Explain APS Workers' Roles And - Academy For Professional Excellence
Topic: APS OverviewWhen a new worker isassigned to APS, it isimportant for the supervisorto provide a historical perspective ofthe APS program includingdefinitions, mandates and overallresponsibilities, and their role in theprocess. Although there are manyskills and competencies workers mustmaster, having a clear picture ofwho their clients are (and are not),having an awareness of some of theinherent issues and conflicts, beingable to learning the APS lingo andterminology, and identifying whatresources will be useful to them, willhelp them begin their journey onsolid ground. This overview will helpyou give your new workers the “toolsof the trade.”As a result of this training,participants will be able to: Describe APS clients, includingtheir vulnerabilities and needs.Explain APS workers’ roles andresponsibilities under their stateand federal mandates andthe conflicts that might arisefrom them.Evaluate simple referrals toAPS.Develop a basic care planthat reflects APS goals andpractice principles.Explain the corecompetencies for APSpractice.1 Understand key terminologyused in APS.Identify state and nationalresources.Supervisor Activities:The following pages contain avariety of activities that may beused with new workers andprocessed in individual or groupsupervision. This workbook can beused in conjunction with theeLearning APS Overview. Pleasenote that the original eLearningmodule was developed for the stateof California and is specific to thelaws and regulations of CaliforniaAPS programs. This module can bemodified by your state to reflect yourprogram requirements. It may beuseful for you to take the eLearningjust to see what topics are covered.You can then make sure that yournew workers have the importantbasics and tools for them to begintheir APS career.Suggested y/history-of-adultprotective-services/ - This articlegives the history of APS and puts thelocal/state APS programs intoperspective.
re-apscompetencies/- This page describes the APSCore Competencies and howsupervisors and workers canaccess the training modules.http://www.napsa-now.org/getinformed/- This site gives general informationand national definitions for APS.On the Job Training:Describe APS clients, including theirvulnerabilities and needs.Every state defines APSpopulations differently andworkers need to understandwhat makes an APS client an APSclient. For this activity, the workermust do some research. They willneed to read and understand thelegal definitions and your writtenregulations. They may also want todiscuss some vulnerability factorswith more experienced workers.Have the new worker do theresearch and then discuss thequestions with them in supervision.21. What is the legal definition ofan APS client according toyour state?2. What criteria have to be metin order for an individual to beconsidered for APS services?3. Describe some of the mentalor physical vulnerabilities thatan APS client may have.4. What does the law say abouta client’s right to refuse help?
Written Activity with Discussion Questions:Explain APS workers’ roles and responsibilities under their state and federalmandates and the conflicts that might arise from them.There are many things that impact new workers on a daily basis. They shouldunderstand the roles and responsibilities they have as an APS worker. Manyof these responsibilities are (or should be) in the laws and regulations foryour state. In this activity, new workers must have available to them a copy ofyour law and whatever regulations are used for APS work. Workers will developa checklist (see next page) which will have the most important information thataffects them. Once they fill in the blanks, you should go over the sheet withthem to make sure everything is accurate and follow up with discussionquestions below. Please note that you may change this form to make it moreappropriate for your state/agency if necessary.1. What do you think the purpose of the APS program is?2. There are many factors that cause an individual to need protection. Fromwhat you read, how would you describe the clients you will serve? (Askthem to define terms such as vulnerability, disability, mental illness. Clarifythe gray areas, answer their questions.)3. What might make an individual vulnerable to abuse? (physical illness,dependency, mental illness, isolation, finances, dementia, etc)4. What might make an individual perpetrate abuse on to an older ordisabled adult? (begin by categories of applicable abusers familymembers, friends [especially new friends], financial