Information Gathering

Continuing our RESPECT Framework series, today we are focusing on information gathering in support coordination and other NDIS supports.

One of the most important areas of providing supports to an NDIS participant is information gathering, however it is also one of the most overlooked areas of support provision. As support coordinators we can be quick to focus on the problem solving, but without a proper understanding of the person we are supporting, a lack of information can often lead to suboptimal outcomes.

Following the best practice assumption that participants are the experts of their own lives, it makes sense that they would have the most information about the direction they wish to take and the goals they wish to achieve. Whilst the preference is that the participant provides information about themselves, other sources can also be utilised, (with the participants consent), such as historical reports, family, friends, stakeholders, professionals, care teams and more.

The gathering of information is an important and integral practice if we are to effectively support a participant through their NIDS journey effectively. Information gathering performs a myriad of functions but most important will be the ability to effectively engage in supported/informed decision-making outcomes. Every participant regardless of their cognitive level, can engage in decision making for themselves. But not every participant has the skills to effectively engage in the process and may require support in the form of assisted communication, assistance in information sorting and prioritisation, and other areas of support based on the person’s disability.

To learn more about informed decision making, we suggest La Trobe’s decision-making practice framework https://www.supportfordecisionmakingresource.com.au/

People are multifaceted and complex. Past experience, how their disability has impacted their ability to engage, and many other areas of experience are unique to each participant.

There may also be information that isn’t relevant to our role or that the participant is unwilling to share. For example, a gardener does not need to know about a participant’s history of trauma, but may need to know that knocking on the door can distress the participant. For these reasons the information gathering stage is one that is consistently engaged with throughout your involvement with the participant. As they come to trust you more, they will share more information.

Before engaging the participant directly for information, it is suggested that you create a safe space for the participant to begin building a sense of safety. This might include engaging the person in their own home, or a quiet environment, or making the space comfortable to be in. There is a lot to building safe spaces effectively and this will likely be covered at some point in the future in this series.

Some skills to read up on and build skill in are:

-????????? Using open ended questions

-????????? Using ‘I’ statements

-????????? Socratic questioning

-????????? Reflective listening

-????????? Creating safe spaces

-????????? Cultural sensitivity

-????????? Trauma Informed practice

As we go through the journey alongside the participant, we should engage regularly with reflective practice. Reflective practice is the process by which we assess and consider the information we have received and what it might mean. We also consider our personal biases, conscious or unconscious. A good way to do this is by discussing the information with a manager/mentor or member of the care team. Reflective practice is an important part of information gathering, as any actions we engage with on behalf of a participant should be well considered and robust, considering the participants goals, objectives and preferences.

To learn more about the RESPECT Framework for support coordination, please visit our website at carfi.net.au

#ndis #disability #supportcoordination