Section 1
Introduction
This monograph is the second of a three-part series
on abuse and neglect from the perspective of residents and others
who live and work within Canada's long-term care (LTC) sector.
Part one, When Home Is Not a Home: Abuse and Neglect in Long-Term
Care A Resident's Perspective, explores how residents
perceive abuse and neglect, while part three, Returning Home:
Fostering a Supportive and Respectful Environment in the Care
Setting, examines what residents and others feel constitutes
a supportive and respectful environment. This monograph highlights
what residents, staff, families and others feel should be done
to ensure that abuse and neglect are stopped and prevented.
This series of documents was funded through the
Family Violence Prevention Unit (FVPU) of Health Canada. Through
the FVPU, Health Canada leads the Family Violence Initiative
(FVI), coordinating the relevant activities of 13 federal Departments
and three central agencies that are formally involved in the
Initiative. Under the current FVI, Health Canada remains committed
to addressing family violence issues, including the abuse of
older adults. In consultation with the Division of Aging and
Seniors, the FVPU undertakes research on the consequences of
abuse and neglect of older adults to enhance treatment and prevention.
The FVPU has developed and revised a number of resources on
the abuse of older adults for dissemination through the National
Clearinghouse on Family Violence.
Between December 1995 and June 1998, Health Canada,
through the New Horizons Partners in Aging and the Population
Health programs, funded two national educational projects to
explore the issues of preventing and intervening in resident
abuse and fostering a supportive and respectful environment
in LTC. The two projects were the Abuse Prevention in Long Term
Care (APL) Project and Abuse Prevention in Long Term Care
Train-the-Trainers Project. Although the projects did not provide
any indication of the extent of the problem (prevalence and
incidence), the information contained herein can be used to
broaden the understanding of abuse and neglect, and can set
a direction for addressing this complex issue.
In the first phase of the project, focus groups
were held with 494 LTC residents, staff (clinical and administrative),
institutional volunteers, family members and
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advocates in British Columbia, Alberta, Manitoba, Ontario (French
and English), Quebec (French and English) and Newfoundland.
Because of the health limitations of some residents, individual
interviews were conducted where necessary. Participants explored
their feelings and thoughts on:
- What institutionalization
means to a resident,
- Definitions of abuse
and neglect from a resident's perspective,
- Perceived causes of
abuse and neglect of residents,
- Intervention and prevention
of abuse and neglect of residents, and
- What constitutes a
supportive and respectful environment.
In the second phase of the project, educational
workshops were held across Canada using the Educational Package
for Abuse Prevention in Long-Term Care, developed from the
results of the first phase. The issues raised in this document
and the two companion parts are those identified by the participants
in both phases of the project. A detailed description of the
two projects may be found in the first report, Abuse and
Neglect in Long-Term Care.
Preventing abuse and neglect, and intervening
when it does occur, begins with respect: respect for the rights
and responsibilities of all residents, staff, families
and others. As explored in the first document of this series,
and applied in the third one, respect is the cornerstone of
building and maintaining a supportive and healthy environment.
Although we will never totally irradicate abuse that is committed
intentionally, as in the case of criminal actions (e.g. theft),
designing intervention and prevention programs based on respect
will move us toward the ideal of zero abuse and neglect.
Within the institutional sector, a major shift
that must occur is in the belief that because a person is admitted
to a care facility he or she is incapable of making decisions.
However limited the resident's decision making might be, all
attempts must be made to include that person in daily decision
making: from something as seemingly insignificant as what clothes
to wear to complex issues such as treatment. When the person
is deemed incapable of participating in treatment decisions,
because of severe cognitive problems, staff and administrators
must understand that the determination of that incapacity and
of who can be an appropriate decision maker is a matter of provincial
law and that such laws vary across Canada. Because of this,
staff must be made aware of the provincial laws within their
jurisdictions for identifying who has the right to consent on
an individual's behalf. This is a responsibility that plays
a role of great prominence in a facility's ability to deal with
abuse and neglect.
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This monograph outlines the issues and steps identified in response
to the question, "How do we stop and prevent abuse and
neglect?" From the many interviews conducted with residents,
staff, families, advocates and volunteers across Canada, the
key mechanisms through which we can address the problem of abuse
and neglect that were identified include intervention, prevention,
education and training, and guiding policies and principles.
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Section 2
Intervention
Appropriate intervention in situations involving
abuse or neglect of a resident involves an ongoing process of
reporting, documenting, investigating, intervening and follow-up.
The process itself must be:
- resident-directed;
- sensitive to the differing
interests and needs of all the parties involved in the incident;
and
- flexible in order
to respond to specific context.
The following section points out some important
guiding considerations and then focusses on the general steps
for intervening in situations of resident abuse or neglect.
2.1 GUIDING CONSIDERATIONS
Resident-Focussed Intervention Process
When abuse or neglect is suspected, the well-being
of the resident must be the central focus of any intervention.
A resident-focused intervention involves ensuring physical safety
(e.g. removing the resident from immediate danger or attending
to any injury) and providing emotional support (e.g. listening
attentively or offering counselling).
Regardless of the type of abuse or neglect, those
who are intervening must always take direction from the resident
whenever possible. In a situation in which the resident is incapable
of making a decision, the priority should be involving the appropriate
substitute decision maker as defined by the provincial law under
which the facility operates.
The importance of constructing a process that
is resident-focussed is underscored by the APL focus group results
that indicated that residents typically did not know what could
be done to stop abuse and did not feel that they were informed
as to what steps were being taken once an incident was reported.
"There would have to be instances of abuse
I don't know how the heck you could stop it." (resident)
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"What should people do if there is abuse? Ring the bell
and hope to heavens they come in a hurry." (resident)
Duty of Care
The response to a situation of resident abuse
or neglect requires sensitivity, balancing the resident's wishes
and well-being with a facility's policies and legal obligations.
Because of the physical or cognitive vulnerability of the residents,
employees of LTC facilities have a duty to care for the safety
of residents both individually and collectively. Intervention
against a resident's wishes may sometimes be necessary if the
health or safety of the resident or others is at risk. Acting
against a resident's wishes, however, must be a last resort
done only after all other options have been exhausted.
Acting against a resident's wishes places a great
strain on the relationship between staff and resident. It is
important that facilities establish guidelines with concrete
examples of how staff may act in a sensitive manner. For example,
staff may approach this problem by saying, "What you described
is abuse. Because we are responsible for your health and safety,
I have to let my supervisor know what occurred so that it does
not happen again. She will want to speak with you."
Rights and Responsibilities Regarding Abuse
and Neglect
Everyone has a role to play in preventing and
intervening in cases of abuse and neglect. These roles can be
clearly expressed in terms of rights and responsibilities.
Rights:Everyone, including residents, staff,
families and volunteers, has the right to live, work and/or
visit in an environment free of abuse and neglect, and to be
treated with respect.
Responsibilities:Everyone, including residents,
staff, families and volunteers, has the responsibility for:
- maintaining a safe
environment for all,
- treating others with
respect and dignity,
- learning how to recognize
abuse and neglect,
- participating in the
development of policies on abuse and neglect, and
- reporting suspected
incidents of abuse or neglect.
Staff members have the added responsibility of
ensuring that their actions respect professional codes of conduct.
Senior management has the responsibility for:
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- acknowledging the
potential risk of abuse in LTC,
- maintaining a safe
environment for residents, staff, families and volunteers,
- establishing policies
which indicate that abusive behaviour will not be tolerated,
- promptly acting in
situations of suspected abuse and neglect, and
- fostering good communication
within the facility.
Residents with Cognitive Impairment
Responding to abusive situations involving residents
who are incapable of communicating because of cognitive impairment
requires added care by staff. In such situations, staff and
others must be aware of the vulnerability of these residents.
Residents with cognitive impairment are perceived
by residents, staff, families and others as being at greater
risk of abuse or neglect. An equal risk faced by these residents
is that, because of their intellectual condition, their rights
may be compromised or even dismissed by well-meaning staff or
advocates. This situation can occur when we believe that we
are speaking on behalf of the resident while not realizing that
the actions decided upon reflect more our own personal and professional
values than those of the resident.
Abuse and neglect situations involving residents
with cognitive impairment are complicated by the presence of
inappropriate behaviours such as aggression. If staff or others
are unaware that certain diseases that compromise cognitive
integrity also result in aggressive behaviour, one can mistakenly
believe that the resident intends the perceived harm. This perception
in turn results in greater frustration for the care provider
or visitor when dealing with the resident, possibly leading
that person to react in a similarly inappropriate fashion (e.g.
hitting back or ignoring the resident).
Staff and others must be made aware of the distinction
between abuse resulting from the actions of a cognitively impaired
individual and abuse caused by someone aware of the consequences
of his or her actions. In the case of someone with a cognitive
impairment, aggressive and abusive behaviour does not arise
from some conscious or malicious volition. Instead, the act
needs to be seen as a symptom of the underlying disease afflicting
the resident.
Interventions in such situations, therefore, must
be different from those taken when the person is aware of the
consequences of his or her action. Because of their diminished
capacity, the focus with regard to cognitively impaired residents
needs to be on the environment and how to prevent or stop any
aggressive behaviour. It is up to the staff and others interacting
with these residents to promote resident
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well-being and safety. It is the role of the facility to ensure
that processes are in place to achieve these goals (e.g. education
and training, appropriate policies and procedures).
When any decision is being discussed, whether
on actions to be taken in a case of abuse and neglect or treatment
decisions, staff must obtain consent from the appropriate substitute
decision maker. For a resident who has been deemed incapable
of providing consent, staff must ascertain that the substitute
decision maker is the most appropriate one as indicated by provincial
law.