planners, etc)5. Explain what we mean by APS jurisdiction. Where will you have to go inorder to investigate a case?6. Discuss the reporting process and who must report.7. As an APS worker you are required to protect vulnerable clients as well asprotect their rights. What conflicts may arise with this dual investigator/advocate role? What situations can you think of? (Examples can be fromthe eLearning or from your experience)a. Client being abused by alcoholic son. She wants you to help him.Police want you to collect evidence so he can be arrested.b. Client is disabled and is having a hard time taking care of herself. Shewants to stay in her home. The management wants her out andthreatens eviction.3
APS: What I Need to Know ChecklistAPS Client/ Abuser ProfileAPS Clients may be victims of:Physical AbuseNeglect by OthersSelf NeglectSexual AbuseFinancial ExploitationAbandonmentAbusers may be:Family MembersFamily CaregiversPaid CaregiversPowers of AttorneyAttorneysFinancial AdvisorsFriends/NeighborsScam ArtistsLTC StaffLTC ResidentsAPS JurisdictionAPS Covers:Community ResidentsLong Term Care ResidentsMentally IIl AdultsVictims of Domestic ViolenceDevelopmentally DisabledAdultsHomeless AdultsReporting to APSIs Reporting Mandatory: (yes/no)Who is Required to Report:Medical PersonnelClergyFinancial InstitutionAttorney4Public OfficialNeighborFamily MemberHuman Services Agency
APS: What I Need to Know ChecklistCan reporters remain anonymous? (yes/no)Who receives reports:APS ResponseHow long do I have to respond to a report:APS InterventionMy role as an APS worker is to:InvestigateAssess the SituationProvide ServicesAdvocate for the Rights of theClientWhat is the goal of intervention:APS Services are:VoluntaryMandatory5
Case Vignettes:Evaluate Simple Referrals to APSThese vignettes will help newworkers process whetherthe situation is an APS caseor not.Vignette #1: Report fromneighbor. Says Mrs. Jones, age85, has taken in her son who hasjust been released from prison.Neighbor states that the son hasthreatened people in theneighborhood and she is afraidthat Mrs. Jones is in danger.APS case? Why?Do you need more information?If so, what kind?Vignette #2: Report fromdaughter. States her father,age 70, and herbrother livetogether. Both aredrinking. Shestates her brotheris living off herfather’s socialsecurity and hitshim when herfather doesn’t give himmoney.APS case? Why?Do you need more information?If so, what kind?6Vignette #3: Report from police.Couple in their 40s. Husbandverbally abusive to wife. Whenpolice arrive, wife does notwant to take action.APS case? Why?Do you need more information?If so, what kind?Vignette #4: Report from bank.Mrs. Rodriguez has begunmaking large withdrawals andhas appeared at the bank witha “new friend.” Mrs. Rodriguez is63 and seems confused. Shehas requested that the bankadd her “friend’s” name to theaccount.APS case? Why?Do you need more information?If so, what kind?Vignette #5: Report from DayProgram. Jimmy, age 24 anddevelopmentally disabled, hascome to the program withbruises. He said that he felldown but the staff does notbelieve that the bruising isconsistent with a fall.APS case? Why?Do you need more information?If so, what kind?
Mentoring Activity:Develop a basic care plan thatreflects APS goals and practiceprinciples.Although there are manyspecific competenciesworkers must master, newstaff need to know what their basicgoals are and how to achieve them.For most states, it is the assessment ofrisk, the assessment of capacity, anddeveloping a care plan that isethical and reduces the danger tothe victim. There are many tools thatcan be used for assessment. Youshould provide these tools to yournew workers and explain how theyare used.If you have written goals or principlesfor APS practice, please share themwith your workers. The next pagecontains the NAPSA Values andPrinciples, Code of Ethics, andPractice Guidelines. This is a genericdocument that can be used alongwith your state guidelines. Pleasemake it available to your newworkers.7Pair a new worker with a moreexperienced worker for an in-homeassessment. The new workerobserves the interview and thendiscusses the assessment and thecare planning process. In a groupsupervision session (both workers withyou), have the new worker answerthe following questions:What is the presenting problem?How does client see the problem?Are basic needs being met? (ADLand IADLs)What is lacking?What are the risks involved?Does client have capacity to makedecisions about her/his well-being?How was the capacity assessmentdone?What does the client want tohappen?What kind of care plan would youdevelop?Note: an excellent addition oralternative would be to use the casestudies in the eLearning module. Toregister for the course, visit the APSOverview eLearning webpage athttp://theacademy.sdsu.edu/programs/Project Master/aps overview.html
