Peer Support for Independent Living A Training Manual. European Network on Independent Living October 2014

Transcription

1 Peer Supprt fr Independent Living A Training Manual Eurpean Netwrk n Independent Living Octber 2014

2 Eurpean Netwrk n Independent Living Centre fr Independent Living Sfia, Octber 2014 Written by: Orla Kelly, member f the Advisry Cuncil f the Eurpean Calitin fr Cmmunity Living at the Eurpean Netwrk n Independent Living, and Dilyana Deneva, Suth Reginal Team Crdinatr fr the Eurpean Netwrk n Independent Living and c- trainer f the Peer Supprt Training event in Sfia, Bulgaria. Acknwledgments: The authrs wuld like t thank Kapka Panaytva, lead trainer f the Peer Supprt Training event in Sfia, Bulgaria. Kapka is a wellknwn disability leader and human rights advcate in Bulgaria and the funder f the Independent Living Mvement and Center fr Independent Living in Bulgaria. Kapka is als the cchair f the Bard f the Eurpean Netwrk n Independent Living. We als thank the participants and cntributrs f the Peer Supprt Training event. 2

3 Table f Cntents Intrductin PART A: Backgrund Infrmatin Sectin 1: Independent Living What is Independent Living? Independent Living as a Right: Article 19 f the UN CRPD The Independent Living Mvement Origins f the Independent Living Mvement The Eurpean Netwrk n Independent Living Sectin 2: Peer Supprt What is Peer Supprt? What rle can Peer Supprt play in Deinstitutinalisatin? What are the Benefits f Peer Supprt? What are the Different Types f Peer Supprt? What are the Functins f Peer Supprt? What are the Necessary Ingredients f Peer Supprt? ENIL and Peer Supprt Case Study f Peer Supprt: CIL Sfia Persnal Accunt f Peer Supprt: Maria Persnal Accunt f Peer Supprt: Nina PART B: Peer Supprt Training Material The Independent Living Mvement in Macednia Peer Supprt Training 21 st June 2014/ Sfia, Bulgaria: Sessin Outlines Peer Supprt Training 21 st June 2014/ Sfia, Bulgaria: The Training Ntes Peer Supprt Training 21 st June 2014/ Sfia, Bulgaria: Persnal Reflectins Further Reading 3

4 Intrductin The Eurpean Netwrk n Independent Living (ENIL) and Centre fr Independent Living Sfia (CIL Sfia) held a 1day training event n Peer Supprt as part f the prject Prud, Strng and Visible Prmting Chice, Cntrl and Participatin f Disabled Peple in Eurpe. The prject s main gal is t facilitate the implementatin f Article 19 (Living independently and being included in the cmmunity) f the UN Cnventin n the Rights f Persns with Disabilities (CRPD) by the Member States and the Eurpean Unin. Since Peer Supprt is ne f the pillars f the independent living philsphy and a tl fr achieving the cre bjectives f the Independent Living mvement, it was decided that a training event wuld be beneficial. Therefre, CIL Sfia members with experience in the field tk the respnsibility t rganise such an event targeted at independent living activists willing t prvide peer supprt by themselves and/r t spread their experiential knwledge in rder fr such a service t be prvided by centres fr independent living r ther rganisatins f and fr disabled peple. The training brught tgether 11 participants frm Bulgaria and Macednia, their persnal assistants, 1 trainer and 1 facilitatr. The training tk place in the capital f Bulgaria Sfia, in CIL Sfia s ffice a place where numerus initiatives prmting the independent living philsphy have been held in the last 20 years. Cntext f the Training Manual This training manual brings tgether materials develped fr the Peer Supprt Training held n 21 st June 2014 in Sfia, Bulgaria. These can be used by ther Disabled Persns Organisatins at the lcal, natinal r Eurpean level, when rganising similar events n Peer Supprt and Independent Living. Materials in this publicatin shuld be adapted based n the bjective f the training event, its length and the target audience (als taking int cnsideratin different access requirements). This training manual cmprises f tw sectins: Part A utlines the thery behind Independent Living and Peer Supprt. Sectin ne describes the term Independent Living and hw the right t Independent Living is recgnised in the UN Cnventin n the Rights f Persns with Disabilities. It als explains the bjectives, principles and rigin f the Independent Living Mvement alng with the establishment f the Eurpean Netwrk n Independent Living. Sectin tw illustrates what Peer Supprt is and what rle it can play in Deinstitutinalisatin, alng with its benefits, functins and necessary ingredients. This sectin als describes a case study f Peer Supprt and includes tw persnal accunts f Peer Supprt. Part B, n the ther hand, highlights the sessin utlines, practical training and persnal reflectins frm the actual Peer Supprt Training event held n 21 st June 2014 in Sfia, Bulgaria. 4

5 PART A: Backgrund infrmatin 5

6 Sectin 1: Independent Living What is Independent Living? The Eurpean Netwrk n Independent Living defines independent living as the daily demnstratin f human rightsbased disability plicies. Independent Living is pssible thrugh the cmbinatin f varius envirnmental and individual factrs that allw disabled peple t have cntrl ver their wn lives. This includes the pprtunity t make chices and decisins regarding where t live, with whm t live and hw t live. Services must be accessible t all and prvided n the basis f equal pprtunity, allwing disabled peple flexibility in their daily life. Independent Living requires that the built envirnment and transprt are accessible, that there is availability f technical aids, access t persnal assistance and/r cmmunitybased services. Independent Living is fr all disabled persns, regardless f the level f their supprt needs. The key principles f Independent Living are: chice, cntrl, freedm, equality. Living independently des nt mean that disabled peple have t be independent in the sense f living a highly individualised and selfsufficient life, at a distance frm ther peple. It is, rather, based n a scial mdel f disability, which recgnises that peple are nt limited in their chices because f any inherent feature r cnditin f the persn themselves, but by the scial and physical envirnment in which they live. In enabling envirnments, things are nt dne t a persn, but rather disabled peple are supprted, just like anyne else, t make independent and autnmus, and when needed, supprted decisins. The Academic Netwrk f Eurpean Disability Experts (ANED) (2010, p.8) explains that Independent living has a number f different dimensins, in terms f bth its gals and the means t be used t achieve these gals. Overall, the gal f independent living fr disabled peple is that they shuld have chice and cntrl ver the decisins, equipment and assistance that they need t g abut their daily lives, s that they can participate in sciety n the same basis as ther peple. This ultimately invlves access nt nly t persnal supprt services but als t wider services like apprpriate husing, transprt, educatin, emplyment and training. Independent Living as a Right: Article 19 f UN CRPD Article 19 f the UN Cnventin n the Rights f Persns with Disabilities (UNCRPD) explicitly recgnises independent living as a human right. Article 19 is entitled living independently and being included in the cmmunity and it explains that all disabled peple shuld be able t decide where and hw they live in their lcal cmmunities, just like everybdy else. Imprtantly, it impses bligatins n States. It requires that disabled peple be prvided with the supprt that they may need t participate in everyday life, such as ging t wrk, ging t schl and taking part in cmmunity activities. This entitles disabled peple access t a range f persnal supprt services, such as persnal assistance, and als equal access t wider services such as apprpriate husing, transprt, educatin, emplyment and training, n an equal basis with ther citizens. Therefre, this demands nt nly the remval f the 6

