Centre espoir et joie ASBL

Changeons la société, pas les individus

Mission and Status

Our values are those of an humane and egalitarian society that respects differences. Our mission is to welcome each of the beneficiary the best we can.

Status

Here’s an extract of our founding status published on the Belgian Official («Moniteur Belge») of the 13th of October 1977:

The association’s aim is:
Without any profit purpose, nor political, philosophical or religious appurtenance, the association encourages any initiatives that could prove to be profitable for mentally handicapped person that, for reasons such as the gravity of their handicap or the nature of their handicap, are not accepted in special education schools and are incapable of working in a sheltered workshop.
The association also has as aim the realisation of a day centre and residential home for the mentally handicapped persons it cares for. The association can also promote and encourage scientific research concerning the field of intellectual and developmental disabilities.
She can accomplish all acts directly or indirectly related to its purpose. She can also be interested and assist any activity with a similar purpose.
(To see full document, click here)

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Statut Moniteur 1977

Institutional Policy

Our rules of procedure set the principles for the good functioning of the institution (rights and duties) notably the aspects linked to the physical, material and psychological well-being of the persons.
This rule of procedure completes the status of the non-profit Organisation. He also formulates, the theoretical principles developed in the collective project of the institution.

Here’s an extract of the rule of procedure...........

Rights:

  1. Respecting the rights in the Universal Declaration of Human Rights and in the Declaration of rights for Handicapped Persons.
  2. Right to a biopsychosocial taking care in the respect of their differences and of their personal identity.
  3. The right to stop at any time this taking care, subject to procedures (see below).
  4. Right to the elaboration of an individualised plan that covers the needs and aptitudes of the disabled person.
  5. Right to an affective and rewarding life and open to social contacts.
  6. Right to a life rhythm that respects age, particular interests of the person and his health.
    (To access full document click here for the day centre, and click here for the residential centre).

Ethics, morality and deontology; the subject’s place in the institution:

Ethics is a form of philosophical thinking that allows humans to access a sort of universal morality. Ethics is beyond cultural or social differences , it is universal and refers to all human beings without exception.
Ethics is all the rules that deal with the relationship between an individual and a social group, in other words its the harmony of the relationships between the individual and society. Ethics must be considered as having a wider scope than the “moral” or “morals”. It is more convenient to talk about morals in plural, because she is beholden of society or the group of humans it is inspired from (Catholic, Jewish, Protestant, Hindu, Muslim, Layman morality)
Deontology sets framework for the action of the contributor: therapists, or professionals that, in the institution, help the handicapped person to live a normal life.

In this sense, an institutional ethic is a reflexion on the institution itself, wanting to integrate educational and therapeutic approaches at best and for the benefit of all of whom are welcomed there as patients or residents.
Persons with an intellectual disability (I.D) are special needs subjects because, their psychological growth has been cut through by the trauma or the handicap. For these reasons, they lived in secured, protected homes, their adaptation in society required adequate supports either from therapists (professionals) or the institutions or healthcare institutions.
Difficulties to express themselves, to satisfy their needs creates a barrier to their own satisfaction and to their personal blooming, it is therefore possible that some symptoms emerge that are part of a help call.

The institutional welcoming has to be marked by a triple objective:

  • The search for the wellbeing of the intellectually disabled person.
  • The making better of the institutional welcoming in respect to the person.
  • Development of valorising practices and positive judgments.

We will be discussing these points:

The well being

An institutional ethic has to ban any form of physical or moral suffering. The respect for the human being has to forbid the use of insults, even if this person isn’t supposed to understand the comments that are being said to her/him.
A good ethical practice implies the usage of a comprehensive speech, associated with gesture and non verbal communication (intonations, gestures, ...) that can translate to an intention of strong and human communications.
The future of a person with an I.D is tightly linked to the notion of well-being in its life context.
The physical suffering or the abuse can also be connected to the hygiene, the feeding, the medical attention than the occupational needs and leisure activities of the person.
In terms of moral, a ethical posture will prevent the abuse and will use coherent educative strategies, it will allow a stimulation and the possibility for the person with a mental deficiency, to profit from enriching activities in an cognitive, affective and human point of view.

Improve the welcoming with respect to the person.