ANAPSA (or APS) Code of EthicsDedicated to the memory of Rosalie Wolfdult Protective Services programs and staff promote safety,independence, and quality-of-life for older persons and persons withdisabilities who are being mistreated or in danger of being mistreated,and who are unable to protect themselves.Guiding ValueEvery action taken by Adult Protective Services must balance the duty toprotect the safety of the vulnerable adult with the adult’s right to selfdetermination.Secondary ValueOlder persons and persons with disabilities who are victims of mistreatmentshould be treated with honesty, caring, and respect.Principles Adults have the right to be safe. Adults retain all their civil and constitutional rights, i.e., the right to live theirlives as they wish, manage their own finances, enter into contracts, marry,etc. unless a court adjudicates otherwise. Adults have the right to make decisions that do not conform with societalnorms as long as these decisions do not harm others. Adults have the right to accept or refuse services.NAPSA (or APS) Practice GuidelinesAPS worker practice responsibilities include: Recognize that the interests of the adult are the first concern of anyintervention. Avoid imposing personal values on others. Seek informed consent from the adult before providing services. Respect the adult’s right to keep personal information confidential. Recognize individual differences such as cultural, historical and personalvalues. Honor the right of adults to receive information about their choices andoptions in a form or manner that they can understand. To the best of one’s ability, involve the adult as much as possible indeveloping the service plan. Focus on case planning that maximizes the vulnerable adult’sindependence and choice to the extent possible based on the adult’scapacity.8
Use the least restrictive services first whenever possible—community-basedservices rather than institutionally-based services.Use family and informal support systems first as long as this is in the bestinterest of the adult.Maintain clear and appropriate professional boundaries.In the absence of an adult’s expressed wishes, support casework actionsthat are in the adult’s best interest.Use substituted judgment in case planning when historical knowledge ofthe adult’s values is available.Do no harm. Inadequate or inappropriate intervention may be worse thanno intervention.Source: s/9
Analysis Activity:Explain the core competencies forAPS practice.Share the Core Competencieshandout (see below). This is anabbreviated version whichcontains the main topic areascovered in the training modules. Wealso have attached the completecore competencies outline for yourreview and use in this activity.As a supervisor you are aware of thevast breadth of knowledge and skillsneeded to be an effective APSworker. This APS Overview workbookis the first in a series of modules andworkbooks available to you and yourstaff to be utilized as needed. Newworkers need to become familiarwith the topic areas and be able toexplain why mastering these skills isimportant to their work.To help them begin thinking aboutthis, have them look at each corecompetency and discuss with youthe following: Why do you think this topicarea is important to you as anew APS worker?Think of what you might needto know or what skills you mayneed for each topic area andname 3 areas/questions youwould like answered.10Here are some examples you maylook for:APS Values and Ethics Important because we aretrying to protect vulnerablepeople and want to makesure we do the right thing.Questions: What do I do if aclient refuses my help? Howfar can I go to protectsomeone? Can I get in troubleif I do too much or notenough?Professional Communications Skills Important because we haveto talk to lots of different kindsof people in diverse situations.Important because we mayhave to interview people whodo not want us in their home.Questions: How do I interviewsomeone who is confused(hearing impaired, visuallyimpaired, developmentallydisabled, etc)? What do I do ifthe person I am interviewinggets angry? What otherpeople will I have to interview?Note: If you have more than onetrainee, you can divide up thecompetencies and then process theanswers in group supervision or in aunit meeting so new workers can getfeedback from more experiencedworkers.
