Promoting support for individuals with a learning disability and/or autism Hybu cymorth i unigolion ag anabledd dysgu a/neu awtistiaeth
Supporting rights-based approaches, positive relationship and community participation Cefnogi dulliau gweithredu seiliedig ar hawliau, perthnasoedd cadarnhaol a chyfrannu at y gymuned

A rights based approach empowers individuals to understand their rights and gives them greater opportunities to participate in shaping the decisions that impact upon them.

The individual, and their family where appropriate, should be an equal partner in the planning of their care and support, ensuring that their goals and aspirations are taken into account.

Care workers can help individuals have positive relationships and minimise the risk of exploitation by enabling adults with learning disabilities to define what they want and expect from a relationship.

Engaging individuals with learning disabilities in the planning and implementation of local services will ensure that they have the support they need to be an active member of the community.

Supporting and encouraging people with learning disabilities and advocacy groups to organise their own campaigns, and to link up with other local groups that are campaigning on accessibility will help develop a barrier free community.

Mae dull gweithredu seiliedig ar hawliau yn grymuso unigolion i ddeall eu hawliau ac yn rhoi mwy o gyfleoedd iddynt gymryd rhan wrth lywio'r penderfyniadau sy'n effeithio arnynt.

Dylai'r unigolyn, a'i deulu lle y bo'n briodol, fod yn bartner cyfartal wrth gynllunio gofal a chymorth ar ei gyfer, gan sicrhau y caiff ei nodau a'i ddyheadau eu hystyried.

Gall gweithwyr gofal helpu unigolion i feithrin cydberthnasau cadarnhaol a lleihau'r risg y camfanteisir arnynt drwy alluogi oedolion ag anabledd dysgu i ddiffinio'r hyn y maent am ei gael a'u disgwyliadau o gydberthynas.

Bydd ymgysylltu ag unigolion ag anableddau dysgu wrth gynllunio a gweithredu gwasanaethau lleol yn sicrhau bod y cymorth ar gael iddynt fod yn aelodau gweithgar o'r gymuned.

Bydd helpu ac annog pobl ag anableddau dysgu a grwpiau eiriolaeth i drefnu eu hymgyrchoedd eu hunain, ac i gysylltu â grwpiau lleol eraill sy'n ymgyrchu ar hygyrchedd, yn helpu i ddatblygu cymuned heb rwystrau.

The Convention of Rights of Persons with Disabilities supports a rights based approach by ensuring that:

• Countries that join in the Convention develop and carry out policies, laws and administrative measures for securing the rights recognised in the Convention and abolish laws, regulations, customs and practices that constitute discrimination (Article 4).
• Countries that join in the Convention combat stereotypes and prejudices and promote awareness of the capabilities of individuals with disabilities (Article 8).
• Countries guarantee that individuals with disabilities enjoy their inherent right to life on an equal basis with others (Article 10).
• Countries recognise that all persons are equal before the law and prohibit discrimination on the basis of disability and guarantee equal legal protection (Article 5).
• Countries make sure that individuals with disabilities enjoy the right to liberty and security and are not deprived of their liberty unlawfully or arbitrarily (Article 14).

The CRDP states that individuals with disabilities must, among other things, be able to:

• live independently
• be included in the community
• choose where and with whom to live
• have access to in-home, residential and community support services
• have access to affordable personal mobility
• have training in mobility skills
• have access to mobility aids, devices, and assistive technologies
• have equal opportunity to experience parenthood, to marry and to found a family
• have access to reproductive and family planning education.

Further reading:

https://bit.ly/2uPGNs2

Sut mae'r Confensiwn ar Hawliau Pobl ag Anableddau yn cefnogi dull gweithredu seiliedig ar hawliau drwy sicrhau'r canlynol:

• Bod gwledydd sy'n ymuno â'r Confensiwn yn datblygu polisïau, cyfreithiau a mesurau gweinyddol ar gyfer sicrhau'r hawliau a gydnabyddir yn y Confensiwn ac yn eu rhoi ar waith, a'u bod yn diddymu cyfreithiau, rheoliadau, traddodiadau ac arferion sy'n gwahaniaethu (Erthygl 4).
• Bod gwledydd sy'n ymuno â'r Confensiwn yn trechu stereoteipiau a rhagfarnau ac yn hybu ymwybyddiaeth o alluoedd unigolion ag anableddau (Erthygl 8).
• Bod gwledydd yn gwarantu bod unigolion ag anableddau yn mwynhau eu hawliau cynhenid i fyw ar sail gyfartal ag eraill (Erthygl 10).
• Bod gwledydd yn cydnabod bod pob person yn gyfartal ger bron y gyfraith ac yn gwahardd achosion o wahaniaethu ar sail anabledd ac yn gwarantu diogelwch cyfreithiol cyfartal (Erthygl 5).
• Bod gwledydd yn sicrhau bod unigolion ag anableddau yn mwynhau'r hawl i ryddid a diogelwch ac na chânt eu hamddifadu o'u rhyddid mewn modd anghyfreithlon neu fympwyol (Erthygl 14).

Mae'r Confensiwn yn datgan, ymhlith pethau eraill, bod yn rhaid i unigolion ag anableddau allu gwneud y canlynol:

• byw'n annibynnol
• cael eu cynnwys yn y gymuned
• dewis ble i fyw a gyda phwy
• gallu cael gafael ar wasanaethau cymorth yn y cartref, ar ffurf preswyl ac yn y gymuned
• gallu cael gafael ar gymhorthion symudedd personol fforddiadwy
• cael hyfforddiant mewn sgiliau symudedd
• gallu cael gafael ar gymhorthion symudedd, dyfeisiau symudedd a thechnolegau cynorthwyol
• cael cyfle cyfartal i fod yn rhiant, i briodi ac i fagu teulu
• gallu cael gafael ar addysg atgynhyrchu a chynllunio teulu.

Darllen pellach:

https://bit.ly/2uPGNs2

Individuals with a learning disability or autism have the right to live a full and valued life just like anyone else.

This means that they have the right to:

• gainful employment and to earn a salary
• access to appropriate housing
• education
• healthcare
• sexual relationships
• live independently
• be involved with the community.

Mae gan bobl ag anabledd dysgu neu awtistiaeth yr hawl i fyw bywyd llawn a werthfawrogir, yn union fel pawb arall.

Mae hyn yn golygu bod ganddynt yr hawl i'r canlynol:

• cyflogaeth â thâl ac i ennill cyflog
• mynediad i dai priodol
• addysg
• gofal iechyd
• cydberthnasau rhywiol
• byw'n annibynnol
• bod yn rhan o'r gymuned.

A valued role means that the individual is doing something that:

• is perceived by others as being important
• contributes to other people
• is doing something that makes other people feel good
• requires a specific skill
• brings a sense of satisfaction to the individual
• provides an opportunity for personal growth
• is meaningful for the individual
• can occur both in the community and in the home
• provides opportunities to access the good things in life
• is ongoing.

Ystyr rôl a werthfawrogir yw bod yr unigolyn yn gwneud rhywbeth:

• yr ystyrir gan eraill ei fod yn bwysig
• sy'n cyfrannu at bobl eraill
• sy'n gwneud i bobl eraill deimlo'n dda
• sy'n gofyn am sgiliau penodol
• sy'n rhoi ymdeimlad o foddhad i'r unigolyn
• sy'n cynnig cyfle ar gyfer twf personol
• sy'n ystyrlon i'r unigolyn
• a all ddigwydd yn y gymuned ac yn y cartref
• sy'n cynnig cyfleoedd i fwynhau pethau da mewn bywyd
• sy'n barhaus.

A sense of purpose is a fundamental component of a fulfilling life. Without it the individual is more vulnerable to boredom, anxiety and depression. On the other hand, if the individual has a valued role it allows them to feel part of something bigger.

Having a valued role gives an individual something external to focus on; without this they are more likely to experience stress as they have more time to worry about things and small annoyances are no longer kept in perspective.

Individuals who have a greater sense of purpose may also be more likely to take care of themselves because they feel as if their lives matter more.

Mae ymdeimlad o ddiben yn hanfodol er mwyn sicrhau bywyd boddhaus. Heb hynny, mae'r unigolyn yn fwy tebygol o deimlo diflastod, gorbryder ac iselder. Ar y llaw arall, os oes gan yr unigolyn rôl a werthfawrogir, gallant deimlo'n rhan o rywbeth mwy.