7 barriers t inclusin, such as discriminatry practices, but als the develpment f creative, persnalised supprt services which cater fr persnal circumstances. Ultimately, it means that disabled peple are t be treated as equal, participating citizens capable f directing their wn lives and nt as bjects f care t be managed (the scial mdel f disability). Article 19 des nt differentiate between peple with different impairments and applies equally t all disabled peple. This means that everyne shuld have the right t live independently, regardless f the severity f their impairment, their age, gender, ethnicity, material status r any ther characteristic. Article 19 Living independently and being included in the cmmunity States Parties t the present Cnventin recgnize the equal right f all persns with disabilities t live in the cmmunity, with chices equal t thers, and shall take effective and apprpriate measures t facilitate full enjyment by persns with disabilities f this right and their full inclusin and participatin in the cmmunity, including by ensuring that: a) Persns with disabilities have the pprtunity t chse their place f residence and where and with whm they live n an equal basis with thers and are nt bliged t live in a particular living arrangement; b) Persns with disabilities have access t a range f inhme, residential and ther cmmunity supprt services, including persnal assistance necessary t supprt living and inclusin in the cmmunity, and t prevent islatin r segregatin frm the cmmunity; c) Cmmunity services and facilities fr the general ppulatin are available n an equal basis t persns with disabilities and are respnsive t their needs. The Independent Living Mvement The main bjective f the Independent Living Mvement is t change the status f disabled peple frm patients and bjects f care and charity t equal citizens and rights hlders. Independent Living fcuses n empwerment and demands the same degree f self- determinatin, freedm f chice and cntrl ver everyday life fr disabled peple, as expected by any ther citizen. Any rganizatin, gvernmental r nngvernmental including rganisatins fr disabled persns, individuals and prfessinals, which uses the term Independent Living' in their wrk, shuld cmply with the fllwing principles: 1. Slidarity T wrk actively fr the develpment f full equality and participatin fr disabled persns regardless f type r extent f their impairment, sex, age, residence, ethnic rigin, sexuality r religin. 7

8 T wrk s that disabled peple can have the resurces t live independently. T recgnise Independent Living as a basic human right. T share r exchange infrmatin, advice, supprt and training fr persns with disabilities in apprpriate frm, e.g. tape, braille, large print, easy read, free f charge, r, where there is a charge, t ensure that disabled peple have the resurces t pay fr these services. T cperate with and supprt ther rganisatins wh belng t the internatinal Independent Living netwrk r wh supprt the gals f the Independent Living mvement. 2. Peer supprt T use peer supprt as the fremst educatinal tl fr sharing infrmatin, experiences and insights, in rder t make disabled peple cnscius f the audi, visual and cultural, psychlgical, scial, ecnmic and plitical ppressin and discriminatin that they are expsed t. T make disabled persns aware f their right t be fully included and participate in the sciety. T empwer disabled persns by assisting them t acquire the skills t manage their scial and physical envirnment, with the gal f full equality and participatin in their families and sciety. 3. Deinstitutinalisatin T ppse all types f institutins, statinary r mbile, especially designed fr disabled persns. An institutin is any public r private establishment, rganizatin r service which creates special segregated slutins fr disabled peple in educatin, wrk, husing, transprtatin, persnal assistance and all ther areas f life, which by its nature limits disabled persns' pssibilities t make their wn decisins abut their lives r reduces their pprtunities t participate in sciety n equal terms. In particular, establishments, rganizatins r services may nt use the term Independent Living, if they prmte r accept persnal assistance services that require the user t live in special dwelling units r which deny r reduce the individual user's right t full chice and cntrl ver his r her life by frcing the user t live by the rutine f thers. 4. Demcracy and selfdeterminatin Organizatins may use the term Independent Living t describe themselves nly if all the fllwing cnditins are satisfied: If they are membership rganisatins based n demcratic principles such as ne persn ne vte, and If full membership with vting rights is reserved fr disabled persns nly, and If the rganisatin as a practice favurs disabled persns fr psitins within the rganisatin fr bth paid staff and vlunteers, including the head f staff, and If the rganisatin as a rule is represented in negtiatins, meetings and the media by disabled persns. 8

9 Origins f the Independent Living Mvement The Independent Living mvement was active in the United States f America frm the 1960s and 1970s and the first wellknwn Centre fr Independent Living (CIL) was established at the Califrnia University in Berkeley in 1972 by Ed Rberts, wh is ften credited as the Father f Independent Living. The histry f the Independent Living mvement in the U.S. is clsely tied t the civil rights mvement f the 1950s and 1960s amng African Americans. The idea f the Independent Living mvement began t spread t Eurpe in the late 1970 s. One f the pineers f the mvement in Eurpe was Adlf Ratzka. At the age f 22, he wn a schlarship t study in Califrnia. There, he experienced persnal assistance and ther accessible facilities. In 1973, he mved t Sweden, where he fund that attitudes twards disabled peple were much different. In 1984, he funded STIL the Stckhlm Cperative fr Independent Living. The idea was t reverse the situatin f disabled peple, where they are perceived as service users, nt patients r bjects f care. In the UK, the Independent Living mvement began in the early 1980 s by disabled peple, such as Jhn Evans, wh wanted t mve ut f institutins and int the cmmunity, with the mst ntable f these being the grup knwn as Prject 81. Similar selfadvcacy mvements emerged arund this time in Finland, Zimbabwe, Switzerland, Japan and Canada. Initially, the Independent Living mvement was primarily fcused n the critical analysis f the vermedicalisatin and prfessinalisatin f the rehabilitatin system. It has since develped int a thriving grassrts mvement with disabled peple themselves running and cntrlling CILs and develping expertise arund independent living issues by using appraches such as peer supprt and advcacy. Althugh the Independent Living mvement has spread t many cuntries, persnal assistance is still nt widely available and large numbers f disabled peple are still segregated in institutins. The Eurpean Netwrk n Independent Living The Eurpean Netwrk n Independent Living (ENIL) was established in 1989 when ver eighty disabled persns and supprters frm the Independent Living mvement gathered in Strasburg, France fr a cnference n persnal assistance. There, they agreed n the need fr a Eurpewide frum fr disabled peple t fster and develp the independent living ideas acrss Eurpe. ENIL has since becme a strng, grassrts NGO that advcates and lbbies fr independent living values and principles by targeting Eurpean, natinal and lcal administratins, pliticians, media and the general sciety. ENIL s missin is t: Prmte the Independent Living philsphy amng disabled peple, general public, natinal plicy makers, gvernment administratins, as well as amng reginal bdies such as the Eurpean Unin, the Cuncil f Eurpe and the Organisatin fr Security and Cperatin in Eurpe (OSCE); 9