The physical wellbeing of the person has to be put first, in front of any other need. The physical health, the absence of suffering cause by the disease has to be the first objective.
The education and the reeducation of the welcomed person has to be done in regard to certain basic principles, that need to be known:
Any educational approach must be moderated in its intensity. It avoids falling into the extremes: abandonment on behalf of the lack of results and the “until the endian” of an aggressive therapeutic denying the own limits of the person.

Encourage valorising practices.

The ethical quality of the Institution is the result of the professionalism of its intervenants. This has to lie on the constant training of its intervenants. Training is the only way that exists not to tire us and to continue being creative.
The different professionals will have to make sure to adopt a benevolent and respectful attitude towards the welcomed persons, and this, in all circumstances.
For this to be, the pluri-disciplinary team is sensibilised to different models of thoughts, from which “The philosophy of the valorisation of social roles” of Wolfensberger (1987). The latter is inspires itself from the human rights chart and recognizes the right for persons with an intellectual deficiency to profit from the same life conditions, of the same life quality as well as from the quality community services that allowed him to come close to the social life of the people in society.

From philosophy of valorisation of social roles comes multiple components or action lines:

  1. The respect of the disabled person: Any person with an I.D has the right to keeping its dignity, its happiness, and its reputation. In front of them, we must adopt some attitudes of respect and personal consideration. Any disabled person has the right to a specialized treatment in regard to its age and condition.
  2. Individualisation: Every person is unique. Every person has to be encouraged to the expression of its identity, to its right to have its personal objects and living in a personalized surrounding.
  3. Communication: The person with a intellectual disability, like any other person, needs to communicate. For this to be, it is important to invite him/her and encourage him/her to use any forms of communication. You also have to provide him/her with some technological support in order to communicate more easily. The person with a intellectual disability, like any other person, needs to communicate. For this to be, it is important to invite him/her and encourage him/her to use any forms of communication. You also have to provide him/her with some technological support in order to communicate more easily. You don’t only have to rely on rules of functional type, but in the contrary try to actively share with the person, show him/her some interest and stimulate any effort for communication. The professionals intervenants the person with an intellectual disability to communicate in an adequate way with its relatives.
  4. Security: The person with I.D needs to live in a secure way, both from a physical and emotional point of view. The welcoming surroundings must have some elements that give a secure feeling: should not over-protect, this can be done by putting strict rules and give the adult the impression of being a little child. In an emotional level, it is important to give a secure context. The person needs to find itself in a warm atmosphere where the person can trust the others. It is only in this atmosphere that the person can express its emotions and personal feelings.
  5. Responsibility: Taking some responsibility is part of the life of any adult person in the extent of its capabilities. Any person with I.D person can take responsibility if it receives the necessary support. Taking responsibilities allows the I.D person to obtain personal satisfaction and acknowledge for the work done that will reinforce the person’s behavior. It is important to allow an I.D person to become more autonomous and acknowledge by its surroundings by allowing the person, with the necessary backing, to take responsibilities.
  6. Autonomy: Defined as a capacity to govern itself. However, every life experience, allows us to increase out autonomy. And for the I.D person, the learning allows him to increase its autonomy.
  7. Decision-making: Every individual learn in its life to make choices. Activities in our daily life imply decision-making. The professional’s role is therefore, to stimulate the I.D person to make choices and to help him/her support the consequences. The professionals will help the I.D person to understand his strength and his limits as well as the limits to the environment.
  8. Estimated risk: Absence of risk comes with absence of learning. Risk is present in everyone’s life, this allows us to develop ourselves and update our capacities. Risk must be estimated and should never endanger the life of the person, its physical of mental health. The professionals allow the person to live calculated risk, in relation to their age, and respecting their dignity.
  9. Private and social life: We all have the right to privacy, private moments means being alone when we want. Respect of privacy brings respect of the confidentiality. Furthermore, we have to help the I.D persons to make social ties. Social isolation can prevent from blooming, therefore we have to help the person to have friends and develop its interest with social activities.
  10. Leisure: We must spike the taste and interests of the person and help the person to choose adapted social activities that correspond to the person’s age and cultural group.
  11. Sexuality: All adult has the right to express its emotions, feeling, and its sexuality according to its needs and desires and respecting the social norms. The professionals has to help the I.D person to live its sexuality according to its age, values while respecting social norms.
  12. Physical Appearance: Physical appearance influences how other members of society see the person. Physical appearance can contribute to enhance our image and encourage our valorisation in a social and personal scale. With the professional’s help, the specialist will help the I.D person to make disappear or make better any apparent physical stigma.