Police Involvement
Whenever criminal activity as outlined in the
Criminal Code of Canada is suspected, the police must be called
in to investigate. Criminal behaviours include assault, sexual
assault, neglect and forcible confinement. Police involvement
in acts defined by the Criminal Code of Canada is necessary,
given their training in investigating criminal acts and determining
whether or not charges are warranted.
It is important that staff within LTC facilities
understand what acts fall within the Criminal Code. Equally
important, they must be made aware that the reporting of such
incidents does not reflect poor care. Rather, such actions or
the understanding by all that police involvement will occur
when necessary sends the clear message that a facility treats
abuse and neglect as a serious occurrence that is not tolerated.
2.2 STEPS FOR INTERVENING
There are no set or easy methods of intervening
in cases of suspected abuse or neglect. Developing appropriate
and effective interventions is a process requiring flexibility
and responsiveness. The following general steps may help guide
responses (see Figure 1):
- Responding
- Taking direction from
residents
- Reporting
- Investigating
- Documenting
- Intervening
- Follow-up
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Figure 1 Principles of Intervention
Stop the abuse
or neglect.
Take direction from the
resident as much as possible.
Outline options and maximize
choices.
Explore all options.
Notify administrative person.
Document and investigate.
Tailor interventions.
Keep resident informed.
Consult designated decision
maker.
Responding
Anyone witnessing abuse or neglect must take immediate
action to stop it. This action may include, but is not limited
to, telling the abuser to stop, calling for assistance, or moving
the resident out of harm's way. The resident's safety and well-being
is paramount at all times.
Many people may not know how to take action or
may not want to become involved. They may not be familiar with
the institution, or they may be afraid of being perceived as
a troublemaker or think that they do not have the right to say
anything. Moreover, it is difficult for people to take action
if they are unsure that what they saw was actually abuse. In
such situations, a simple way to respond and draw attention
to the behaviour in question is by saying, "I feel uncomfortable
when I see
" This statement opens the door to discussion
and helps clarify whether or not abuse or neglect has occurred.
Many of the staff who participated in the APL focus groups felt
that it was important to respond right away when observing abuse
or neglect, even if it was difficult to do so.
"You don't do it [speak] in a rough way.
You say it nicely. `That's not the right way to do it.' You
don't blow up, or else they will blow up too, and you'll be
in hell." (staff)
Taking Direction from Residents
As much as possible, a resident needs to make
decisions or at least be central to the decision-making process
concerning the situation being investigated. As adults, the
residents' ability to make decisions for themselves must be
respected and encouraged.
Great care must be taken when a resident is perceived
as being too cognitively impaired to make his or her own decisions.
Staff, family and others must be made
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aware that unless deemed incapable according to the provincial
legislation under which the facility operates, such residents
are still responsible for making their own decisions. Too quickly
labelling residents as cognitively impaired can result in the
easy dismissal intentionally or unintentionally
of their right to make decisions for themselves. Therefore,
it is important to determine what capacity the resident has
and, when required by law, to use the appropriate substitute
decision maker when dealing with an abuse or neglect situation.
Reporting
Reporting is, essentially, informing someone in
charge, usually a senior administrative person, that abuse or
neglect is suspected. Reports can come from anyone either orally
or in writing and may range from merely a suspicion to an outright
accusation. Reporting abuse or neglect is often difficult to
do and the extent to which people fear negative repercussions
affects the likelihood that they will report.
In the APL focus groups, many residents did not
know whom to speak to if abuse or neglect were happening to
themselves or others, or they would refer obliquely to talking
to "the authority." Some stated that they would not
report abuse.
"I would keep quiet about it
I never had anything done to me." (resident)
"I haven't got a clue." (resident)
Residents had the following suggestions as to
whom they could report situations to:
"Go see a social worker, chaplain, head
nurse, someone in authority. If you run into a brick wall, go
to the next one. You might have to make a phone call home and
tell them. You must reach out." (resident)
"If you saw or received abuse we can go
to that resident council and express our idea. There's a facilitator
at resident council, he will take it to the authorities."
(resident)
"If they did something too bad I would
want my family told, but you have to put up with a certain amount."
(resident)
By far the largest barrier to reporting that was
suggested by APL focus group participants was fear. Fear creates
an environment in which silence is considered
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the rule. Staff are afraid of being blacklisted or ostracized
while residents and families are afraid that the quality of
care would suffer if they reported. As well, residents feared
that they would not be believed.
"It's dangerous if you complain, your
family member might suffer." (family)
"How can you report on someone and not
have it come back to you? What if you are wrong in what you
saw?" (staff)
"Often it comes down to one word against
the other, because there's only two people there. How are we
going to prove it unless there's a bruise or something?"
(resident)
Another major barrier to reporting is uncertainty.
People may be uncertain about whether the incident actually
constitutes abuse or neglect and whom they can speak with if
there is a problem. Many people do not feel supported by the
facilities.
"Some staff, some of the residents, do
not know what to do when anything does go wrong. They don't
know who to go to, or anything else. A lot of cases, all they
have to do is go to the head nurse or supervisor on their floor
I had to go to the supervisor myself. If they can't get through
to the supervisor, they can go to the council. Some people don't
like to say anything." (resident)
Reporting abuse and neglect is made easier when:
- people understand
what constitutes abuse and neglect,
- facilities have easy-to-understand
policies and procedures for reporting,
- policies and procedures
are accessible to all (e.g. posted in common areas or in
staff meeting rooms),
- one identified person,
preferably a neutral arbitrator, handles reports,
- the rights and safety
of all people involved are respected,
- there are user-friendly
means of documenting the facts, and
- staff know that monitoring
for resident abuse is an integral part of their job.
Moreover, it is important that senior management
support people who report incidents of abuse and neglect by:
- minimizing repercussions,
- offering counselling,
- taking action to stop
the abuse or neglect, and
- maintaining confidentiality.
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Complete anonymity may not be possible, but a "closed-door"
reporting policy can help maintain confidentiality.
Any person may report abuse or neglect, although
it is usually staff who fill out either a general incident form
or a form designed specifically for resident abuse or neglect.
Whichever form is used, staff require training on how to record
all the facts, respect the confidentiality of the resident and
avoid any statements of opinion or speculation. The desirability
to report early must be stressed, as should the need to document
problematic incidents to help establish a pattern of abusive
behaviour, especially when individual actions might not appear
to warrant intervention. The content of a report of abuse or
neglect must answer four of the five traditional questions of
inquiry: who, what, where, when and why.
WHO Who was involved in the abuse or neglect?
Name all parties present.
WHAT What happened? Describe the abuse or neglect.
Include the perceptions of those involved and what happened
just before and just after the event.
WHERE Where did it take place? Give the specific
location.
WHEN When did it take place? Specify the date
and time of day.
WHY The underlying cause of the incident requires
investigation of all the facts. Because of a lack of information
or conflicting perceptions, the true cause may never be known.
However, action must be taken.
Investigating
The investigation of all suspected incidents of
abuse and neglect must be mandatory, with each case handled
individually. Although specific procedures will vary from facility
to facility, the process is characterized by clear reporting
lines, strict confidentiality and the protection of all concerned.
Furthermore, the investigation must proceed according to the
resident's directions as much as possible. Throughout the investigation,
the investigator has to promote a balanced, fair and sensitive
approach to protect the rights of both the person reporting
and the suspected abuser.
Senior management needs to designate someone to
handle suspected cases of abuse and neglect from investigation
to follow-up. It is useful to have more than one person trained
to carry out investigations. The ideal candidate is someone
who is perceived as neutral, and who has the authority to take
action. Many focus group participants suggested that a facility
ombudsman would be beneficial. Senior management may also choose
to appoint an external advocate to promote the perception of
independence and impartiality. When criminal activity is suspected,
however, the police must be called in to investigate.
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Documenting
At every step of the intervention, careful and
accurate documentation is required. All documentation needs
to be safeguarded, preferably with one person designated as
responsible for keeping the evidence in one place to reduce
the likelihood of confusion or loss of information. Statements
are to be taken from all parties, including the resident, any
witnesses and the alleged abuser. All statements need to be
signed and witnessed. It may be prudent to either audiotape
or videotape the resident's statement, after permission has
been obtained, to help in the documentation of the incident
and to reduce the need for repetitive interviews.
If the suspected abuser is a unionized staff member,
a union representative must be present when the statements of
both the staff member and the resident are taken. Any pertinent
facts of the resident's direct injury or symptoms can be noted
on his or her chart. Staff must be instructed not to
include on the health chart the names of anyone involved in
the suspected abuse or any details of the investigation. Such
information should reside only on the incident reporting form.
Intervening
Residents or their appropriate substitute decision
makers must be encouraged and permitted to play a central role
in deciding upon the course of action. Options to the resident
can be outlined in order to maximize choices. All options must
be explored before intervening against a resident's wishes in
cases where his or her health and safety are at risk. Residents
or their substitute decision makers need to be informed continuously
of what action is being taken. One of the major complaints heard
from residents and family members during the APL interviews
was that they were unaware of what was happening after a complaint
was made. As stated by one resident, all that is seen is that
the person about whom the complaint was made is still employed
on the unit. This gives the resident the impression that no
action has been taken, thereby further increasing a sense of
helplessness in the individual.