10 Develp the cncept, principles and definitin f Independent Living. Prmte the develpment f Centres f Independent Living thrughut Eurpe and enhance slidarity and netwrking amng them; Carry ut training and awareness raising activities at the Eurpean level; Represent Independent Living Organizatins and the Independent Living mvement at the Eurpean level and in different Eurpean bdies and rganizatins (the Eurpean Disability Frum, the EU Fundamental Rights Agency s Fundamental Rights Platfrm, the Cuncil f Eurpe Cnference f INGOs etc.); Cmbat scial exclusin and discriminatin thrugh plicies which prmte Independent Living f disabled peple. Make the Independent Living framewrk instrumental t ending discriminatin against disabled peple in Eurpe; Embrace the scial mdel f disability in acquiring independence and self- determinatin by vercming the barriers f the medical and attitudinal mdels. Sectin 2: Peer supprt What is Peer Supprt? Peer supprt is the term used t describe the help and supprt that peple with lived experience are able t give t anther individual similarly situated; fr example, it can refer t supprt prvided by smebdy wh has lived in an institutin t ther peple living in institutins. This supprt may be scial, emtinal r practical (r all f these). In mental health, peer supprt is described as a system f giving and receiving help funded n key principles f respect, shared respnsibility and mutual agreement f what is helpful. Peer supprt is nt based n psychiatric mdels and diagnstic criteria (Mead et al, 2001, p.135). Peer supprt has and cntinues t be fundamental t the philsphy and practice f independent living rganisatins in the empwerment f disabled peple because it facilitates a grassrts prcess. The develpment f peer supprt and peer advcacy began in the mental health field in the U.S., New Zealand and Australia, when peple began t mve frm institutinal t cmmunitybased services. The Independent Living Mvement and disabled peple s rganisatins cntinue t view peer supprt as an essential element in the bridging between dependency and independent living and understand that disabled peple are experts in recgnising the barriers they face and the means in which thse barriers can be tackled. 10

11 What Rle can Peer Supprt Play in Deinstitutinalisatin? Only thrugh sharing persnal experience and scial netwrks is it pssible fr an individual wh has been living in an institutin, smetimes fr years, t make the necessary steps twards life guided by his/her wn chice and cntrl. N expert authrity can prvide that needed supprt in terms f advice and discussin abut pssible mistakes and achieved successes, and sharing f persnal scial cntacts. Smene wh has gne thrugh the same difficulties and adversities can prvide nt nly valuable and practical supprt, but als supprt which is trustwrthy in the eyes f the recipient. Fr these reasns peer supprt can play a vital rle in deinstitutinalisatin prcesses, especially when disabled peple are initially transitining frm the institutin t husing ptins in the cmmunity. It is imprtant t see peer supprt/scial netwrking as part f an independent living package that disabled peple can receive in their respective cuntries t supprt them in making chices in their cmmunity. Peer supprt is a strengthsbased apprach t supprting independent living which fcuses n what the individual can d and their persnal strengths. It is the fremst educatinal tl fr sharing infrmatin, experiences and insights, in rder t make persns with disabilities aware f their pssibilities t reach full equality and participatin. Peer supprt empwers persns with disabilities by assisting them t acquire the skills t manage their scial and physical envirnment, with the gal f full equality and participatin in their families and sciety. What are the Benefits f Peer Supprt? Peer Supprt ffers a valuable exchange f experiences as peer supprters have a better understanding f the situatin experienced by the persn seeking advice. Fears and insecurities are better understd and mutual trust can be mre easily established between the persn seeking advice and the peer supprter. In this way, peer supprt ffers unique perspectives. Peer supprters can prvide the assistance required fr peple with disabilities t really be in cntrl and direct their wn supprt. Peer supprters ften have an intimate knwledge f cmmunity resurces and what wrks best. Peer supprters can ffer guidance thrugh what can appear a maze f services. Peer supprt ften invlves awareness raising abut injustice and discriminatin. Because f their experiences, peer supprters are mre credible rle mdels fr thers similarly situated. Peer supprt is a way f validating peple s differences and challenging mainstream appraches. 11

12 Peple are mre likely t be hnest and pen up t a peer. It prvides great flexibility in the type and variety f supprt prvided. Peer supprt has prven t be an essential element in giving peple pprtunities t cntrl their wn lives and, where such supprt des nt exist, this has had a negative impact n the implementatin f selfdirected supprt. Peer supprt is ften pragmatic and tailred t an individual s wn circumstances. What are the Different Types f Peer Supprt? Bradly, there are three mdels f peer supprt: 1. Infrmal and adhc supprt amng peers is where supprt is ffered and reciprcated t similarly situated individuals withut being frmally rganised (such as an individual wh reaches ut and supprts a new clleague in wrk withut being directed t d s). 2. Organised but unpaid peer supprt is generally undertaken by vlunteers wh take n rles such as mentrs r peer buddies. This is cmmnly ffered by disability rganisatins because they ften d nt receive adequate funding by lcal gvernments t carry ut their wrk and s must rely n vlunteers fr vital services. Mst disability rganisatins emply a persn as a vlunteer crdinatr t rganise and manage this type f supprt. 3. Paid peer supprt is where disabled participants are generally part f a team cntracted t prvide services t users f disabled peple s rganisatins, such as Centres f Independent Living. What are the Functins f Peer Supprt? Sme functins f peer supprt include: Infrming and cnnecting supprting peple by prviding gd infrmatin abut lcal resurces and entitlements, researching new pssibilities, ffering advice arund selfdirected supprt and assisting peple make helpful cnnectins. It may be scial, emtinal r practical supprt (r all f these). Guidance and planning supprting peple t think thrugh their needs and desired utcmes and helping peple t develp their supprt plans. 12