NAPSA CORE COMPETENCIES FOR APS CASEWORKERSTopic AreasMODULE 1: APS OVERVIEWMODULE 2: APS VALUES AND ETHICSMODULE 3: AGENCY STANDARDS and PROCEDURESMODULE 4: THE AGING PROCESSMODULE 5: PHYSICAL AND DEVELOPMENTAL DISABILITIESMODULE 6: MENTAL HEALTH ISSUESMODULE 7: SUBSTANCE ABUSEMODULE 8: DYNAMICS OF ABUSIVE RELATIONSHIPSMODULE 9: PROFESSIONAL COMMUNICATION SKILLSMODULE 10: SELF-NEGLECTMODULE 11: CAREGIVER OR PERPETRATOR NEGLECT11
MODULE 12: FINANCIAL EXPLOITATIONMODULE 13: PHYSICAL ABUSEMODULE 14: SEXUAL ABUSEMODULE 15: APS CASE DOCUMENTATION/REPORT WRITINGMODULE 16: INTAKE PROCESSMODULE 17: INVESTIGATION: CLIENT CAPACITYMODULE 18: INVESTIGATION: RISK ASSESSMENTMODULE 19: VOLUNTARY CASE PLANNING and INTERVENTION PROCESSMODULE 20: INVOLUNTARY CASE PLANNING and INTERVENTION PROCESSMODULE 21: COLLABORATION and RESOURCESMODULE 22: LEGAL ISSUES and LAW ENFORCEMENTMODULE 23: CASE CLOSURE12
GWritten Activity: Understand Key Terminology used in APS.ive the following list of common APS terms to new workers and ask themto write the definitions. They should search in your statute andregulations first. They may also check in your assessment tools, discusswith more experienced workers, or do a Google search if appropriate.13
Common APS TerminologyWhat does it all mean?Below is a list of common terms used in APS practice. It is important that youunderstand the meaning of these terms, especially how the term is definedin the APS Statute. Please write the definitions next to the term. First lookfor any legal definition because your interventions will be based on thosedefinitions.1. Physical Abuse2. Psychological Abuse3. Sexual Abuse4. Neglect by Others5. Self-Neglect6. Financial Exploitation7. Vulnerable8. Capacity9. Competency10. Affidavit11. Guardianship12. Conservatorship13. Power of Attorney14
On the Job Training:Understand key terminology used in APS.There are many acronyms used in APS work. For your information and use,we have included a list of the most common acronyms.There are a few ways you can help your new workers become more familiarwith some of these acronyms. Use the one (s) that work for you. During a unit meeting when experienced workers are discussing theircases, have the new worker listen carefully and write down any acronymthat she/he hears. After the meeting, have the worker share theseacronyms and ask others to identify what the acronym stands for. If thenew worker is not familiar with the term, there can be a discussion (if timeallows) at the meeting or the new worker can do some research and findout for her/himself.The new worker can read case records, progress notes, or telephone logsand identify acronyms that appear.When shadowing a more experienced worker in the field, the new workercan note when an acronym is used and how/if the term is explained.An important lesson fromidentifying acronyms: Manyexperienced workers use them sofrequently and forget that clients,family members,professionals/paraprofessionalsfrom other disciplines may haveno idea what they mean. Thisexercise will be helpful to both newworkers and experienced ones.15
COMMON APS ABBREVIATIONS and ACRONYMSA:)AAA – Area Agency on AgingAD – Alzheimer’s diseaseADD – Attention deficit disorderADA – Americans with Disabilities ActADC – Adult Day CareADHC – Adult Day Health CareADL – Activities of Daily LivingAIDS – Acquired Immune Deficiency SyndromeALANON – Alcoholics Anonymous Support for Families/FriendsALS – Amyotrophic Lateral SclerosisAMA – Against medical adviceAP – Alleged perpetratorApprox. – ApproximatelyAPS – Adult Protective ServicesASHD – Arteriosclerotic Heart DiseaseB:)B&C – Board & CareBDI – Beck Depression InstrumentBP – Blood pressureBRO – Brotherbid/b.i.d – twice daily/two times a day16
bx - behaviorC:)CA – CancerCAD – Coronary Artery DiseaseCAN – Certified Nursing AssistantCCL – Community Care LicensingCG – Care GiverCHF – Congestive Heart FailureCI – Court InvestigatorCOPD – Chronic Obstructive Pulmonary DiseaseCVA – Cerebrovascular Accident (stroke)CL – clientCM – case manager/case managementD:)DA – District Attorneyd/c – discontinuedDD – Developmentally DisabledDIL – Daughter-in-lawDJD – Degenerative Joint DiseaseDM – Diabetes MellitusDNR – Do Not ResuscitateDOB – Date of BirthDPOA/HC – Durable Power of Attorney/Health Care17
