This activity looks at some NIA tools and uses a case study to apply NIA as a paid representative. THINK What tools and resources do you have to support you when you don’t have instruction? What do you need? LEARN Take a look at the examples of NIA tools used by advocates: • NIA booklet …
The first activity provides an introduction NIA and the four main NIA approaches, which used together form a holistic approach. THINK How would you explain non-instructed advocacy to a colleague? LEARN Watch our presentation on NIA and the four main approaches. APPLY AND DEMONSTRATE Complete our matching activity (the practice assessment task below) to embed …
This activity considers communication challenges for someone with dementia and some approaches that can help. THINK What communication challenges have you come across in your work? LEARN Lack of communication does not in itself mean someone lacks capacity to make decisions, so advocates should make every effort to establish communication with the person they represent. …
In this activity we consider the options and mechanisms a representative can use to challenge decisions on behalf of the relevant person, including complaints and legal options. THINK What information do you need to decide if the person you represent is being restricted/restrained appropriately? LEARN Watch our presentation on the role of the relevant person …
In this activity we take a look at the key elements of the legal framework for people who lack capacity, in the Mental Capacity Act THINK What is mental capacity? Write your own definition here: [captainform id=”1292357″ lightbox=”1″ text_content=”Capacity%20Definition” type=”text”] LEARN Watch our presentation on the Mental Capacity Act. Refresh your memory of the four-point …
Here is a short case study to practice what you have learnt so far. DEMONSTRATE and APPLY Read Moussa’s case study and then answer the three questions below. As with any case study, there is more than one possible answer and it may depend on making assumptions about information you do not have. So don’t …
Who needs an advocate? There are lots of reasons why a child or young person might benefit from the support of an independent advocate to have their say. It may be because of their legal status, individual qualities such as health or disability, issues with services or accommodation, personal circumstances such as family, or a …
In 2002, the Department of Health issued the National Standards for the Provision of Children’s Advocacy Services. LEARN The Standards were issued as national guidance 2002 and provide a set of principles that can be used to evaluate the delivery of advocacy services and the professional conduct of advocates. The Standards were issued under Section …
In this module, we are considering advocacy in the context of the human and children’s rights field. This means we are looking at all forms of advocacy, not just the practice of trained, professional legal advocates or lawyers. A note about terminology: Advocacy organisations and agencies use many different terms when referring to the people …
Module resources All the essential module reading and resources are here for our Introducing Advocacy and Children’s Rights module. Click on the link to either download the resource or view on the original website, depending on the source. The Module Reader is a unique resource that comes free with your course. It contains key information, …