13 Negtiating and advcating supprting peple t negtiate cntracts and agreements with thers and t advcate fr their wn needs when necessary. Offering slutins t barriers. Organising and setting up supprting peple rganise their supprt systems, recruiting supprters and agreeing guidelines. Managing and imprving supprting peple manage their funding, their supprts and using expert advice t make imprvements. Reflecting and develping supprting peple t review their needs and their supprt arrangements and t initiate changes when necessary. What are the Necessary Ingredients f Peer Supprt? Maintaining its nnprfessinal vantage pint is crucial in helping peple rebuild their sense f cmmunity when they ve had a negative experience and feel cut ff frm their family and friends. It is imprtant that thse invlved in prviding peer supprt understand their rle and are careful nt t verstep the bundaries frm ffering supprt t being an instructr r creating a relatinship f dependency. Peer supprt is abut peple with a particular experience r backgrund advising and supprting thers in a similar situatin. While this supprt ften happens in infrmal ways, there is als clear evidence f the value f a mre frmal delivery f peer supprt as a service, whether this is prvided by vlunteers r paid wrkers. The bundaries f peer supprt need t be clear. There is a difference between prviding infrmatin and advice, and prviding peer t peer supprt. It is als necessary t distinguish between peer supprt and cunselling, and peer supprt and independent advcacy. There can be a fine line between peer supprt and befriending. Bth peer supprt and befriending aim t build supprtive relatinships ver time and bth include scial elements within them. The main difference between the tw is the emphasis placed n gals. Peer supprt fcuses mre n gal setting within a timelimited prcess whereas befriending tends t develp mre infrmal, supprtive relatinships, ften ver a lnger perid f time. It is imprtant fr the peple invlved t understand that whilst tw peple might share much in cmmn, they will nt necessarily take the same view abut everything. A peer supprter shuld nt impse their views n the persn t whm they are prviding supprt. 13

14 A defining feature f peer supprt is that it refers t relatinships and interactins between peple wh are peers. The fcus shuld nt simply be n activities, because the nature f the relatinship is crucial in really understanding peer supprt and its ptential. Hwever, limits d need t be set within thse peer relatinships. Peer supprt is mutually ffered and reciprcal, allwing peers t benefit frm the supprt whether they are giving r receiving it and fr mutual respnsibility t be prmted. ENIL and Peer Supprt Prmting the rle f peer supprt in the transitin frm institutinal care t cmmunity living has been an imprtant part f ENIL s wrk fr a number f years. In partnership with CIL Sfia, ENIL launched a prject t supprt yung disabled peple living in institutins in Bulgaria. This prject aimed fr Peer Supprt t be the bridging element between dependency and independent living. Only thrugh sharing f persnal experiences and scial netwrks is it pssible fr smene wh has been living in an institutin fr years t make the necessary steps twards life guided by his/her wn chices. N expert authrity can prvide that needed supprt in terms f advice, discussin abut varius pprtunities, but als risks, and sharing f persnal scial cntacts. Smene wh has gne thrugh the same difficulties and adversities can prvide nt nly valuable and practical supprt, but als supprt which is trustwrthy in the eyes f the recipient. It is imprtant t view peer supprt/scial netwrking as part f an independent living package that disabled peple may receive in their cuntries t live a life they chse. That is why, in cperatin with ENIL, CIL Sfia has been wrking with yung disabled peple frm three small grup hmes in Bulgaria, prviding the peer supprt they need in rder t live independently. 14

15 Case Study f Peer Supprt: CIL Sfia Supprting disabled peple in institutins t transitin t Independent Living arrangements in the cmmunity regardless f their impairment r the size f the institutin is ne f the majr gals f CIL Sfia. This imprtant wrk takes place in clse cperatin with ENIL as part f prmting the right t independent living. It all started when a member f CIL Sfia was cntacted by a resident f a small grup hme. This encuraged the team t start prviding peer supprt as part f its wrk n deinstitutinalizatin. A prject fr peer supprt f yung disabled peple living in institutins was develped and its implementatin started in 2012, with tw grup hmes. In 2013, ne mre grup f yung disabled peple placed in a small grup hme jined the netwrk. The main gal f this prject was t set the stage fr transitin frm institutinal care t scial husing and cmmunity living fr peple with disabilities wh spent years in institutinal care, regardless f their impairment and level f supprt needs as prescribed by the CRPD. CIL Sfia s aim was that disabled peple shuld be supprted t mve frm institutinal care (which, in this case, includes small grup hmes) t Independent Living arrangements. In rder fr this t becme a reality, CIL Sfia selected a grup f Independent Living activists t help the institutins residents t cpe with the prcess f deinstitutinalisatin thrugh transfer f skills and individual supprt. Amng the bjectives f this wrk is t empwer the yung disabled adults wh are willing t take the jurney t Independent Living thrugh caching and peer supprt; enabling them t get access t resurces they need t live in the cmmunity; mbilizing supprt fr regular scial husing and supprted living in the cmmunity with persnal assistance and peer supprt. The institutins in all three lcatins (Stara Zagra, Lukvit and Dalbk Dl) are nw regularly visited by Independent Living activists (CIL Sfia members) and a particular peer supprt agenda is fllwed. Of curse, this agenda and all planned activities are designed accrding t the specific needs f the yung peple being supprted. A great amunt f individualised wrk is invlved in this prject. It laid the fundatins fr the next steps in the peer supprt scheme the creatin f individual wrk plans. Each participant prepared this plan with the help f their peer supprters, and engaged with its implementatin. (Mre infrmatin abut the wrk invlved can be fund in the persnal accunts belw.) In their wrk as peer supprters, CIL Sfia members try t prvide the yung peple with rle mdels f disabled peple wh are living an independent life, and have achieved smething in their prfessinal and/r persnal life. One such persn is Mirk Tmassni excaptain regent (equivalent t president ) f San Marin. He came t Sfia fr a study visit in September 2013 and dedicated a part f his time t the yung disabled peple in ne f the small grup hmes in Bulgaria. His study visit cntributed t the training prcess immensely. He met the residents f the scial hme in Dalbk Dl and shared his valuable experience frm San Marin. It was an pen, sincere meeting between a man wh has reached the highest level f the plitical hierarchy in his cuntry and yung peple wh were s far denied any pprtunity t becme active citizens. The difference was dramatic, but interestingly, there was n gap in the cmmunicatin the yung peple were asking 15

