Summary of "Sexual Health Certification T2 -- Supported Decision Making and Sexual Health Webinar"
Brief summary
This recorded webinar (June 2020) explains how to use supported decision‑making (SDM) to support people’s sexual health and relationships. It builds on Tier 1 content and covers SDM values and benefits, practical supports and tools, communication and environmental strategies, decision‑making steps and frameworks (including the B.R.A.I.N. tool), resources for school‑based comprehensive sexuality education in Oregon, and an overview of guardianship law and less‑restrictive alternatives in Oregon.
Emphasis throughout: the person is the decision‑maker; SDM is a philosophy and (in some places) a legal framework; dignity of risk and skill‑building are central; guardianship is a last resort.
Core ideas and concepts
What is supported decision‑making (SDM)?
- SDM means people get help from trusted others to understand situations and options so they can make their own decisions.
- Key principle: the person — not the team — is the decision‑maker.
- SDM is both a person‑centered philosophy and, in some jurisdictions, a legal framework; laws and practices vary by state.
Dignity of risk and self‑determination
- Reasonable risk‑taking is essential for dignity, learning, and growth.
- Supporters should respect a person’s values and appetite for risk while helping reduce harm where possible.
SDM values (National Resource Center)
- Right to choose: with appropriate supports, people know what’s best for them.
- Assistance is provided when wanted and needed — supports are not withheld to prevent “poor” choices.
- Guardianship should be used only when absolutely necessary.
SDM as a teachable skill
- Decision‑making is learned over time; do not wait until age 18 to begin teaching skills.
- Exposure, practice and real experiences build decision‑making competence.
Benefits of SDM
- Builds decision‑making skills and independence.
- Strengthens relationships by rebalancing power dynamics.
- Linked with better social outcomes (friendships, employment, independent living) compared with guardianship (see National Core Indicators).
Sexual health and relationships — special considerations
- Sexuality and relationships can be difficult topics for supporters; training and compassion are needed.
- SDM should support decisions about dating, online relationships, sexting, family planning, pregnancy and parenting.
- Listening and nonjudgmental support are critical — avoid “us vs. them” stances and try not to burn bridges.
Methodologies, step‑by‑step processes and tools
SDM decision‑making continuum
Use these phases with someone to structure support:
- Recognize a decision needs to be made.
- Gather information / explore options.
- Weigh choices and make a choice.
- Act on the choice.
- Review the outcome and learn (evaluate) to inform future choices.
Communication techniques and facilitator behaviors
- Listen to understand (attend to verbal and nonverbal cues).
- Use open‑ended questions and reflective listening.
- Ask permission before offering opinions (e.g., “Do you want my thoughts?”).
- Avoid overtaking the conversation; center the person’s feelings and priorities.
- Stay open to all ideas; if an idea alarms you, add it to a “brainstorm” list rather than immediately rejecting it.
- Use “I” statements when expressing concerns (for example, “I’m concerned about…”).
B.R.A.I.N. framework (health / reproductive decision support)
- B — Benefits: What could go right?
- R — Risks: What could go wrong?
- A — Alternatives: What other options exist?
- I — Intuition: What does my gut/body say?
- N — Nothing/Wait: What if I wait or do nothing? (creates space to pause and discuss)
Environmental and timing supports
- Pick the best time of day for the person (some are morning decision‑makers, others evening).
- Choose a comfortable, private setting (avoid public or triggering locations).
- Attend to regulation — use HALT (Hungry, Angry, Lonely, Tired, Thirsty) before heavy conversations.
- Be mindful of body language and tone.
Communication and assistive supports
- Provide interpreters, AAC support, facilitated conversation partners, and plain‑language materials.
- Tailor information delivery to how the person best receives and processes information.
Practical decision‑support prompts (adapted from Among Friends)
Ask prompts like:
- Have I made this choice before? How did it feel?
- Does this fit my personal or family values?
- Could this harm my or someone else’s physical or emotional health?
- Is it legal?
- Would it endanger basic needs (food, shelter, support)?
Specific tools and exercises recommended
- Decision‑making profile (Helen Sanderson Associates) — documents how someone prefers to be supported.
- Roleplay and practice (e.g., Matchmaker app by Among Friends) — simulate dating/relationship scenarios and reflect on choices.
- LifeCourse tools (Charting the LifeCourse) — map a vision of a good life and assess whether a decision moves someone toward that life.
- Written SDM agreements (sample from ACLU) — formalize supports and roles if desired.
- Plain‑language educational sheets (e.g., Family Planning NSW “All About Sex” FAQs) for sexual health topics.
- University of Florida resources on improving decision‑making skills.
Safety planning and backup plans
- Encourage concrete backup plans for high‑risk or high‑concern choices (who to call, steps to take if things go wrong).
- Remind people it’s okay to change their mind — changing decisions is part of growth.
School sexuality education — Oregon (acting if a student is denied access)
Understand Oregon law: sexuality education must be age‑appropriate, culturally inclusive, medically accurate, include content on consent and family engagement, and apply to students with IEPs.
Recommended escalation steps if a student lacks access:
- Discuss with the classroom teacher or provider.
- Bring the concern to the principal.
- Bring the issue to the school board (local remedies usually work best).
- As a last resort, file a formal complaint with the Oregon Department of Education.
Whenever possible, involve youth in advocacy — their voice is powerful.
Guardianship in Oregon — overview and practice points
- Guardianship is a highly intrusive legal restriction and should be a last resort.
- In Oregon, guardianship can be tailored to specific areas (medical, living, vocational, financial, end‑of‑life) — it does not automatically remove all rights.
- People under guardianship generally retain many civil rights (e.g., voting, marriage, employment) except in limited situations; guardians ordinarily may not authorize sterilization or abortion without a court order and must follow court oversight and Disability Rights Oregon review.
- Explore less restrictive alternatives before pursuing guardianship, such as:
- Conservators for financial matters where appropriate.
- ISP‑appointed health care representatives or supported decision arrangements.
- Written agreements and supported decision‑making plans.
- Use local Disability Rights Oregon and Arc Oregon materials when addressing guardianship questions.
Resources and recommended next steps
Presenter encouraged participants to:
- Explore the provided resource list and linked tools.
- Practice SDM skills both professionally and personally.
- Connect with your cohort to share ideas and continue learning.
Resources referenced (for further research and current legal info):
- National Resource Center for Supported Decision‑Making
- ACLU (sample SDM agreements)
- Disability Rights Oregon
- Arc Oregon
- Oregon Department of Education
- OTAC (Oregon Training and Consultation)
- Oregon Sexual Assault Task Force (visual referenced)
- Among Friends (Matchmaker app)
- Helen Sanderson Associates (decision‑making profile)
- Family Planning NSW (“All About Sex” FAQ sheets)
- University of Florida (decision‑making skills resource)
- LifeCourse / Charting the LifeCourse tools
- Center for Public Representation
- National Core Indicators (data cited re: outcomes without guardianship)
Speakers and sources featured
- Kelly Downey — presenter (lead trainer/consultant; Tier 2 webinar host)
- Sonia / Shona — referenced Tier 1 presenter (name appears with both spellings in the transcript)
- Organizations and programs listed above (OTAC, The Arc Oregon, ACLU, Disability Rights Oregon, Oregon Department of Education, Among Friends, etc.)
Note: This webinar was recorded in June 2020. Laws and policies (especially legal frameworks) may have changed since then — consult the linked resources (especially state agencies and Disability Rights Oregon) for the most current legal guidance.
Category
Educational
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