DSG – DressingDTR – DaughterDV – Domestic ViolenceDX or dx – diagnosed/diagnosisE:)EDRT – Elder Death Review TeamEMT – Emergency Medical TeamESRD/ERD – Endstage Renal diseaseETOH – AlcoholF:)FA - FatherF.A.S.T. – Financial Abuse Specialist TeamFD – Fire Departmentf/f – face to facef/u – follow upG:)GDS – Geriatric Depression ScaleGI – GastrointestinalGP – General PractitionerGSW – Gun Shot WoundGRDDTR – granddaughterGRDS – grandsonGYN – Gynecology18
H:)HA – Housing AuthorityHBP – High Blood PressureHH – Home HealthHIPAA – Health Insurance Portability and Accountability ActHIV – Human Immune VirusHUSB – HusbandHOH – Hard of HearingHTN – Hypertension (High Blood Pressure)HV – Home VisitH&W – Health & WelfareHx – HistoryI:)IADL – Instrumental Activity of Daily LivingIDDM – Insulin Dependent Diabetes MellitusIHSS – In-home Supportive ServicesILP – Independent Living ProgramIM – IntramuscularIV – IntravenousIR – Incident ReportI&R – Information and ReferralIQ- Intelligence QuotientINCL – Include/Including/InclusiveINEL – Ineligible19
INFO – InformationINIT – InitialL:)L – LeftLPS – Lanterman, Petris, ShortLTC – Long-term CareM:)MC – MediCalMCT – Mobil Crisis TeamMDT – Multi Disciplinary Teammeds – medicationsMH – Mental HealthMI – Myocardial InfarctionMMSE – Mini Mental Status ExamMO – MotherMOCA – Montreal Cognitive AssessmentMOW – Meals-on-WheelsMR – Mentally RetardedMS – Multiple SclerosisMSSP – Multi-purpose Senior Services ProgramMVA – Motor Vehicle AccidentN:)n/a – not applicable20
NIDDM – Non-Insulin Dependent Diabetes MellitusNIFFI – No Initial Face-to-Face InvestigationNOS – Not otherwise specifiednv – non-verbalO:)O2 – OxygenOT –Occupational Therapy/Occupational TherapistP:)PA – Physician’s AssistantPara – ParaplegiaPCP – Primary Care ProviderPD – Police DepartmentPG – Public GuardianPH –Public HealthPHN – Public Health NursePOA – Power of AttorneyPT – Physical Therapy/Physical TherapistPTSD – Post Traumatic Stress DisorderPsy – PsychiatricPUD – Peptic Ulcer DiseasePVD –Peripheral Vascular DiseaseQ:)Q – Every21
QD – EverydayQH – Every HourQHS – Every NightQID – Four times a dayQOD – Every other dayQuad – QuadriplegiaR:)R – RightRC – Regional CenterRCF – Residential Care FacilityRCH – Residential Care HomeRCU – Restorative Care UnitRN – Registered NurseRx – PrescriptionRO – Restraining OrderROM – Range of MotionRP – Reporting Partyr/o – rule outS:)SA – Substance AbuseSC – SubcutaneousSED – Severely Emotionally DisturbedSI – Suicidal Ideation22
SIS - SisterSNF – Skilled Nursing FacilitySOB – Shortness of BreathSOC – Share of CostSRO – Single Room Occupancy (Hotel)SSA – Social Security AdministrationSSI – Social Security Supplement IncomeSSNR – Social Security NumberST – Speech Therapy/Speech TherapistSW – Social WorkerT:)t/c – Telephone callTIA – Transient Ischemic AttackThx – Therapy/TherapistTx – TreatmentU:)UTI – Urinary Tract Infectionunk – unknownV:)VA – Veterans AdministrationVNA – Visiting Nurses AssociationVW – Victim Witness Program23
W:)W&I Code – Welfare & Institutions Codew/ - withw/out – withoutY:)yo – year oldOn the Job Training Scavenger Hunt:Identify State and NationalResources24It is so important for new APSworkers to realize that they arepart of a large national (andinternational) system. It helps themfeel that they are not alone and thatother workers in other counties,
states, and even countries arestruggling with similar situation andsimilar issues. It also is reassuring forthem to realize that there are stateprograms that address some of thepopulations they are serving andthese programs can offer themvaluable resources.To do this exercise, trainees can useresource manuals you have in youroffice, contact experts in the field,read case records to see whatresources have been used, discusswith more experienced workers, orvisit other offices if appropriate. Thefollowing page is a beginning, butyou can add or delete as necessary.You may also decide to inviterepresentatives of some of theseagencies to a unit meeting. If youhave a statewide coalition, youmight