Small-sized and rural/remote facilities have to
contend with additional problems in intervening. Many have few
resources, such as no multidisciplinary team members (e.g. social
work, occupational therapy, physical therapy) or little access
to other resources (e.g. psychiatry, mental health workers).
Direct care staff tend to be people from the area who have no
specific education in providing health care. As well, in small
communities people know and socialize with everyone else and
this can be problematic if a facility has to reprimand or fire
an employee who is abusive.
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It is important to include all concerned parties, such as representatives
of unions and professional bodies, in the intervention process.
Interventions must be tailored to each situation. The intervention
chosen will depend on who the alleged offender is, the severity
of the abuse, and the circumstances surrounding the incident.
More than one type of intervention may be implemented at one
time. As well, interventions must include strategies to ensure
that the situation does not occur again.
In general, the following interventions may be
used with staff, cognitively intact residents, family members
and volunteers:
- informing the person
of the policy on abuse and neglect,
- providing training
on abuse and neglect prevention,
- offering counselling,
or
- involving the police
and laying criminal charges if necessary.
Additional interventions with staff include:
- giving a warning,
- suspending or dismissing
the staff person, and
- reporting to the professional
association.
Other interventions with cognitively intact residents
include:
- notifying the next
of kin (if required),
- informing the resident
that future incidents can lead to discharge, and
- only as a last resort,
discharging the resident if he or she is the abuser.
Possible interventions with family members include:
- advising the family
member of the abuse policy and which abusive behaviour will
not be tolerated, regardless of whether it occurs inside
or outside the facility,
- asking the family
member to leave the facility,
- establishing terms
for visiting such as requiring that the family member be
accompanied at all times when visiting the resident, or
that visits be on-site rather than off the premises,
- involving the Public
Trustee's Office or other relevant authorities.
Other interventions with volunteers include:
- informing the volunteer
coordinator,
- asking the volunteer
to leave the facility, and
- dismissing the volunteer.
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Interventions with cognitively impaired residents who are abusive
are different because changes in behaviour have to be regulated
by the environment and other people. Possible interventions
are:
- contacting the next
of kin or appropriately identified decision maker,
- having a staff team
meeting to review the circumstances of the incident and
determine how it can be prevented in the future,
- implementing environmental
changes, and
- providing training
to staff, families, volunteers and other residents on interacting
with residents with cognitive impairment and dealing with
aggression.
Follow-up
The resident and his or her designated decision
maker or advocate need to be kept informed at every point of
the follow-up process, from the results of the investigation
to the ongoing outcome of any action taken. Without follow-up
the situation may worsen. All involved parties, such as representatives
of unions and professional bodies, must be included in the process.
Follow-up increases the effectiveness of any intervention.
It involves:
- monitoring the situation
to ensure the intervention chosen is being carried out,
- documenting all intervening
actions and the names of the people involved,
- evaluating each action
and documenting its outcome,
- keeping all those
concerned informed of the actions taken and the results,
and
- specifying whether
further monitoring is required.
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Section 3
Prevention
Abuse and neglect in LTC can be prevented in most
situations. Greater difficulty is experienced with preventing
intentional criminal acts. Even these acts, however, can be
reduced by adopting a zero tolerance policy and the use of police
checks of new employees.
Prevention is the process of interrupting or eliminating
the cause or causes of abuse or neglect, thereby effectively
stopping it from occurring. It is an ongoing process that involves
awareness, planning, action and evaluation. Preventive measures
can be relatively simple and cost-effective, especially when
compared to dealing with abuse or neglect after it has occurred.
There are many ways to prevent abuse and neglect. This section
highlights prevention strategies suggested by participants in
the two APL projects.
To be successful, any prevention process must
include strategies at three different levels: societal/community,
facility and individual. As interaction is ongoing among preventive
strategies at these different levels, it is equally important
to consider all levels to effectively prevent resident abuse
and neglect in LTC (see Figure 2).
Fig
ure 2 Levelty
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3.1 PREVENTION STRATEGIES AT THE SOCIETAL/
COMMUNITY LEVEL
Long-term care facilities across the country are
facing similar problems related to changing funding, reduced
direct care staffing, irregular family and community involvement,
and a lack of voice for frail older adults. In every province,
APL participants routinely discussed these problems and how
they may result in resident abuse or neglect. Health care workers,
families and residents expressed increasing anger at the continuing
decline in appropriate care funding and their frustration at
being unable to affect changes or have an impact on policy development.
To address the larger systemic problems, the issue
of quality institutional care needs to be politicized and efforts
pooled into a larger network. This will create the impetus necessary
to increase awareness and prompt change. A large part of prevention
at the societal/community level is establishing adequate structures
to maximize communication and collaboration among all groups
associated with LTC, including residents, staff, families, volunteers,
advocates, administration, government officials and policy makers.
Collaborative work is never easy. However, it
is necessary because solutions tend to require the ideas and
efforts of many people. Open and ongoing communication remains
central to any collaborative effort. Participants suggested
that prevention at this level should focus on:
- adequate direct care
funding
- adequate direct care
staffing
- regular family and
community involvement
- promoting a stronger
voice for frail older adults
Adequate Funding
One primary societal/community prevention strategy
is to provide adequate funding to LTC facilities. In most provinces,
LTC has recently undergone massive restructuring, which has
meant funding to facilities has been reduced and, in some cases,
drastically cut. With reduced funding, facilities are struggling
to meet the needs of a clientele with increasingly heavy care
requirements with fewer staff and resources.
Many APL participants felt that these cuts have
led to a decline in the quality of care and can result in situations
that may result unintentionally in abuse and neglect. It was
felt that adequate funding to LTC facilities helps prevent abuse
and
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neglect and makes a statement that frail members of Canadian
society deserve appropriate care.
Adequate Direct Care Staffing
Another prevention strategy is ensuring adequate
direct care staffing. Many facilities are understaffed or inadequately
staffed because of the use of unskilled temporary or part-time
staff a practice resulting usually from a loss of adequate
funding levels. Inadequate direct care staffing can lead to
perceived incidents of abuse or neglect. For example, the reduction
in the number of direct care staff means residents have to wait
longer to have their most basic care needs met. In many instances,
this can be considered neglectful and is indeed perceived as
such by residents.
A related concern is that direct care encompasses
not just physical needs but also the emotional, psychological
and spiritual needs of residents. For staff to provide this
kind of support to residents, administrators and government
regulatory bodies need to recognize staff's responsibility to
spend high-quality time with residents and build it into the
work schedule and funding formula.
Regular Family and Community Involvement
Another prevention strategy, although possibly
the most difficult one suggested by APL participants, is to
encourage regular family and community involvement. Participants
felt that residents who did not have regular family involvement
or someone to watch out for them were more likely to be abused
or neglected. Hence, regular contact with people from outside
the facility is seen as one way to prevent resident abuse and
neglect. Although research is lacking to verify this assumption,
common sense would dictate that the more an individual is socially
engaged, the less likely the person is to be targeted for intentional
acts of abuse and neglect. Moreover, the greater the awareness
of others of the situation of the resident, the greater the
likelihood of earlier identification and reporting of a problem.
Some innovative ways in which facilities are increasing
outside involvement, as reported by participants in the APL
project, include having on-site staff daycare which links children
to residents; having a special needs class work in the facility;
holding club meetings with residents welcome to participate
or wander through; hosting prenatal classes, followed by visits
by the women and their babies after birth.
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Promoting a Stronger Voice for Frail Older Adults
One final systemic prevention strategy is to promote
a stronger voice for frail older adults. This has become increasingly
difficult as many older adults entering LTC are frailer and
may no longer be able to speak for themselves because of severe
cognitive or physical impairments. The increased frailty has
meant that older adults tend to have very little say in the
final years of their life as to the care they receive. The health
care facility, staff and families play a large role in decision
making and determining the quality of life for these residents.
Abuse and neglect can happen when decisions are made with little
regard for or understanding of the rights of older adults. To
prevent abuse and neglect, the resident's perspective must be
central to all decisions affecting institutional life, and decisions
must be made by appropriate decision makers as identified by
provincial laws.
Advocacy is one way to promote a stronger voice
for frail older adults. When frail people cannot speak for themselves,
it becomes incumbent on the people in their environment to advocate
for them. Advocacy can be done individually as well as collectively
by groups with the political clout to help affect changes, such
as seniors' organizations. The expanding senior population makes
it increasingly important that high-quality care of frail people
is placed on top of every relevant organization's agenda. Care
must be taken by appropriate decision makers that their decisions
reflect those of the resident and not just the advocate's own
feelings and values.
3.2 PREVENTION STRATEGIES AT THE FACILITY LEVEL
Every LTC facility in Canada should have an abuse
prevention program that is flexible and comprehensive. A comprehensive
abuse prevention program promotes an environment free from abuse
for everyone who lives in, works or visits LTC, while recognizing
the possibility that it may still occur despite all precautions
taken. Such a program covers topics such as resident abuse and
neglect, prevention and intervention, workplace harassment and
interacting with residents with cognitive impairments. The entire
facility needs to be actively involved in the development, implementation
and ongoing evaluation of the program for preventing abuse and
neglect. As well, it is important to have ongoing communication
with local law enforcement officials and interested community
agencies. Effective abuse and neglect prevention are developed
along several steps:
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- identify existing
prevention practices,
- outline practices
that need to be established,
- determine how to implement
new practices,
- systematically implement
the practices throughout the entire facility, and
- continuously monitor
and evaluate the effectiveness of the program.
Prevention strategies at the facility level need
to focus on three areas:
- addressing systemic
abuse,
- introducing preventive
strategies aimed at the groups involved in LTC, and
- fostering a supportive
and respectful environment.