16 their questins with unhidden curisity, and Mr. Tmassni was mre than willing t reply t everything. Afterwards, he shared his impressins frm the visit in the small grup hme with the Head f the Cmmissin f Labur and Scial Affairs f Bulgaria. This was als helpful fr the nging wrk f CIL Sfia in the area f deinstitutinalizatin. Experience f Being a Peer Supprter: Maria The day f 21 st December 2012 is when I first had the chance t meet the yung residents f the small grup hme in Lukvit. This was a meeting which changed me persnally, and I hpe them t. The first mment I saw them I felt an inner cntradictin abut what kind f peple they are there was fear in them which I felt. And why nt this was the secnd time in their lives they were leaving the scial institutin and cming t Sfia t meet smebdy they dn t knw. There is ne mre thing I felt in them they were feeling prud. A strng wrd, I knw, but it describes them best they were prud t g ut f the hme withut the staff members supervising them. This was a small but a very imprtant step fr them. During the next tw years, many such small but at the same time big steps were abut t cme. I fund cmmn language with them immediately prbably because we are mstly f the same age. The first thing I nticed in the cmmunicatin frm the first hurs was that they were treating me with great respect as twards an authrity figure. Despite being yung adults, they were behaving like children kind f shcking t me. They were lking at me like a persn they can rely n, they can ask fr advice and even prtectin. I thught that this was understandable since they were cming frm a wrld where their cncepts fr things like relatinships were distrted. They were perplexed by the way I was behaving twards them I was treating them as an equal. We were talking abut different tpics, we were sharing themes frm ur everyday lives, sharing ur persnal experience with each ther. And nw after abut tw years I hpe they see a friend in my face, nt nly an authrity figure. With tw r three girls I have been having everyday cnversatins n different tpics frm what we ve cked that day t sharing hw they cpe with the ther yung peple in the hme and finally t sharing sme dramatic experiences frm their childhd spent in different institutins. It was very difficult t gain their trust. Frm the beginning, we set sme rules f cmmunicatin (including certain bundaries fr bth sides), we prceeded gradually with many cnversatins and in this way a mutual trust relatinship was established. They were used t rely slely n themselves and at the mst n ther peple frm the hme. They didn t have anyne in their lives t listen and try t understand them. With the trust built between us came the mment when they actively lked fr us, nt just the ther way arund. As an example, ne f the girls frm Lukvit Petya asked me t accmpany her in Spain fr 5 days. This was the first time she was leaving the cuntry, and the first time she was withut any f the institutin s staff. Of curse, she was anxius befre the trip and cnstantly seeking my help and advice abut what t bring with her, hw t behave, etc. My clleagues and I supprted her in every way we culd and eventually Petya vercame her fear and enjyed the whle travel experience a lt. 16

17 One f the tpics we discuss ften with the yung residents f the small grup hme in Lukvit is what they will d next in their lives whether/hw/when they will study and wrk. Prir t ur peer supprt prgramme, they hadn t really cnsidered this. I have shared with them my persnal experience f mving ut f my hmetwn and cming t the capital t study at the university and live alne, which invlved taking sme respnsibility fr my wn life. This is prbably smething that the yung peple we supprt lack mst they have never been respnsible fr anything in their lives. Neither fr anything big and imprtant, nr fr small, everyday, mundane things. S learning t take respnsibility is amng the greatest challenges fr us as peer supprters and, in my pinin I think ur wrk was quite successful in this respect. The change was definitely twway first and fremst fr them, but fr me as well. I learned t appreciate what I had taken fr granted befre. But abve all I learned never t give up (smething which I tell them all the time). I wuld say that the peer supprt my clleagues and I give t the yung peple frm Lukvit is essential fr their develpment as persns wh are cming clser t the mment when they will be ready t leave the grup hme and start living independently and becme active members f the sciety. Of curse, there is still a lt f wrk ahead n their self- cnfidence and decisin making skills, but like I said abve they als learn t never give up. Experience f Being a Peer Supprter: Nina My first meeting with the yung peple frm the small grup hme in Lukvit was at the end f August 2012 at the Sfia Z. That day, I thught f them as strange they were timid, shy, indecisive and at the same time quite tense bys and girls. I was nt able t determine their age, but frm the cnversatins we had (which was ging far frm smthly) I understd they are students in the higher classes f high schl, despite being abve 18. I was surprised t ntice their behaviur typical f teenagers aged 14 t 15 years. Mst f them were dressed in clthes with cartn characters Mickey Muse, Mini Muse and sme fairy tale princesses. There were three staff members frm the grup hme wh were cnstantly keeping an eye n them, but nt nly fr their behavir; it was evident that they were very cntrlling. This was nt gd the yung peple seemed very afraid f them and were very careful all the time, like walking n thin ice. At that time, it was very difficult fr me t see the grup as yung adults. T me, they were children and I was justifying my attitude twards them with the fact that my sn and daughter were their age. Tday I can t imagine calling any f them a kid fr these tw years they changed a lt grew up, became mre mature, sme f them graduated frm high schl. In fact, during these tw years I was mainly wrking with Petya Garva, als knwn as Thumbelina (her nickname in the grup hme). I ve als been a peer supprter t ne mre by and a girl frm the grup hme in Lukvit. In additin, I ve had ccasinal cnversatins with the ther residents, but I wuldn t call these systematic peer supprt. I can t say it all happened smthly with Petya, nr quickly. Petya was very suspicius and timid, she didn t allw peple t cme clse t her emtinally. I say emtinally, because she desn t have any physical private area at all. In the grup hme, nbdy has his/her wn 17

18 space. They knw each ther s well (all their life stries, what they like t eat, t wear) because they are tgether all the time, but they keep their emtins t themselves. I share all this because it was what I was thinking when I cnsidered whether t take the huge respnsibility t becme a peer supprter. I tk the cmmitment knwing that I will be ding smething which culd change smebdy s life and it is up t me whether this change wuld be psitive r negative. I decided t be a peer supprter f the girl wh seemed mst clse t me frm first mment Petya. Petya is a small 25yearld girl, abut 1m20cm high and weighing nt mre than 25kg. Due t a decisin by the grup hme staff she is using a huge and pretty uncmfrtable wheelchair, which cannt be replaced by a mre suitable ne since the term defined by the state hasn t ended yet. Petya s eyes are her mst impressive feature big and brwn, cnstantly tuching the wrld arund her with curisity and nt missing anything. She is nisy and clamrus, at times even intemperate she can curse like the greatest cynic, but this behavir has saved her frm the hell which she s gne thrugh. Her life has passed in scial institutins and scial hmes, her parents have abandned her right after birth they weren t able t care fr a child with a serius impairment. It wasn t easy t earn Petya s trust. Numerus times she s checked with my clleagues frm CIL Sfia whether what I ve tld her is true r nt. But the mst significant mment is her trip t Spain with a grup f CIL Sfia members and members f the Bulgarian Academy f Science due t a mutual prject. This trip was Petya s first chance t g ut f the scial institutin, t escape her everyday surrundings, all alne, even t leave the cuntry. Let alne flying with an aircraft Cmpletely understandable, she was terrified f all this. In my pinin, this trip turned ut t be a turning pint in Petya s life. T a great extent it changed her view f the wrld, made her dream, taught her that if yu manage t vercme yur fears, they cease t exist; it pened the dr twards a wrld where disabled peple are treated like nrmal human beings. Nw she will surely be braver and far mre cnfident if she has anther chance t g abrad. During my wrk as a peer supprter I frequently had t have lng, mtivating cnversatins abut schl, life, different everyday prblems. I ve given persnal examples regarding my adventures in building a huse in the suburbs and n ther tpics as well. I ve shared my life experience, accumulated during the lng years I ve been living as a disabled but independent persn. I ve given advice when needed, I ve sclded her when she failed her schl exams. I ve helped her write pems. My last aim fr the time being is t try t build enugh bldness and faith in her in rder t apply fr university and believe that she is first and fremst a persn capable, smart, intelligent; and nly after these disabled. Nw after a bit mre than tw years f wrking as a peer supprter f Petya, I dare say that she is very different, far mre mature and develped as a persn. She has started accepting things in a slightly different way. Nw she is brave enugh t start thinking abut living independently utside the institutin, as lng as the needed cnditins fr this are prvided. All this has made me even mre cnvinced that peer supprt is essential fr these yung peple. Thanks t it they learn hw t fllw their wn path, t build their future and live their lives independently and with dignity. 18

