Lucy Glyn’s pivotal principles are orientation towards independence, self-confidence and happiness through appropriately identified staff support, who implement appropriate strategies that formulate a personal centred framework of care.
This is based on individual assessment, then strategies are identified that best prepare and teach the necessary independent living and life skills required for a filled lifestyle:
- Vocational skills
- Leisure and recreational interests
- Community living
- Behaviour management
Principles of support
Staff who have an in-depth knowledge of autism and the concepts associated with supporting individuals on the autistic continuum.
To provide a supportive and tolerant environment giving clients the opportunity to flourish.
To promote and integrate a varied activity program based on the individuals preference. We feel the pursuit of hobbies and interests at home or in the community is highly beneficial.
To promote physical exercise acknowledging it as a valuable element to health and well-being.
To enable clients to function and cope in the culture that surrounds them
To ensure that opportunities provided are individualized, structured and progressive so that possibilities for achievement are limitless.
In spite of the features of autism that our clients may have in common, our clients are extremely different from one another, in terms of strengths, areas of difficulty and idiosyncrasies. We believe that our clients do not learn well in a group, because of their varied skill and their difficulties with learning through observation of others.
Staff are aware that autistic individuals skill levels are generally not correlated to the extent of non-autistic individuals. For example, excellent skills in visual perception do not tell us anything about the individual’s language skills. Expressive fluency can mask significant receptive language gaps. Clients who are capable of reading, cooking and date processing might be unable to ask for a glass of water in public. Conversely, client with moderate to severe learning disability and autism might be talented artists or musicians. Therefore, the staff at Lucy Glyn recognise the importance of knowing their clients extremely well and are prepared to teach the same client at very different levels in different skill areas.
Our Major Concepts
To promote people with autism to function independently by designing and incorporating strategies around the fundamental strengths and deficits of autism which affect daily learning and interactions.
Lucy Glyn uses the TEACCH (Treatment and Education of Autistic and Related Communication for children/adults) as a Training framework within which other strategies can fit: - pictorial exchange communication, social stories and augmentative communication are a small example. TEACCH is a set of concepts, which guide the creation of programs for all skill areas.
Why we use the TEACCH Training Framework;
adjusts to the client
teaches new skills in a one to one
uses a visually based approach
provides ample structure
uses schedules and work systems
organises tasks visually
uses individuals strengths and interests
makes concepts visually concrete
generalises skills outside the home environment
PCP - Person Centred Planning
To make effective use of ‘Person Centred Planning’, based on the principle that the client is central to determining his or her own lifestyle choices, clients will develop an Essential Lifestyle Plan through a guided process. This is to ensure appreciation of the things that matter to the client, and how the client wishes to be supported in order to keep healthy and safe. It seeks to achieve positive outcomes/successful outcomes for an individual.
We have a trained facilitator to work along side clients and staff to support this process to its full potential
Lucy Glyn incorporates the SPELL concept (Structure Positive approach Empathy Low arousal and Links) by providing structure through individualised timetables that incorporate the person’s interests. Staff have a shared common value base and employ positive reinforcement to enhance client skills and wellbeing. Environments are responsive to the individuals needs being either sensory or mood at specific times. Partnership working key persons both with personal and professional associations to the client.
SAACA (Single Attention and Associated Cognition in Autism) is based on the principle that persons on the autistic spectrum have a monotropic method of learning. During the assessment stage a key principle is to ascertain the person’s key interests and motivators. These are used to develop paths of communication and skills in other areas.
All staff are trained in NAPPI (Non Aggressive Psychological and Physical intervention) in order to manage any behaviours that challenges. NAPPI UK is a leading provider of training solutions to the care sector. NAPPI specialise in BILD Accredited Managing Challenging Behaviour training, with an emphasis on Positive Behaviour Support approach.
We look at sensory processing theory and the effects of differences on individuals with autism assessment and intervention. Staff are trained about sensory systems and how they are affected in people with autism, implementing practical adjustments and interventions that can help meet these needs.
For more information please download the Lucy Glyn Statement of Purpose from here : Download Statement of purpose hyperlink