Addressing Systemic Abuse
Government regulations, facility policies and
limited spaces can sometimes be highly restrictive to residents
and staff. Frequently, systems have been put in place with an
emphasis on physical care and meeting government regulations
with little regard for the impact on residents' emotional and
psychological well-being. Standard practices tend not to be
questioned and can unintentionally lead to systemic abuse.
Effective prevention starts with identifying areas
in the facility in which residents are at greatest risk of systemic
abuse or neglect. These high-risk areas can be systems that
are in place and/or circumstances that arise on a regular basis.
Areas to examine include organizational processes such as scheduling
of meals and baths; the physical environment such as efficient
use of existing space; and social interactions such as communication
among residents, staff and families. High-risk areas are identified
through the monitoring of existing systems and assessing their
impact on residents. Some mechanisms to monitor facility systems
include:
- committees comprising
residents, staff, families and volunteers whose sole purpose
is to examine systems for the impact on residents,
- an ombudsman or resident/patient
advocate, and
- resident and family
satisfaction surveys.
Once high-risk areas are identified, sensitive
policies can be implemented to help create a balance by encouraging
freedom for residents wherever possible. It can make a large
difference to residents to be able to make choices over how
they personalize their rooms, what they wear and when they eat.
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3.3 PREVENTION STRATEGIES FOR DIFFERENT GROUPS
Prevention strategies at the facility level can
be directed toward different groups within LTC administration,
staff, residents, families and volunteers. These strategies
require cooperation and coordination. This section looks at
strategies aimed at each group.
Administrative Strategies
Acknowledge the Problem
The first step in prevention is acknowledging
that abuse and neglect is occurring. The attitude still prevails
that abuse does not happen in "our" facility, even
though participants across the country indicated that abuse
and neglect is a regular feature of LTC (especially the more
subtle forms of psychological and systemic abuse). Administrators,
boards of directors and owners must acknowledge the potential
for abuse by setting out a zero tolerance standard in the mission
statement. This standard establishes that abusive or neglectful
behaviour will not be tolerated and that everyone has the right
to be in an environment free from abuse or neglect.
Once the standard is in place, it must be practically
implemented through policies, procedures and ongoing training.
When management takes a proactive stance on abuse prevention,
it sets the tone for the facility and sends out the clear message
that abuse and neglect are issues to be taken seriously by everyone.
Develop and Implement Appropriate Policies
and Procedures
Establishing policies and procedures on resident
abuse and neglect prevention and intervention is another proactive
measure that management can take. Policies and procedures need
to be developed, implemented and reviewed on a regular basis
with the input of all groups associated with LTC. In many facilities,
existing policies and procedures on resident abuse focus on
intervention and do not include preventive measures. Prevention
is as important as intervention. Moreover, such policies tend
not to be developed with input from the most affected population,
the residents themselves.
Employ an Ombudsman
Another prevention strategy is to employ an ombudsman
who can monitor the facility and act as an advocate for frail
older adults and staff alike. Many participants across the country
suggested that facilities need an ombudsman to address abuse
and neglect. An ombudsman from a LTC facility who attended a
train-the-trainer
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workshop indicated that much of her role involved advocacy,
resolving problems and ensuring proper communication. In fact,
her role was as much preventive as interventionist.
Provide Ongoing Training on Abuse Prevention
Ongoing training is the single most critical factor
in preventing abuse and neglect. All people involved in LTC,
including residents, staff, families and volunteers, need training
on abuse prevention. Training increases awareness, builds skills
and promotes greater sensitivity toward residents. The goal
of the training is to engage people to recognize that everyone
has a role to play in preventing abuse and neglect.
Staff-directed Strategies
Screen New Employees
One staff-oriented prevention strategy is to rigorously
screen potential employees to ensure that they do not have a
previous history of violent or abusive behaviour. Equally important,
but admittedly more difficult to implement, is the need to ensure
that staff exhibit a positive attitude toward working with older
adults in LTC. The following multifaceted hiring process can
determine the suitability of potential employees:
- Request a criminal
reference check, which indicates if a person has been charged
with any criminal offences. While criminal reference checks
are not foolproof, they do act as a filter and therefore
must become a standard hiring practice.
- Structure interviews
to present hypothetical scenarios of abuse or neglect to
which applicants must describe appropriate responses. The
interview must also screen for attitudes toward working
with older adults.
- Ensure that new staff
receive a proper orientation immediately after being hired,
not several weeks later.
Provide Ongoing Staff Training on Appropriate
Resident Care
As a preventive measure, staff need adequate training
on appropriate resident care. Situations of resident abuse and
neglect can arise from a lack of awareness and skill rather
than malicious intent (e.g. leaving residents undressed and
in view of others when leaving a room to answer emergency calls
or to retrieve some needed piece of equipment).
Training that focusses on sensitivity to residents
can help reduce situations of abuse or neglect. Employee skills
have to be regularly upgraded and staff need to have easy access
to training material.
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Offer Support to Staff
Another preventive measure is to ensure that staff
members have adequate support from the facility and from their
colleagues. When support is available, staff feel more comfortable
asking for help and more competent dealing with problems. Some
suggestions are:
- creating more opportunities
for staff interaction (e.g. discussion groups),
- having a neutral person
for staff to talk to if they feel burnt out,
- emphasizing teamwork,
and
- addressing conflicts
between staff roles/tasks.
Resident-directed Strategies
Develop and Implement Approaches to Empower
Residents
An important resident-oriented prevention strategy
is to develop and implement means to empower residents so that
they may maintain control over their lives to whatever extent
possible. This is accomplished in an environment where residents
are encouraged to:
- make decisions whenever
possible,
- express their individuality,
- speak for themselves,
- care for themselves,
and
- maintain a sense of
purpose.
Such an environment is set out at the management
level and implemented by everyone associated with LTC through
his or her interactions with residents.
Establish a Resident's Bill of Rights
Another prevention strategy is to develop and
implement a bill of rights, which promotes the well-being of
residents. Alongside a bill of rights, a code of responsibilities
can be used to develop a clear set of expectations one
that is understood by all parties regarding care and
living arrangements. While many facilities have a resident's
bill of rights, implementation is problematic. Simply posting
such a bill on walls or bulletin boards is insufficient. One
practical way to implement a bill of rights is to focus on one
right each month at all meetings or in a newsletter. Methods
must be developed to ensure that such rights do not remain on
walls but become part of how we live and work.
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Encourage Active Participation of Residents' Councils
An important prevention measure is to promote
the active participation of a residents' council in the functioning
of a facility. During the focus group sessions, residents often
said that the resident's council was an important way to have
a say in the running of the facility. In some facilities, when
the resident council identifies a problem, it invites appropriate
staff (e.g. dietary or housekeeping) and deals directly with
those staff rather than working through administrative staff.
Such councils can also play a major role in providing resident
input in the development of LTC policies, especially with respect
to abuse and neglect.
Promote Advocacy for Residents
Advocacy can help prevent the development of the
power differences that so frequently underlie situations of
abuse and neglect. Advocates are mainly responsible for accessing
information, monitoring the resident's ongoing situation, and
keeping the resident informed of any actions taken. Advocacy
includes both self-advocacy and advocacy by others. For example,
resident councils, family members, staff and volunteers often
advocate for residents. Every resident has the right to choose
his or her own advocate, including external ones such as lawyers
or family members. A good advocate can be helpful to residents
who have cognitive impairments, do not have actively involved
family or friends, or find it difficult to speak up for themselves.
It must be stressed, however, that decisions on a resident's
behalf can be made only by an appropriately designated decision
maker. Advocates cannot make decisions on behalf of a resident
who is incapable of making informed decisions if they have not
been identified according to provincial legislation on substitute
decision making.
"Families should complain right to the
top. Heaven knows who the top is, though. They can be strong
advocates for residents." (resident)
Family-directed Strategies
Promote Positive Family-Facility Interactions
Improving family-facility interactions is one
way to prevent abuse and neglect. During the various phases
of the APL projects, it was often difficult to get family participation,
partly because their physical presence at the facility was more
irregular than that of staff or volunteers, and partly because
many facilities had no easy mechanism to reach families.
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As well, the level of family involvement with residents seemed
to be clustered in the extremes, with some families being very
actively involved while others were completely absent. While
loving family involvement cannot be mandated, the facility can
establish mechanisms that make families feel welcome. Family
councils, joint resident-family councils and family support
groups are three avenues to explore.
Encourage Ongoing Family Involvement in
Decision making and Care
Another prevention strategy is to encourage ongoing
family involvement in decision making and resident care. It
is especially important that family or designated decision makers
are involved in discussions regarding cognitively impaired residents.
In the focus group sessions, families often expressed the feeling
that they had little say in the care provided to their relatives.
Many also felt overwhelmed in trying to understand institutional
processes and regulations. A thorough orientation to the facility
for families would help. As well, families can be encouraged
to participate in case conferences and other care activities,
such as coming in regularly at suppertime to feed an older relative.
Although the concerns of family members must be
taken into consideration, the resident must always be responsible
for any decisions. In cases where the resident has been legally
deemed as mentally incapable, the substitute decision maker
must be identified through the appropriate legislative laws
operating within the province where the facility operates.
Volunteer-directed Strategies
Screen New Volunteers
New volunteers must be as rigorously screened
as new staff. Every person who will interact regularly with
vulnerable people needs to possess the appropriate skills and
attitudes toward older adults. The hiring process outlined for
staff criminal reference check, structured interview,
thorough orientation would be beneficial for volunteers.