19 PART B: Peer Supprt Training Material 19

20 Peer Supprt Training 21 st June 2014/ Sfia, Bulgaria: Sessin Outlines Sessin I 1. Title and duratin Official welcme and getting t knw each ther (1 hur) 2. Aims and bjectives f the sessin! t be welcmed t Sfia, Bulgaria, and in particular t CIL Sfia ffice! fr the participants t familiarise themselves with the prgramme f the Peer Supprt Training! t prvide participants with an pprtunity t get t knw ne anther, t set the grund rules fr the training and t ensure that participants are aware f each ther s access needs t help facilitate everybdy s inclusin thrughut the day! t get a sense f participants hpes and expectatins frm the training 3. methdlgy! verbal presentatin! game 4. Prgramme Welcme by the CIL Sfia president and the facilitatr. Practical infrmatin abut the meeting place is given, as well as needt- knw infrmatin abut the building (where the accessible tilet is, hw t use the electric ramp at the entrance, etc.) Intrductin f the wrk f CIL Sfia and f the wrk f the participants frm Macednia (frm DPO Pli Plus ). The facilitatr intrduces the prgramme fr the day by talking the grup thrugh the planned activities. All participants are given a printed agenda fr the training. Discussing cnsent t take phts f the grup. Previus experience f CIL Sfia in the field f deinstitutinalisatin is discussed. Circle with names each participant intrduces him/herself with their name and where their name cmes frm/what it means 20

21 Cffee break 30 min Sessin II 1. Title and duratin What is independent living? D we live independently? (1h 45min) 2. Aims and bjectives f the sessin! t discuss participants understanding f the main cncepts f the independent living philsphy! t cmpare participants understanding f these cncepts and ENIL s key definitins! t get a better understanding abut what Persnal Assistance is and what it entails! t get a better understanding f what Peer Supprt is and what it entails 3. Prgramme Each participant answers the questins What is independent living fr yu? and T what extent d yu live independently? Answers are nted dwn n a flipchart. A debate abut the statement nbdy is independent. (This is the argument that authrity figures ften use when they try t ppse t the demands f IL activists). All participants are encuraged t cntribute t the debate. Discussin n whether parents can be Persnal Assistants A debate abut the statement independent living is nt a human right. Bth sides f the argument are cnsidered. Benefits f bth arguments are utlined and a cnclusin is drawn. Discussin abut Persnal Assistance. Questins like Wh chses the Persnal Assistant (the state r the disabled individual)? are discussed. Transitin t the tpic f Peer Supprt. Discussin abut what Peer Supprt is. 21

22 Lunch 1 hur Sessin III 1. Title and duratin Peer supprter rle, qualities and cntrversial tpics (1h 45min) 2. Aims and bjectives! t prvide participants with the relevant knwledge abut the rle f Peer Supprters! t prvide participants with the relevant knwledge abut the qualities/characteristics f Peer Supprters! t encurage participants t reflect n debatable/cntrversial tpics within the independent living philsphy 3. Methdlgy! Grup discussins! Pwer pint presentatin 4. Prgramme Brainstrming abut the translatin f the term peer supprt in Bulgarian and Macednian. (This is needed since there is n direct translatin). Pwer pint presentatin prepared by guest lecturer guiding materials fr wrking in a peer cunsellr centre. These include: basics abut peer cunselling and guidelines fr cunselling wrk. All participants are given the materials in printed frm and are encuraged t read them in detail after the training. A discussin abut what has been presented takes place after watching the presentatin. Brainstrming abut the qualities and/r characteristics that a Peer Supprter must have. Each participant cntributes. Suggestins are written n a flip chart paper. These are discussed afterwards with the help f the trainer and the facilitatr. Grup discussin n a cntrversial tpic Can a family member be a Peer Supprter? All participants are asked t 22

23 express verbally their pinin and a grup discussin fllws. Cffee break 30min Sessin IV 1. Title and duratin Wh can be a Peer Supprter? Basic rules f behaviur f the Peer Supprter (1h30min) 2. Aims and bjectives! t develp a discussin arund the tpic f Peer Supprt delivery and in particular wh can becme a Peer Supprter! thrugh gathering ideas and pinins t reach a cnclusin abut the basic rules f behaviur that the Peer Supprter must fllw 3. Methdlgy! Grup discussins 4. Prgramme Discussin n the difference between Peer supprt, Peer cunselling and prfessinal input (medical dctrs, scial wrkers, therapists, etc.). All participants are asked t share their understanding f the three terms. Ideas are cllected and summarised n flip chart paper. Afterwards the leading trainer speaks abut the real difference between the discussed terms and relates t the given answers by participants. Discussin abut hw t encurage members f Natinal Gvernments t include Peer Supprt in its plitics? Again ideas are cllected and nted dwn. A discussin t take place. The trainer summarises the suggested ideas and then speaks abut ways f achieving this gal. Discussin Wh shuld prvide Peer Supprt? 23

24 Cnclusin 1. Title and duratin Cnclusin (30min) 2. Aims and bjectives! t recap what had been dne during the day! cnclusins t be drawn! ideas fr pssible fllw up t be discussed 3. Methdlgy! grup wrk 4. Prgramme As a final grup wrk everybdy shares his/her persnal experience as a Peer Supprter wh has encuntered a prblem. Everybdy gathers in a circle and each participant shares his/her stry and hw s/he felt abut it. The facilitatr makes ntes n the main areas f prblems. Finally, the leading trainer recaps what has been dne during the training, pssible cnclusins are drawn. Participants are asked t reflect n what they have learned, hw they felt during the training, what can be imprved, what they liked mst abut the event. Fllw up ideas are discussed. 24