want to invite your new workerto attend a meeting.For the national resources, they cando a Google search or you can givethem the NAPSA (www.napsanow.org), National Center on ElderAbuse use.org)websites and have the report onhow these organizations may helpthem on their job.It Takes a Village25APS cannot be done in avacuum. You are not alone.There are many organizationsand resources available to you bothon the state and national level.Find the organizations/resources thatmay be helpful to you. Do this byconsulting resource guides in youroffice, discussing with moreexperienced workers, doing aninternet search, etc.Legal ResourcesDevelopmental Disability ResourcesResources for Specific PhysicalDisabilitiesResources for the Mentally IllResources in AgingResources for People with DementiaResources for the Visually Impaired orHearing ImpairedInterpreter Services
There are also National organizationsthat can provide guidance andinformation on a variety of topics. Doan internet search and describewhat the organization does andwhat help you might receive fromthem:26National APS Association(www.napsa-now.org),National Center on Elder Abuse(http://www.ncea.aoa.gov),National Center for the Prevention ofElder Abuse(www.preventelderabuse.org)
and national definitions for APS. On the Job Training: Describe APS clients, including their vulnerabilities and needs. very state defines APS populations differently and workers need to understand what makes an APS client an APS client. For this activity, the worker must do some research. They will need to read and understand the
ADA Training Accessible Pedestrian Signal (APS) 2018 MnDOT. APS and ADA APS is not currently an ADA Standard and is provided at the discretion of the Title II entity APS is recognized in the MnMUTCD, but . Microsoft PowerPoint - APS 04.16.2018 - LRRB.pptx Author: chng2dic
Consider the elements of good report writing: 1. Accurate, factual, complete, and timely documentation. 2. Inclusion of direct quotes. 3. Clear, concise, and objective language that will stand up in court, and provide a professional standard for APS casework. -CWDA APS Guidelines to Supplement Regulations, 2.7: Guiding Principles for APS Case
ship. Letters must be signed and should include an ad-dress and daytime telephone number. The APS reserves the right to select and to edit for length or clarity. All cor - respondence regarding APS News should be directed to: Editor, APS News, One Physics Ellipse, Coll
Workforce Strategy within the APS Operating Model 36 APS Values and Code of Conduct 36 Our actions align with and complement existing strategies 36 Implementation and Realising Success 37 Agency-specific workforce planning is a key enabler of success 37 APSC Centre of Excellence — building workforce planning capability across the APS 37
Figure 1 Block Diagram of the CMOS-APS photon counting system The electrons generated in a photocathode are multiplied by the MCP, and the emerging electron cloud impinges on a phosphor screen giving a luminous spot. A relay optics re-images this spot onto the CMOS-APS. The APS and a high
Intrusion prevention Wireless networking capabilities Feature Description Networking between APs and WLAN ACs APs and WLAN ACs can be connected through a Layer 2 or Layer 3 network. APs can be directly connected to a WLAN AC. APs are deployed on a private network, while WLAN ACs are deployed on the public network to implement NAT traversal.
Advanced Photon Source Upgrade Project: APS-U Beamlines and The World's Leading Hard X-ray Light Source Other Experimental Systems Dean R. Haeffner Associate Project Manager Argonne National Laboratory Three-way Meeting DESY September 15, 2016 . APS-U Beamline Basics § Beamlines are a big part of the APS-U - 29% of budget - Another 14% .
‘Tom Sawyer!’ said Aunt Polly. Then she laughed. ‘He always plays tricks on me,’ she said to herself. ‘I never learn.’ 8. 9 It was 1844. Tom was eleven years old. He lived in St Petersburg, Missouri. St Petersburg was a town on the Mississippi River, in North America. Tom’s parents were dead. He lived with his father’s sister, Aunt Polly. Tom was not clean and tidy. He did not .