Clarify Volunteer Roles
Clarifying volunteer roles can contribute to preventing
abuse and neglect. Volunteers are integral to the functioning
of facilities and often they can prevent abuse or neglect because
of their close involvement with residents. Volunteers in the
APL focus groups saw themselves as mainly friends or helpers,
and felt uncertain about saying something to correct disrespectful
behaviour because they were not paid employees or family members.
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Clarifying the volunteer's role offers an opportunity for facilities
to encourage volunteers to take action when they see situations
that are uncomfortable for residents. Volunteers can also take
a much stronger role as advocates for frail people. Many volunteers
are older themselves and are the most credible advocates for
older people. Finally, volunteers can suggest solutions to problems
by completing feedback forms on the facility's functioning.
Prevention Strategies at the Individual Level
While prevention strategies need to be implemented
at a societal/community and facility level, ultimately most
instances come down to a single moment when an individual takes
action which prevents an abusive or neglectful situation. There
is no magic solution, simply one person being aware and taking
action (e.g. closing the privacy curtain before beginning intimate
care).
Preventing abuse and neglect is often seen as
such a huge task that people can feel overwhelmed. When this
occurs, the most typical response is to do nothing. To avoid
becoming overwhelmed, people need to realize that preventing
abuse and neglect is a shared responsibility in which everybody
has a role to play. As well, it is important that people acknowledge
themselves and the ways in which they are helping prevent abuse
or neglect.
Four key individual preventive measures are:
- increasing self-awareness,
- improving communication,
- mentoring, and
- learning to interact
with residents with cognitive impairment.
Increasing Self-Awareness
Although introspection is often difficult because
it brings up painful feelings, it is the key to changing attitudes
and behaviours that may be abusive or neglectful. Knowledge
of one's own potential for abuse or neglect is an important
part of prevention. After all, a person is unlikely to change
if she or he is unaware of the need for change. For example,
someone may not consider rough handling as abuse if that is
the way he or she acts in a family situation. Many people, especially
those who come from homes with family violence, need an understanding
of what behaviours are acceptable and not acceptable.
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As a person becomes more self-aware, he or she is better able
to:
- acknowledge any tendencies
to be abusive and not act on them,
- consider how his or
her actions will affect another person,
- be non-judgmental,
- offer choices, and
- be open and respectful
to all people.
Some techniques for increasing self-awareness
include staff development courses, meditation, keeping a journal,
sensitization exercises and self-improvement classes.
Improving Communication
Another individual prevention strategy is improving
communication. Many abusive or neglectful situations presented
in the APL focus group sessions were perceived by participants
to be the result of problems in communication, a lack of communication,
a misunderstanding because of unclear messages, or disrespectful
communication.
The choice of words, tone of voice and body language
determine if communication is respectful or abusive. Care must
be taken over choice of words because some words can imply that
the resident is being treated like a child or an object. A normal
tone of voice when speaking with residents is preferable to
the commonly used high-pitched sing-song tone of voice used
by some a tone of voice typically used when addressing
very young children. Finally, body language must be monitored
because it also conveys a message and affects the quality of
an interaction.
Mentoring
Mentoring is educational and as such can help
prevent abuse and neglect. Mentors can offer friendship and
support, provide practical information and model behaviours
and attitudes that are sensitive to residents. Residents, staff,
families and volunteers can benefit from mentor or buddy programs.
For example, established residents can help ease new resident's
transition into LTC. Volunteers can be buddies or special friends
to residents, especially those with cognitive impairments. New
staff can be paired with experienced colleagues who are sensitive
to abuse and neglect prevention. Within family support groups,
family members whose relatives have been in LTC for a time can
provide support and helpful advice to newer families.
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Learning to Interact with Residents with Cognitive Impairments
Another individual prevention strategy entails
the learning of how to interact with residents with cognitive
impairments. When meeting a cognitively impaired resident, it
is common for people to feel nervous, afraid, uncomfortable,
frustrated, embarrassed and/or anxious to escape. These reactions
may stem from fear of the disease process or from feeling helpless.
To interact effectively with people with cognitive impairments,
everyone, including residents, needs to become aware of disease
processes, how to communicate and how to protect themselves
from aggressive behaviours. Education helps to dispel the fear
while building a stronger support network for those with cognitive
impairments.
People find it easier to interact with residents
with cognitive impairment when they know more about the resident's
likes, dislikes and patterns of behaviour. Interacting with
someone who is cognitively impaired requires great effort and
care because it is up to each person, not the cognitively impaired
resident, to find better ways of interacting. The following
general suggestions can improve interactions with residents.
- Expect the unexpected.
- Be prepared to deal
with behaviour that is physically or verbally aggressive
and/or inappropriate. Recognize that the person may become
aggressive at any time.
- Invite eye contact,
but do not force it.
- Use a normal tone
of voice.
- Give short, concrete
and simple verbal instructions. Do not ask the resident
to consider several choices at once. Speak to the resident
at or below his or her eye level.
- Approach, sit or stand
at right angles to the resident's dominant side, that is,
to the right side if he or she is right handed.
- Touch and talk. Even
when a resident does not understand what is being said,
the presence, the tone of voice and touch of another person
can be comforting.
- Respond to the emotions
rather than the details of what the resident is saying if
statements are not grounded in reality. For example, if
a resident is looking for her dead mother, validate the
emotions with a statement such as, "You seem to be
feeling sad, upset, worried, etc."
- Ask for help if you
are unsure.
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Section 4
Education and Training
Education involves the development of general
or specific abilities or knowledge, while training involves
the practical application of that knowledge. For simplicity,
the term "training" is used in this section to mean
both education and training.
Everyone associated with the LTC community
residents, staff, families, volunteers and the community at
large requires training. Training sensitizes people to
the realities of older adults in institutional settings, and
gives them the opportunity to learn new information and then
test out in practice the knowledge and skills they have acquired.
The content of training consists of two parts:
- abuse and neglect
intervention and prevention, and
- fostering a supportive
and respectful environment in LTC.
Both parts are equally important in any training
initiative. The following section focusses only on abuse and
neglect prevention and intervention. The second component, fostering
a supportive and respectful environment, is discussed in the
third part of this series, Returning Home: Fostering a Supportive
and Respectful Environment in the Care Setting.
On the intervention level, training helps people:
- identify abuse and
neglect,
- report situations
of abuse or neglect,
- use existing protocols,
and
- assess, investigate
and follow-up situations.
On the prevention level, training helps people:
- become sensitive to
the aging process and the changes brought on by diseases,
- work as advocates
to ensure that the rights of older residents are respected,
- identify facility
systems which can lead to abuse and neglect (e.g. scheduling),
and
- look for least restrictive,
less harmful ways to ensure resident safety without the
use of chemical or physical restraints (e.g. beds on the
floor).
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Ideas alone do not capture an understanding of the complexity
of the issue of abuse and neglect, nor do they provide the impetus
for people to make the needed changes. Effective training must
encompass the emotional dimension as well as factual knowledge.
Training workshops therefore need to invite people to explore
feelings in concert with acquiring new knowledge and skills.
Exploring feelings in training workshops is important:
- to ensure emotional
sensitivity and preparedness, and
- to encourage every
person to deal with the issue on a personal level.
The subject of abuse and neglect should be introduced
in conjunction with an exploration of participants' feelings
and readiness to cope with the content. People come to workshops
with their own personal histories of abuse, including staff
experiencing violence in the workplace as an everyday occurrence.
Trainers have to be prepared for emotionally charged workshops
and the disclosure of abuse and neglect, as was found in this
project's focus groups and train-the-trainer workshops. Emotional
sensitivity and preparedness enables a person to respond to
situations of abuse or neglect with care, compassion and efficiency.
Because people who are intervening have to be able to deal with
the range of emotions that a resident may be experiencing, they
need to be calm and in control of their emotions so they are
not overwhelmed by what is happening.
Exploring feelings in training workshops also
encourages every person to explore the issues on a personal
level. Discussing feelings and experiences helps participants
realize that this is not someone else's problem but something
that affects everyone. Linking information to people's personal
experiences raises awareness. People tend to be more willing
and able to make changes when they are touched by another person's
experience. Many people find it difficult to examine or talk
about their feelings.
4.1 GOALS OF TRAINING
Three goals of a successful training initiative
are (see Figure 3):
- to increase knowledge,
- to develop and improve
skills, and
- to encourage personal
growth by increasing sensitivity to the reality of residents,
changing attitudes and fostering more loving interactions
between people.
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F
igure 3 Goals of Training
Increase Knowledge
The basic purpose of training is to increase people's
knowledge on the subject. Information must be kept simple and
cover the basics. Some topics may be more relevant than others
to different groups. For example, residents require information
on their rights and the process of adapting to institutional
life. Families and volunteers need information on the disease
process and how to be effective advocates. Everyone can benefit
from information on communication, coping with losses and the
aging process. Material has to be adapted so people are trained
according to their educational level and interests.
Definitions, intervention and prevention make
up the core of any training on abuse and neglect. The topics
of resident rights and responsibilities, advocacy and conflict
resolution are other areas that should be explored.
What Is Abuse and Neglect?
People need basic information on definitions of
abuse and neglect. While many people can easily define overt
types of abuse, such as physical abuse, defining more subtle
forms of abuse (e.g. the violation of civil rights) is a difficult
task. Training sessions can clarify different types of abuse,
criminal versus non-criminal behaviour, and individual versus
systemic abuse. The topic of definitions can be introduced through
small group discussion.