25 Peer Supprt Training 21 st June 2014/ Sfia, Bulgaria: The Training Ntes 11.15h 12.00h Sessin I Kapka (trainer) as a hst welcmed the participants and briefly explained the purpse f the current event The participants frm Macednia then expressed their gratitude fr being invited and gave a present t CIL Sfia a bttle f Macednian wine, a beautiful drawing made f cpper and the symbl f their rganizatin Pli Plus Dilyana (facilitatr): - als welcmed the participants - btained cnsent frm participants fr taking phts - explained that a guest speaker (Milica Mima RužičićNvkvić) was unable t cme - briefly intrduced the prject which ENIL and CIL Sfia crdinate - agenda fr the training was given t participants; it was read thrugh quickly in rder fr participants t knw what t expect Kapka spke abut the backgrund f CIL Sfia s wrk in DI prcesses justifying the theme f the current training - abut tw years f intensive wrk with yung disabled peple in small grup hmes in Lukvit and Dalbk dl - CIL Sfia members (Nina, Maria, Mitk) are peer supprters f the residents - CIL Sfia has the practical experience, which has nt been described in a theretical framewrk yet. S, this training might be useful in this respect Circle with names - Everybdy intrduces him/herself and says where his/her name cmes frm r what it means 12.00h 12.30h Cffee break 25

26 12.30h 14.15h Sessin II Discussin What is independent living? D we live independently? - The discussin began with the interesting and ften cited statement that nbdy lives independently. We are all dependent n smething and/r smebdy (Zvnk) - Lyudmila I try t d it n a daily basis. I wrk and study and this helps me - Veselka T me independent living is t d whatever I want, whenever I want and with whmever I want. Fr the time being I have achieved the first tw. Hwever, I can t be with whever I want since my mther is my persnal assistant - Liza T d whatever I want and with whmever I want - Petk IL is t depend n yurself - Mitk IL is when I make the decisins cncerning my life - Vanya In the cntext f the IL philsphy and nt in in terms f general philsphy IL means everybdy t gvern yur life and t take their respnsibilities - Stefan T be able t g ut when I want - Nina The envirnment has an impact n leading independent life. I ve adjusted my hme accrding t my needs and can live independently there. But when I g ut I can t as the city envirnment is ttally inaccessible - Elena The term independent can be defined by each individual in a different way. Fr sme this might include access with ramps, fr smebdy else this might be related t taking decisins - Dilyana IL is a human right. It is nt smething special, nt a luxury - Zvnk IL is a matter f persnal chice A debate arund the statement that nbdy is independent. This is the argument that authrity figures ften use when they try t ppse t the demands f IL activists. The respnse frm the side f the IL mvement is that it is true that we all live in mutual interdependence. But disabled peple ften cannt make decisins themselves. 26

27 The tpic f parents as persnal assistants was tuched upn Petk wanted t share a mment when he felt independent. He had gne by himself in a nearby frest t pick up mushrms. Then he cked them and finally ate the dish with his friends. He cncluded that such mments f independence bring him satisfactin. A ht debate arund the statement f ne f the Macednian participants (with juristic educatin), Tmas, that IL is nt a basic human right. He argued that IL is a right f a separate grup f peple and therefre it cannt be universal human right. Human rights d nt recgnise IL he says, t which Kapka respnded that the UN CRPD des recgnise it. Accrding t Tmas IL is a right, which needs peple t fight fr; the basic human right is the right f chice and frm this the IL right cmes frm. The ENIL definitins were read ut and eventually sme srt f agreement was achieved. It was agreed that IL cmplements the cncept f the right f freedm f chice. It is helpful and even necessary t regard it as a human right because this way the State wuld be bliged t take it int cnsideratin. There is n separate definitin f Peer Supprt in ENIL s definitins. Why is this? It is included fr the first time in the definitin f Persnal Assistance. Is its place there? Discussin fllws: - Persnal Assistance is an instrument fr living independently - Peer Supprt includes all elements necessary fr Persnal Assistance - Nina Peer supprt is a kind f persnal assistance. The cncepts verlap t sme extent - An example was given with the distrted regulatin fr persnal assistance in Sfia; 95% f the peple wh were apprved t have an assistant fr IL eventually hired a persn frm their family and thus the benefits turned int additin t the scial pensin. Apparently peple culd nt break the dependency frm their families and the cnsequence was as fllws: the incme did nt supprt IL! - The Peer Supprt cncept is included in the PA definitin because PA makes yu an emplyer, manager; it makes yu feel mre cnfident in yur wn abilities and thus cntributes t yur IL 27

28 - Debate whether everything is abut the mney; is the lack f financial resurces the nly reasn fr nt living independently?? - PA means a cmpensatin fr what yur disability des nt allw yu t d - The suggestin that there shuld be a certain limitatin abut wh can becme ne s PA was discussed. It was prpsed a maximum f 15% f the time allcated fr this service t be taken by a family member Discussin wh chses the Persnal Assistant? - The state r the disabled persn? - The state shuld give the mney t the disabled persn and s/he shuld be able t spend it nly fr hiring a PA. Neither in Bulgaria, nr in Macednia this is the situatin Transitin t the tpic f peer supprt - The mment when a disabled persn receives the grant fr PA, s/he needs t have the capacity and cnfidence t deal with this t train the assistant, t reprt the allwance, etc. - Elena One needs t have peer supprt frm childhd and a persnal assistant frm emerging adulthd. These need t be separately regulated. - Peer supprt is nt a service slely fr disabled peple, but we cnsider it in this cntext Des peer supprt need t be paid? - Peer supprt (nt paid) vs. peer cunselling (paid service, e.g. at ULOBA) - Peer cunselling in institutins Lyusi: These are needed in institutins because peple seek supprt. She gave an example with herself as a peer supprter peple in the institutin where she lives apprach her cnstantly, asking fr advice Discussin abut the difference between the residents f the institutins in Lukvit and Dalbk dl - One is gverned by the state, the ther ne by NGOs - Residents f the frmer lack mtivatin, aspiratins; the ther nes have dreams and gals 28

29 14.15h 15.15h Lunch 15.15h 17.00h Sessin III Brainstrming abut a translatin f the term peer supprt in Bulgarian and Macednian - Подкрепа от опит - Подкрепа от равен - Подкрепа чрез опит - Подкрепа от познат - Равнокрепа - Дружеска подкрепа - Лична подкрепа - Житейска подкрепа - Пиърподкрепа - Взаимна подкрепа Mima sent a pwer pint presentatin and with the translatin help frm the Macednian participants it was read ut - Nt t useful fr the purpse f the current training - Mre useful were the materials sent by Mima prir t the training guidelines t peer supprt cunsellrs; these were printed ut and a cpy was given t each participant Brainstrming abut the qualities/characteristics that a peer supprter must have: - T be patient - T be a gd listener - T be able t articulate his/her experience - T be able t predispse fr sharing - TRUST agreed that this is amng the first and fremst - T be ready and willing t share - T be pen 29

