training package to make a journey inwards to look at their own
perceptions, reactions, cultural heritage, feelings and learned habits which affect how they hear and
perceive things, how they communicate and how they behave. This will impact upon the relationship
with the client and family and how they deal with challenging situations. And finally, understanding
what it is to live with disability. As Professor Ron McCallum said yesterday, “We want you to
understand us.” So understanding what it is to live with a disability was also very, very crucial. I'll just
skip through these.
So a couple of key points in training delivery was that it was overwhelmingly... well, the message we
got very much from pretty much everybody we interviewed was, you need to involve people with
disability in the training and also experienced disability support workers. So within our training
package, there are various points where a client with disability and a support worker can help
present or participate to provide a real and nuanced response to aspects of support and care. So you
having them involved in training, teams, panels, as guest speakers or interviewees was really, really
important. I'll just race through that.
So where can you access the training package? Apparently, it will be up on the DisabilityCare
website, I think, in a couple of weeks. It's currently on the Calvary Care website at that address
below. And if you have any questions or feedback, feel free to contact me at that email address
below. So thank you very much and thank you, Anj.
(Applause)
ALEX GUNNING:
Thanks very much, Lisa and Anj, for that wonderful overview. We’ve only got a few minutes left. Can
I... Are there any questions in the audience for any of our presentations today?
Oh, got one down the back. Can I, Tony, can I just ask you to maybe pop up to the front here for a
minute. Thank you. And who else? Yes, thank you.
ALEX GUNNING:
Sorry, just a few problems with the mic.
(Tapping on mic)
ALEX GUNNING:
Yeah. (Laughs) Thinking, yeah, sense of good timing.
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AUDIENCE MEMBER:
(Inaudible)
ALEX GUNNING:
Who’s... Sorry can I just ask you who your question is to?
AUDIENCE MEMBER:
Probably to the last lady but I think it relates to everybody. There's a lot of talk about the dignity of
risk and balancing that up with a duty of care. I find organisationally you get really restricted when
you're looking at that. Like, I’ve... personally I come from a recreation background, very much about
encouraging people to have the chance to do things that they wouldn't normally do. But
organisations are what really restrict, and the OH&S stuff... particularly large organisations, ones
that particularly do a lot of hack services that... their WorkCover things just come so expensive now
that they won't let you do anything. So just interested as to how we can do that, just continue to
support people to take risks.
ALEX GUNNING:
Lisa, thank you. Do you want to... you might need to. Sorry, we're running out of mics here.
LISA CONNELL:
Absolutely, and that was highlighted in the research and discussions. So, look, all we can really do at
this moment, unless you’ve actually got the organisation with policies and procedures and actually
government infrastructure and all those sorts of things, even the work hours sorted out, this will not
work. As I said, it’s got to be a multilayered approach to addressing the whole situation and that's
something we were very aware of, is that almost needed a caveat in this whole training package to
say, unless we’ve got this in place, this in place and this in place, you're putting support workers into
dreadful situations of conflict. And, well, I can say is, I guess in a way, really support governments
and organisations to make all those changes as well.
ALEX GUNNING:
Thank you. Thanks, Lisa. Any other questions? No? I think that was a lady putting her jacket on. I
wouldn't encourage her to go to an auction, you might get a bid.
(Laughter)
ALEX GUNNING:
Thank you very much for today's session. Would I, can I please ask you to thank Deakin University,
Lamp Inc., St Laurence Community Services and Calvary Silver Circle.
(Applause)
ALEX GUNNING:
Thank you very much. I’m Alex Gunning. I've been your host for today.
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