Participants in these smaller group discussions
could define two types of abuse (e.g. sexual abuse, medical
abuse), provide one clear and one unclear example of both types
of abuse, and then share what was discussed with the larger
group. Unclear examples generate much discussion as people see
the complexity of defining behaviours as abusive and neglectful.
This exercise breaks the ice among participants and helps them
recognize that they know something about abuse and neglect.
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What to Do
In training workshops, people need basic information
on what to do and whom they can talk to if abuse or neglect
is suspected. Uncertainty was common among APL participants.
As stated earlier, most residents who participated in the APL
project did not know whom to go to if there was a problem. A
contact person (e.g. head nurse, ombudsman) needs to be clearly
identified in the workshops.
Reporting abuse and neglect is often a difficult
step for people to take. Group discussion can focus on identifying
the barriers to reporting and how to overcome them. Reporting
requirements should be thoroughly reviewed in workshops for
staff and volunteers. Even in provinces with mandatory reporting,
many staff had questions about the process (e.g. whom to report
to and what to report).
Many of the APL participants said they felt uncomfortable
responding to situations of abuse and neglect. To overcome this
feeling, concrete responses to subtle forms of abuse have to
be modelled and discussed in training workshops. Modelling responses
can also help people find the courage to take action. For example,
participants can use the concrete scenarios presented in the
APL video to plan short-term and long-term interventions.
Actual case studies may also be used. It is important
that one scenario highlight criminal activity and police involvement
because there tends to be confusion in this area. For example,
many participants were unsure about involving the police in
a suspected sexual assault of a resident. It must be reinforced
that when any criminal activity is suspected, facilities are
required to contact the police to investigate.
Training must also include discussion on legal
issues such as power of attorney, the Mental Health Act and
adult protection legislation. Ethical dilemmas arose in every
workshop as people struggle to develop an ethical framework
for making tough decisions that cannot be dictated by policies
or procedures. One good resource is entitled Ethical Dilemmas
in Dealing with Abuse and Neglect of Older Adults.1
How to Prevent Abuse and Neglect
There are many ways to prevent resident abuse
and neglect. In training workshops, people can share ideas and
personal experiences on how they prevent abuse or neglect. Not
only does this type of sharing help people develop more awareness,
it also acknowledges efforts. Sometimes people need to be reminded
that they are truly making a difference. A related discussion
on prevention is about common
2. Spencer, C. Ethical Dilemmas in Dealing with Abuse and
Neglect of Older Adults. Gerontology Research Centre, Simon
Fraser University, Burnaby, B.C.
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disease processes. For example, dementia is often associated
with changes in behaviour, unstable emotions and disorientation.
Discussion can focus on how the presence of such diseases can
lead to incidents of abuse and how those incidents can be prevented.
Develop and Improve Skills
A second goal of training is to develop and improve
skills. In addition to developing new skills, training workshops
can help participants identify existing skills and abilities
that they are using to deal with many of the complex situations
found in LTC. The mastery of different intervention skills is
essential to respond effectively to abuse or neglect. Some examples
of intervention skills are:
Crisis management: Crisis management is
taking immediate steps to remove the resident from harm and
to stop the abuse.
Identification: With identification skills
a person can recognize the common indicators of abuse and neglect.
Assessment: With assessment skills a person
determines the degree of seriousness of the situation, the potential
for further harm and what resources are required.
Implementation: Implementation skills involve
exploring options, ensuring that the policy on mandated reporting
is followed and putting interventions in place.
Evaluation: Evaluation skills involve follow-up
and the ongoing monitoring of the situation to ensure that interventions
are effective.
Of the skills that need to be developed, communication
is the most critical for both abuse and neglect intervention
and prevention, and fostering a supportive and respectful environment.
People need skills in:
- active listening,
- sensitively asking
questions,
- communicating in an
open, non-judgmental way that expresses empathy, and
- advising and directing
appropriately.
Practice is the key to successful skill development,
and workshops that provide opportunities for people to practice
skills are ideal. Skills are developed through role playing
and modelling. For example, advocacy skills may be developed
through role playing different scenarios and getting feedback
from other participants.
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Through modelling, people are given clues as to how they may
act and become aware of new ways of responding to situations.
Sometimes, it is as simple as the way something is said.
Encourage Personal Growth
The final component of training is to encourage
personal growth. Training is not only about acquiring knowledge
and skills, it is also about personal development. Compared
to building a knowledge base and developing skills, personal
growth represents the greatest challenge to trainers and participants
because it requires great effort and introspection on the part
of every person. People have to become aware of their attitudes
and behaviours, then they have to be willing to make the necessary
changes.
Three areas of personal growth are:
- to increase sensitivity
to the reality of residents,
- to affect change in
attitudes, values and behaviours which may be detrimental
to the well-being of residents, and
- to foster more respectful
and loving interactions among people.
Increase Sensitivity
One area of personal growth entails increasing
sensitivity to the reality of residents and their life within
LTC. In the focus groups, many residents expressed the opinion
that people needed to be more sensitive to what life is like
for them (what it felt like to wait, to be dependent, to be
ignored, to be labelled as senile). Through sensitization exercises,
the emotional and physical realities experienced by residents
can be explored. These exercises, reflecting the concept of
"walk a mile in my shoes," can lead to greater understanding
of another person's situation. None of these exercises needs
to be time consuming or difficult, and they can be built into
other training workshops. For example, in one sensitization
exercise people are frequently asked to change seats without
any explanation, to experience how residents may feel about
being moved constantly.
Many LTC facilities already offer sensitization
activities to staff and volunteers, such as wearing glasses
smeared with Vaseline, manoeuvering a wheelchair with one arm
in a sling, or wearing an Attends (urinary briefs) all day to
experience what it feels like to be left in a wet undergarment.
Two facilities had a pilot exchange program in which staff from
one facility went through the admission procedure in the other.
As one participant in this exchange program said, "I never
realized
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in Long-Term Care Settings
how blinding the overhead light was until I was lying flat on
my back in bed trussed up and someone came in to check on me
in the middle of the night."
"If they could change places with us
for a couple of weeks, their attitude would be different."
(resident)
Affect Changes in Attitudes and Behaviours
A second area of personal growth entails making
changes in attitudes and behaviours that may be detrimental
to the well-being of residents or contribute to abuse and neglect.
Attitudes about aging, illness, institutionalization, levels
of tolerance of family violence and the caregiving role should
be explored. Staff must also examine how their professional
values affect residents. For example, doing for others is fundamental
to professional standards, yet this can create dependency in
the recipient. In workshops, participants can identify and discuss
any negative attitudes so they are no longer controlled by the
fear that keeps those attitudes in place. As well, training
workshops can offer people an opportunity to learn what is and
is not appropriate behaviour.
Values and attitudes, practices and behaviours
must be continually examined because they are often the source
of disrespectful and abusive behaviours toward residents. Introspective
questioning is one way to explore attitudes, values and behaviours.
In the train-the-trainers workshops, participants were asked
to respond to the question, "In what ways can you personally
be abusive?" Although initially uncomfortable, participants
talked about behaviours such as not taking the time to speak
with residents or avoiding call bells.
Feelings should be discussed openly because, when
denied or repressed as a result of guilt or fear, they tend
to come out subtly or unconsciously in behaviours. As a result
of discussing such feelings, they can be lessened so they no
longer affect behaviour. While not therapy sessions, training
workshops can offer a supportive environment for people to begin
to explore sensitive issues.
Foster More Respectful and Caring Interactions
A third area of personal growth entails the fostering
of more respectful and caring interactions among people. In
the focus groups, divisions among people were evident (e.g.
family members often said staff were the problem, while staff
pointed the finger at families). Much of the separation and
negative feelings could be reduced through an ongoing forum
to discuss personal experiences.
Through this type of discussion, people tend to
feel more open and less judgmental as they feel empathy for
another person's experience. When someone
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shares what he or she is feeling, sometimes referred to as speaking
from the heart, the quality of the interaction is different
than when he or she talks about an idea. With more caring and
respectful interactions among people, abuse and neglect are
reduced and a more supportive and respectful environment in
LTC is fostered.
4.2 TRAINING FORMATS
Training workshops may be given as roundtable
discussions, in-service sessions, video presentations or conferences.
The most effective format has the following components:
- resident focus
- interactive, experiential
peer learning
- experienced facilitators
- open atmosphere
- flexible timing
- variety of activities
Resident Focus
In training workshops, the most important guideline
is that the focus remains on the perspective of the resident.
It is easy to drift off into exploring other subject areas brought
up by participants. Focussing on the resident's perspective
does not negate other issues or experiences, it merely gives
older adults a stronger voice.
Interactive, Experiential Peer Learning
Interactive, experiential peer learning is the
most effective style of learning because it can facilitate personal
growth as well as increase knowledge and develop skills. Participants
bring unique perspectives to the discussion because of different
personal family and community histories. Train-the-trainer workshop
participants indicated that the most useful aspect of the workshops
was interacting and discussing material with peers.
Experienced Facilitators
Workshops should be led by a skilled facilitator,
with co-facilitation being highly preferable, given the difficulty
of dealing with the highly complex and emotional material that
comes up in these sessions. Facilitators need to be perceived
as neutral so participants feel comfortable asking questions
and sharing their experiences openly. For example, residents
or direct care staff may not feel comfortable with a manager
facilitating the workshop.
Stand By Me Preventing Abuse and Neglect of Residents
in Long-Term Care Settings
Open Atmosphere
It is essential to establish a non-judgemental
climate of trust, respect and openness in training workshops.