Mae rôl a werthfawrogir yn rhoi rhywbeth allanol i'r unigolyn ganolbwyntio arno. Heb hyn, mae'n fwy tebygol o brofi pwysau oherwydd bydd ganddo fwy o amser i bryderu ac ni fydd bellach yn ystyried rhwystredigaethau bach yn eu gwir oleuni.

Mae'n bosibl y bydd unigolion sy'n meddu ar well ymdeimlad o ddiben hefyd yn fwy tebygol o ofalu amdanynt eu hunain gan y byddant yn teimlo bod eu bywydau yn bwysicach.

Community participation engenders feelings of belonging; it can also ensure that the individual’s needs are recognised and supported from within the community.

A sense of mattering to others is important to mental well-being, as is emotional connection, allowing the individual to feel like they share a history of similar experiences with others in their community.

The community can provide interdependence and mutual support, thus positively promoting community development. It lessens the feelings of isolation and loneliness and increases life satisfaction.

Mae cyfranogiad cymunedol yn ysgogi teimladau o berthyn. Gall hefyd sicrhau bod y gymuned yn cydnabod ac yn cefnogi anghenion yr unigolyn.

Mae ymdeimlad o fod yn bwysig i eraill yn bwysig o ran lles meddwl, ac o ran cysylltiad emosiynol, gan alluogi'r unigolyn i deimlo ei fod yn rhannu hanes o brofiadau tebyg gydag eraill yn y gymuned.

Gall y gymuned ddarparu rhyngddibyniaeth a chymorth dwyochrog, gan felly hybu datblygiad cymunedol cadarnhaol. Mae'n lleihau teimladau o unigedd ac unigrwydd ac yn gwella boddhad bywyd.

Individuals with learning disabilities can contribute to their community if they are allowed to:

• do things that have a purpose and are meaningful for them
• do things that most members of the community would be doing, in ordinary places, not specialised facilities
• meet local people, develop friendships and connections and build a sense of belonging.

They should be involved in the planning of services and support for others with learning disabilities and can be instrumental in educating the general public about learning disabilities and dispelling myths and misconceptions.

Gall unigolion ag anableddau dysgu gyfrannu at eu cymuned os caniateir iddynt wneud y canlynol:

• gwneud pethau â diben a phethau sy'n ystyrlon iddynt
• gwneud pethau y byddai'r rhan fwyaf o aelodau o'r gymuned yn eu gwneud, mewn mannau cyffredin, nid mewn cyfleusterau arbenigol
• cwrdd â phobl leol, meithrin cyfeillgarwch a chysylltiadau ac ymdeimlad o berthyn.

Dylid eu cynnwys wrth gynllunio gwasanaethau a chymorth i eraill ag anableddau dysgu a gallant fod yn allweddol wrth addysgu'r cyhoedd am anableddau dysgu a chwalu'r mythau a'r camsyniadau.

Individuals with learning disabilities have as much right as everyone else to develop and maintain friendships and relationships.

Whilst they may have a smaller circle of friends and relationships that aren’t as strong as those developed between individuals without learning disabilities, having someone they can call a friend is important.

Their social circle may only include their carers and others they meet at a specialist school or training centre. This can mean that when they are at home they can feel socially isolated, especially if friends live far away and they have to rely on family members or carers for transport.

Communication problems can make it difficult for individuals to develop friendships so support is needed to help them understand the difference between a friend and an acquaintance. Friends share personal information with each other; however, social acquaintances may not be so comfortable to hear or share this type of information. Individuals with learning disabilities need to be helped to understand what is appropriate.

It will also be beneficial if the individual is supported in developing basic social skills as they may struggle to work out what other people are thinking and feeling and to understand facial expressions and body language. By modelling the type of social behaviour that is acceptable, individuals can learn how to listen and show empathy to others.

When problems within friendships arise, individuals may find it difficult to solve problems. They need to be supported in finding resolutions and learning how to compromise.

Mae gan unigolion ag anableddau dysgu llawn cymaint o hawl â phawb arall i ddatblygu a chynnal cyfeillgarwch a chydberthnasau.