30 - Educatin has nthing t d with peer supprt! Peer supprter s character and his/her life experience are f crucial imprtance - T be able t empathize Discussin can a family member be a Peer Supprter? - One f the participants shared her feeling that at times she s a Peer Supprter fr her wn children. The rest f the grup did nt agree this is pssible since the parent figure can never be a peer, i.e. equal in status. - Anther participant gave an example f a situatin where the mther f a disabled child cntacted her with a request fr help. It turned ut that the mther f the participant was the ne wh managed t prvide effective help t the mther seeking help. This supprted the argument f the majrity f the trainees that nly peple equal in status (r in similar life situatins) can be Peer Supprters - An example was given with ne f the residents f the small grup hme in Lukvit. She seeks supprt frm tw f the CIL Sfia members fr different things. One is clse t her age, but is nt disabled. And the ther ne shares the status f a disabled persn, but is much lder than her. S, this is an interesting peer supprt relatinship h 17.30h Cffee break 17.30h 19.30h Sessin IV Difference between Peer supprt, Peer cunselling and prfessinal input (medical dctrs, scial wrkers, therapists, etc.) - These are three different things - Are they mutually exclusive r cmplementary? - Peer cunselling and prfessinal input frmal; peer cunselling nn frmal - PEER SUPPORT awareness raising; change f attitudes - PEER COUNSELING prfessinal service Discussin abut hw t make the State t include Peer Supprt in its plitics? 30

31 Persnal accunts f prviding Peer Supprt - Vanya spke abut her wn experience with rle mdels and peer supprters. She realises nw that there is a danger the disabled persn t admire s much his/her peer supprter, that s/he can becme dependent n him. The peer supprter shuld keep this in mind. Discussin wh shuld prvide Peer Supprt? - Wh shuld train Peer Supprters? - There s a danger such trainings t make the service prfessinal, which wuld spil the idea f peer supprt as such. - IL activists shuld prvide such training. S, nly disabled persns shuld be eligible fr this. Cnclusin: Despite the many cntrversial tpics discussed during the day, the main tpics were cvered and many interesting insights were btained As a final grup wrk everybdy shared his/her persnal experience as a Peer Supprter wh has encuntered a prblem. As Peer Supprters peple fund prblematic: - Parents and family members - Prfessinals, experts - Envirnment - Lack f setting clear bundaries between the Peer Supprter and the persn seeking advise - Lack f mtivatin frm the side f the persn seeking advice. The Peer Supprter shuld nt feel guilty abut this - Several peple shared that they have helped persns t becme independent, but afterwards these newbies betrayed the IL philsphy and nw even wrk against its prgress. Cnclusin was drawn that the peer supprter cannt keep cntrl ver the behaviur f the persn they supprt. They are respnsible fr their actins, but shuld nt feel discuraged by such misfrtunes. - One can be a Peer Supprter withut knwing this. There might be peple wh lk up t him/her withut the admired persn t suspect this 31

32 - Anther cnclusin was that it is pssible a persn s supprt t becme effective nly after a while, when the persn seeking advice is ready fr it 32

33 Peer Supprt Training 21 st June 2014 / Sfia, Bulgaria: Persnal Reflectins As a summary f the event I can say that the internatinal peer supprt training in Bulgaria achieved the fllwing: (1) the experience in supprting disabled peple f three different cuntries was shared; (2) the definitins abut independent living, peer supprt and cmmunity living were clarified; (3) a great deal f techniques fr prviding peer supprt needed fr wrking with disabled peple f different kinds were discussed; and last but nt least yung disabled peple were trained hw t prvide peer supprt themselves t ther yung disabled peple. It culd be said that we all agreed n the statement that there is a great need such trainings t be held in different EU cuntries. (Mitk Niklv, participant at the training) In my pinin the training was very useful fr bth sides trainees and trainers. The quality f rganizatin was at high prfessinal level, the whle prcess run succinctly and effectively. It was really nice t see peple wh are interested in becming gd and helpful supprting figures fr ther peple wh need this. I liked that I saw passin in the Macednian clleagues eyes, that I was cnvinced that they will d a great jb n the lcal level when they g back t their cuntry. It was useful t share thughts and experience, as well as writing dwn the agreed decisins, because as the wise man has said nly what is written n a paper remains. (Nina Zhisheva, participant at the training) Discussing peer supprt, independent living, peer cunseling, wh has the right t live independently and t receive supprt was mre than useful and fascinating fr me as a pineer in the field. This training prvided me with the pprtunity t get t knw abut practices and persnal accunts, which will help me in my future wrk as a peer supprter. (Mariya Dimitrva, participant at the training) 33

34 Further Reading n Independent Living Eurpean Netwrk n Independent Living (2013). Ten Years Clser t Freedm? Celebrating the 10th Anniversary f the Strasburg Freedm Drive. Available at: finalWEB3.pdf Eurpean Netwrk n Independent Living (2009). ENIL Psitin Paper 2009/01: The UN Cnventin n the Rights f Persns with Disabilities. Available at: Eurpean Calitin fr Cmmunity Living (ECCL) (2009). Fcus n Article 19 f the UN Cnventin n the Rights f Persns with Disabilities: Fcus Reprt. Available at: WEB.pdf Eurpean Netwrk n Independent Living. Fact Sheet: Independent Living. Available at: Cmmissiner fr Human Rights (2012). The Right f Peple with Disabilities t Live Independently and in the Cmmunity: Issue Paper. Available at: bget&instranetimage= &secmde=1&dcid= &usage=2 Academic Netwrk f Eurpean Disability Experts (ANED) (2010). The Implementatin f Plicies Supprting Independent Living fr Disabled Peple in Eurpe: Synthesis Reprt. Nrah Fry Research Centre, University f Bristl. Available at: Task%205%20Independent%20Living%20Synthesis%20Reprt% pdf McDnald, G. & Oxfrd, M. (1995) Histry f Independent Living. Available at: Further Reading n Peer Supprt Inclusin Eurpe s Training pack n Peer Supprt: eurpe.cm/tpside/ Fultn, K. and Winfield, C. (2011). Peer Supprt: A Discussin Paper frm the Centre fr Welfare Refrm published in assciatin with Paradigm. Available at: MacNeil, C. and Mead, S. (2003). Understanding What Useful Help Lks Like: The Standards f Peer Supprt. Available at: 34

35 Natinal Centre fr Independent Living (2008). Review f Peer Supprt Activity in the Cntext f SelfDirected Supprt and the Persnalisatin f Adult Scial Care. A reprt prepared fr the Department f Health. RTC: Rural (2011). Peer Supprt in Centers fr Independent Living: What D We Knw? Research Prgress Reprt. Available at: Fr mre infrmatin, please cntact: Eurpean Netwrk n Independent Living Grund Flr, Chase Huse City Junctin Business Park Nrthern Crss Malahide Rad Dublin 17 Ireland Phne: secretariat@enil.eu Web: Implemented in the framewrk f the prject Prud, Strng and Visible Prmting the Chice, Cntrl and Participatin f Disabled Peple in Eurpe, supprted by the Eurpean Cmmissin 2014 Actin Grant and by ULOBA, Nrway. 35