Maintaining confidentiality helps, as does the practice of the
facilitators modelling the exploration of their own personal
experiences.
Flexible Timing
Training workshops may vary in length from one
hour to a half day or a whole day. The train-the-trainer workshops
given over two full days were exhausting. As one participant
said, "I usually deal with these problems one at a time;
to see them all out there at once was overwhelming." Breaking
up the material into a series of several 45 minute to one-hour
workshops over a six-month period is a more effective time frame
to help people retain the material and avoid overwhelming them.
Flexibility is the key to meeting the needs of different groups
associated with LTC. The focus, time allotment and range of
topics covered depend on the particular group involved.
Variety of Activities
A variety of activities can facilitate learning
by sparking interest and reducing monotony. As well, people
learn differently and some activities may be more effective
for some people than for others.
Active participation is important for training;
the most successful workshops occur when participants do most
of the talking. A flexible but guided discussion is essential.
Group discussion promotes interaction and can build confidence
when people recognize their inherent wisdom and abilities. Information
from different perspectives can also be integrated depending
on the group composition. Discussion is stimulated by repeatedly
breaking into small groups to discuss issues and then report
back to the large group. Small group work is ideal for assimilating
material and building group cohesiveness.
The use of educational material, such as videos,
is also important. Videos stimulate discussion and easily depict
different scenarios in a condensed time frame. As well, videos
make information accessible because they can be used for independent
study. Participants in the train-the-trainer workshops indicated
that the videos were one of the three most useful aspects of
the training. The use of flip charting, other resources, and
methods such as the use of artwork as a focal point for discussion,
are also helpful.
Sensitization exercises can also be used effectively
to quickly make a point, such as helping staff or volunteer
groups appreciate the losses residents may be
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Abuse and Neglect of Residents in Long-Term Care Settings
experiencing. Participants list five items that are important
to them (e.g. family, job). They cross one item off the list,
then a second. The person sitting beside them crosses off a
third item. This exercise can be followed by an energizing exercise
to lift the somber mood (e.g. in small groups participants create
a poem using the phrase "We used to be
, but now we
are" to describe physical characteristics or fears).
4.3 SYSTEMATIC AND COMPREHENSIVE APPROACH
To be successful, training must be systematic
and comprehensive; simply holding one educational session is
not sufficient. The strategy used must include the following
components:
- management support
- regular ongoing training
- mandatory training
for staff and volunteers
- training for residents
and families
- availability of and
access to resources
- evaluation
- follow-up
Management Support
Boards of directors and administrators need to
recognize that training is not a luxury but essential for ensuring
that facilities are free from abuse and neglect and are supportive
and respectful. When training initiatives are undertaken, progressive
policies and administrative structures must be established to
support the initiatives or people will continue to face many
obstacles. For example, staff may be trained, but if clearly
defined policy and procedures are not in place, they may have
difficulty responding.
Regular Ongoing Training
Regular ongoing training is a necessity. The need
for training can be seen in the response to the train-the-trainer
project, with participants travelling up to 10 hours and overcoming
such obstacles as blizzards in order to attend. Currently, training
on abuse and neglect and a supportive and respectful environment
is sporadic in most facilities. Moving from sporadic to systematic
coverage requires regular training that is ongoing, consistently
reinforced and available to everyone in LTC.
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Regular training ensures that:
- the problem gets wider
acknowledgement,
- skills become sharpened,
- sensitive issues such
as feelings about aging and violence can be discussed,
- people share their
knowledge and experience, and
- solutions are identified.
Mandatory Training for Staff and Volunteers
One mechanism to move from incidental to systematic
training is to make training mandatory for all staff in LTC
facilities. Participants repeatedly stated that every staff
member needs training, from direct care workers, to senior administrators,
to dietary and housekeeping staff. Mandatory training ensures
a consistent knowledge base among staff and lets them know that
intervention and prevention are integral parts of every person's
job. Mandatory training would also reach those who would not
voluntarily attend workshops but may need it. A related consideration
is that facilities should employ temporary staff only from agencies
that have provided training to their staff.
Volunteers would also benefit from mandatory training.
Volunteers, especially those who have close and regular contact
with residents, are in a key position to identify and prevent
potentially disrespectful or abusive behaviours, and to offer
support to residents. Mandatory training would help clarify
roles and dispel confusion or uncertainty about taking action.
Training Opportunities for Residents and
Families
It is clear that facilities should provide more
training opportunities for families and residents. During the
train-the-trainer workshops, it was difficult to get participants
to seriously consider training for residents and family members.
This finding was supported by the results from the policy and
procedure survey which indicated that residents and families
were the least likely groups to attend educational sessions
on abuse and neglect. Leaving these groups out can create unnecessary
divisions. For example, staff may feel defensive, and families
and residents may feel anxious if they learn that staff are
being trained on abuse prevention. Training for residents and
families would have to be voluntary and flexible to accommodate
different capabilities and irregular schedules.
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Preventing Abuse and Neglect of Residents in Long-Term Care
Settings
Availability of and Access to Resource Materials
People need easy access to resource materials.
It is helpful if facilities have a basic library of books, audio-visual
materials and protocols. Resources may be borrowed or shared
among facilities. The process of improving access to resource
material requires increasing people's awareness of inexpensive
resources that are available. The National Film Board, for example,
has an excellent collection of videos that may be borrowed from
partner libraries. The National Clearinghouse on Family Violence
and most provincial/territorial government departments responsible
for services for older adults distribute material on the subject.
Finally, many social work, nursing and medical journals publish
articles on abuse and neglect and institutional care.
Evaluation
Training initiatives should build in mechanisms
to evaluate effectiveness and to ensure that the acquisition
of appropriate knowledge and skills is translated into everyday
practice. Upon completion of each training workshop, participants
should fill out evaluation forms. To assess long-term effectiveness,
follow-up surveys, attitudinal or knowledge change assessments
or resident satisfaction surveys or interviews can be used.
Follow-up
Follow-up entails deciding on an action plan and
then taking action. Solutions will remain merely ideas until
they are acted upon. Three types of follow-up are:
Written reports: Key points and suggestions
for solutions can be summarized and endorsed by everyone in
the group. Solutions need to be concrete, practical and able
to be worked on immediately.
Group action plan: The group may decide
to meet again to discuss and implement an action plan. An action
plan needs to have clear and realistic guidelines, a list of
tasks to be done and a comprehensive evaluation strategy.
Personal action plans: Individuals may
choose to develop action plans to make changes in their personal
lives.
Stand By Me Preventing Abuse and Neglect of Residents
in Long-Term Care Settings
Section 5
Policies and Procedures
To address abuse and neglect effectively, people
involved with a LTC facility must develop appropriate ways of
detecting, responding to and preventing the problem. One major
way of accomplishing this is through the development of effective
and sensitive policies and procedures (P&Ps) that focus
on dealing with abuse and neglect while fostering a supportive
and respectful environment in the facility.
P&Ps for abuse and neglect ensure effective
and timely management of problems that may arise. By implementing
P&Ps, senior management sends the unmistakable signal that
stopping and preventing abuse and neglect are priorities. P&Ps
work by setting out a clearly defined and carefully implemented
framework for action that includes:
- a definition of the
problem;
- an outline of roles
and responsibilities;
- a guide for the documentation
of findings; and
- some proposed possible
courses of actions.
Incorporating flexibility into P&Ps for abuse
and neglect are the key to their success. No P&Ps can explicitly
cover all of the possible actions and consequences of abuse
or neglect. Good P&Ps are ones that can be applied effectively
to all incidents of abuse and neglect in spite of the highly
dynamic and complex nature of the problem. Within a clearly
defined process, guidelines can be set which permit choices
that recognize the benefits of using both internal mechanisms
and external bodies in responding to abuse and neglect.
To use P&Ps for abuse and neglect effectively,
they must be implemented in an environment that is supportive
and respectful. People within the environment must value and
respect each other, including residents, staff, families and
volunteers. Moreover, it must be reviewed on a regular basis
and reflect appropriate legislation, institutional standards
and professional codes of conduct.
The extent to which the administration and staff
of a facility can provide such an environment will be evident
in its policies and in how it handles vulnerable residents who
are unable to make their own decisions due to cognitive impairments.
Good P&Ps set the tone for respectful and effective interaction
among all people involved in the facility.
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Preventing Abuse and Neglect of Residents in Long-Term Care
Settings
In a LTC facility, the P&Ps for abuse and neglect of residents
would be but one part of a set of comprehensive policies. Because
different P&Ps have different priorities, sometimes procedures
set for one policy conflict with the goals of another policy.
All policies and procedures should be examined to determine
whether they facilitate or hinder efforts to prevent and stop
incidents of abuse and neglect (e.g. least restraint policy,
visitor policy, workplace safety, patient care philosophy).
5.1 PROCESS FOR DEVELOPING P&Ps
The process for developing effective P&Ps
for dealing with resident abuse and neglect consists of a number
of well-defined steps:
- establish a working
group that includes representation from all groups involved
in LTC that is, residents, staff, families, volunteers
and the community; and
- determine the focus
of the P&Ps by identifying and examining all relevant:
_ values, beliefs and mission statements guiding
the particular LTC community;
_ existing policies and legislation;
_ information on abuse and neglect; and
_ informal procedures already in place.
Once developed, it is important that the P&Ps
be explained to everyone involved. Education in abuse and neglect
prevention is an ongoing process of raising people's awareness
of the problem and encouraging their involvement. To effect
change, it is important to get everyone associated with the
facility involved, including residents, administration, staff,
families and volunteers. In addition, the P&Ps must be evaluated
and revised on a regular basis.
5.2 KEY COMPONENTS OF P&Ps
Based on the APL's review of existing P&Ps
in Canada's LTC sector and comments made by APL participants,
P&Ps should consist of the following five components:
- policy statement
- statement of purpose
- definitions of abuse
and neglect
- procedures for intervention
- procedures for prevention
Stand By Me Preventing Abuse and Neglect of Residents
in Long-Term Care Settings
Policy Statement
A policy statement clearly indicates that the
goal of the people involved in a facility is to maintain an
environment free of abuse and neglect. It sets out the facility's
values and outlines how people should behave and how people
should be treated.
Statement of Purpose
The statement of purpose outlines the reason for
the policy and specifies the facility's fundamental mission.
The purpose communicates that people working in or involved
in the facility have a zero tolerance of abuse and neglect,
which means that they will intervene in any abusive or neglectful
situation as it will not be condoned or tolerated.
Definitions of Abuse and Neglect
Definitions are a core component of P&Ps because
they provide direction to help people identify when a situation
is abusive or neglectful. Generally, abuse or neglect is any
action or inaction that jeopardizes the health or well-being
of another person. Types of abuse and neglect must be defined,
with some examples provided to assist people in proper identification.
Procedures for Intervention
Although P&Ps are necessary in the day-to-day
workings of a facility, people have a tendency to follow them
without question. Senior management must clearly specify that
it is everyone's responsibility to be vigilant to unanticipated
negative consequences of any policy or procedure. Moreover,
inflexible policies create barriers to initiating and adopting
new responses to abuse and neglect. Because the dynamics in
abuse and neglect (e.g. etiology, people involved) can vary
from one incident to another, P&Ps must be flexible.
P&Ps addressing abuse and neglect of residents
should outline how one should respond, report, protect rights,
investigate, document, intervene and follow up on situations
of abuse and neglect.
Responding
P&Ps must provide some basic and specific
guidelines for responding immediately to situations as they
arise. It cannot be assumed that everyone will naturally know
how to react effectively to any abuse they witness.
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Reporting
Reports of abuse or neglect can come from anyone
orally or in writing, and may be in the form of a suspicion
or an accusation. The P&Ps should reflect the importance
of reporting abuse and neglect as early as possible, and staff,
residents, family members and volunteers must be informed as
to how and to whom they can report any situation.
Furthermore, it must be recognized that, regardless
of internal policy, everyone has the right to contact external
resources such as lawyers, the police and advocates, and the
P&Ps should convey as much. Disclosure of abuse or neglect
can be made by anyone to anyone.
For example, a resident may prefer to disclose
an incident to another resident, pastoral services, a volunteer,
the residents' council, the police or the Ministry of Health.
Some provincial governments, such as Ontario and
Alberta, have legislated mandatory reporting of any suspected
incidents of abuse or neglect of LTC residents. Employees who
fail to report can be disciplined. The P&Ps must clearly
state which situations must be reported and to which legal authorities.
It must also be recognized that P&Ps cannot
require that members of a professional body refrain from reporting
abuse and neglect to their respective licensing body, such as
a medical or provincial nursing association. To do so would
create ethical and professional conflicts between staff, the
facility and the professional body.
It must be clearly specified in the P&Ps how
a suspected incident of abuse or neglect is to be reported.
The content of a report of abuse or neglect must answer four
of the five traditional questions of inquiry: who, what,
where, when and why.
Reporting can happen in one of two ways. A resident,
family member, volunteer or staff member may go directly to
a contact person identified by the facility. The other way occurs
when an individual first completes an incident form, while the
incident is fresh in the person's mind, and forwards it to the
contact person.
Protecting Rights of Both the Person Reporting
and the Suspected Abuser
P&Ps dealing with abuse and neglect in LTC
must be designed to promote a balanced, fair and sensitive response
to a report of abuse or neglect. The rights of both the person
reporting and of the suspected abuser must be protected throughout
the process.
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Investigating
The investigation of all suspected incidents of
abuse and neglect must be mandatory, with each case handled
individually. The policy needs to stipulate who is responsible
for the investigation of suspected abuse and neglect. Ideally,
this person will be the contact person (as described earlier
under "Reporting"). The investigator must have the
authority to take action. He or she must also be neutral (i.e.
have no conflict of interest with anyone involved in the case
such as the resident, suspected abuser or person reporting).
The chief executive officer may also choose to
appoint an external advocate, who is not an employee of the
facility, to be a co-investigator. If possible, a facility should
have more than one person trained to carry out investigations.
When criminal activity is suspected, however, the police should
be called in to investigate and the P&Ps must clearly stipulate
this condition.
Documenting
The P&Ps must clearly set out guidelines for
careful and accurate documentation and protecting the validity
of the evidence by safeguarding all documentation. One person
may be designated as responsible for keeping all the evidence
safe in one place. Statements from the suspected abuser and
witnesses, photographs, medical reports, and the audiotaped
or videotaped statements by the resident are possible documentation
to be collected. The P&Ps should mention that the time sequence
of events is usually the hardest evidence to pin down, so the
investigator must remember to ask for this information when
taking statements.
Intervening
Residents or their substitute decision makers
must play a central role in deciding upon the course of action
or, at the very least, be told what action is being proposed.
It is important to include all concerned parties, such as representatives
of unions and professional bodies, in the intervention process.
The P&Ps should provide some examples of possible
interventions to aid in determining an appropriate plan of action.
The intervention chosen will depend on who the offender is,
the severity of the abuse, and the circumstances surrounding
the incident. In all but severe cases, it is appropriate to:
- advise the offender
of the P&Ps and provide him or her with a copy; and
- inform him or her
that no further violations will be tolerated.
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Preventing Abuse and Neglect of Residents in Long-Term Care
Settings
If violations of the policy persist, the offender must be asked
to leave the facility and, if necessary, be escorted off the
premises. It may also be necessary to contact the police to
obtain legal restraint procedure.
Follow-up
The P&Ps must outline follow-up procedures,
such as evaluating the effectiveness of the interventions and
keeping the resident and his or her advocates informed. In the
P&Ps, it is helpful to include suggestions for whom follow-up
may be required, such as representatives of unions and professional
bodies.
5.3 PROCEDURES FOR PREVENTION
To be effective, P&Ps need to include procedures
on prevention. Prevention is as important as intervention in
promoting an environment in LTC that reduces the likelihood
of abuse or neglect.
P&Ps can specify that the administration will
ensure that all employees, residents, families and volunteers
are informed of and have access to the abuse policy. A discussion
of the P&Ps can be included in the orientation of all new
staff, volunteers, residents and families. As well, each staff
person can review the policy annually and then indicate with
their signature that they have read and understood it.
Another prevention procedure that can be outlined
in P&Ps is the specification that the administration ensures
that mandatory regular training is provided to staff and that
it will also be available for volunteers, families and residents.
P&Ps can set out how applicants for employment
or volunteer work can be interviewed for their suitability and
that personal and criminal reference checks be conducted. P&Ps
can also indicate that staff from outside employment agencies
are required to have the appropriate reference checks and sensitization
training from their agencies. Some mention can be made of identifying
the areas in the LTC environment in which residents are at greatest
risk of abuse and neglect. These high-risk areas may include
systems in place and/or circumstances that arise on a regular
basis.
5.4 RESIDENTS WITH COGNITIVE IMPAIRMENT
Many residents in LTC are no longer able to make
decisions or speak for themselves. Because of cognitive impairment
or communication difficulties, these residents may rely entirely
on other people to identify and meet even their most
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in Long-Term Care Settings
basic needs. Everyone who interacts with these residents must
be extra vigilant in identifying and responding to these needs.
A concerted effort is required to maintain the rights of these
residents. As such, it would be advisable to develop P&Ps
for dealing with abuse or neglect situations that involved residents
with cognitive impairment. Such P&Ps would include guidelines
on interacting with residents with cognitive impairment, handling
aggression and maintaining resident rights.
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Preventing Abuse and Neglect of Residents in Long-Term Care
Settings
Section 6
Conclusion
Abuse and neglect of older adults residing in
LTC can be effectively prevented and dealt with by focussing
on the residents themselves. This approach, however, is not
meant to diminish the fact that abuse and neglect can happen
to anyone. Residents themselves, families, front-line staff,
administrators, volunteers and others can perpetrate it.
Increased awareness regarding definitions, intervention
and prevention through sensitive policies and effective
training are the keys for reducing abuse and neglect
in LTC. For efforts regarding intervention on and prevention
of abuse and neglect to be effective, initiatives must focus
on three levels: the individual, the facility and the community
at large. Moreover, sensitivity to the vulnerability experienced
by care recipients, especially those with cognitive impairment,
must always be uppermost in the minds of those who provide care
and those who come to visit. For training and education to be
effective, it must be clearly supported at all levels of authority
within an institution and be monitored on an ongoing basis.
Although achieving a totally abuse-free environment
is not possible, because of unforeseen unintentional acts or
intentional criminal acts, it is nevertheless imperative that
everyone strive to make abuse and neglect unconditionally not
tolerated. To do so requires the active, ongoing commitment
of residents, staff, families, volunteers and the community
at large, as everyone is part of the problem as well as the
solution.
Policies that are flexible, grounded in the concepts
of respect and good practice, and reflect relevant provincial
or territorial laws, must become living documents.
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Preventing Abuse and Neglect of Residents in Long-Term Care
Settings
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