Er y bydd ganddynt o bosibl gylch llai o ffrindiau a chydberthnasau na fyddant mor gadarn â'r rheini a gaiff eu meithrin rhwng unigolion heb anableddau dysgu, mae'n bwysig bod ganddynt rywun y maent yn ei ystyried yn ffrind.

Mae'n bosibl mai dim ond eu gofalwyr ac eraill y byddant yn dod ar eu traws mewn ysgol arbenigol neu ganolfan hyfforddi fydd yn rhan o'u cylch cymdeithasol. Gall hyn olygu pan fyddant gartref y gallant deimlo'n gymdeithasol unig, yn enwedig os bydd eu ffrindiau yn byw yn bell i ffwrdd a bod yn rhaid iddynt ddibynnu ar aelodau o'r teulu neu ofalwyr i'w cludo.

Gall problemau cyfathrebu ei gwneud hi'n anodd i unigolion feithrin cyfeillgarwch, felly mae angen cymorth i'w helpu i ddeall y gwahaniaeth rhwng ffrind a chydnabod. Mae ffrindiau yn rhannu gwybodaeth bersonol â'i gilydd, ond efallai na fydd cydnebyd cymdeithasol yn teimlo mor gyfforddus yn clywed neu'n rhannu'r math hwn o wybodaeth. Mae angen helpu unigolion ag anableddau dysgu i ddeall beth sy'n briodol.

Bydd hefyd o fudd helpu'r unigolyn i feithrin sgiliau cymdeithasol sylfaenol gan y gall ei chael hi'n anodd gwybod beth y mae pobl eraill yn ei feddwl ac yn ei deimlo ac i ddeall mynegiant wyneb ac iaith y corff. Drwy fodelu'r math o ymddygiad cymdeithasol sy'n dderbyniol, gall unigolion ddysgu sut i wrando a dangos empathi at eraill.

Pan geir problemau o fewn cyfeillgarwch, gall unigolion ei chael hi'n anodd datrys problemau. Bydd angen eu helpu i ddod o hyd i atebion ac i ddysgu sut i gyfaddawdu.

A circle of support helps individuals to become connected in the community and to form friendships. Having family and friends to share their pain or joy and to help them solve problems is something that many take for granted. For individuals with learning disabilities, this can sometimes be difficult.

Individuals may become isolated and have very few people around them. It is in these circumstances that a circle of support needs to be developed. This circle can help the individual to achieve what they want. This could be anything from meeting new friends to going on holiday or finding somewhere to live.

In order to develop a circle, the individual should be supported to identify the people in their life. Family members should be encouraged to suggest who should be brought into the circle. This commitment is unpaid, as ‘friendship’ should not constitute a paid relationship.

Mae cylch cymorth yn helpu unigolion i gysylltu â'r gymuned, ac i feithrin cyfeillgarwch. Mae'n bosibl y bydd llawer ohonom yn cymryd hi’n ganiataol bod gennym deulu a ffrindiau i rannu ein poen neu ein llawenydd ac i'n helpu i ddatrys problemau. Gall hyn fod yn anodd i unigolion ag anableddau dysgu.

Gall unigolion deimlo'n unig ac mae'n bosibl na fydd llawer o bobl o'u hamgylch. O dan yr amgylchiadau hyn y mae angen datblygu cylch cymorth. Gall y cylch hwn helpu'r unigolyn i gyflawni ei ddymuniadau. Gallai hyn amrywio o gwrdd â ffrindiau newydd, mynd ar wyliau neu ddod o hyd i rywle i fyw.

Er mwyn datblygu cylch, dylid helpu'r unigolyn i nodi'r bobl sy'n rhan o'i fywyd. Dylid annog aelodau o'r teulu i awgrymu pwy y dylid eu cynnwys fel rhan o'r cylch. Ni fydd tâl am yr ymrwymiad hwn, gan na ddylid ystyried 'cyfeillgarwch' fel partneriaeth â thâl.

Barriers that could hinder community participation and positive reciprocal relationships could be:

• confidence of the individual in accessing services or getting involved
• lack of respect for the individual in the community
• lack of opportunity in the community
• age barriers of the community
• policies regarding employment access
• physical barriers
• communication barriers

Gallai'r rhwystrau a allai lesteirio cyfranogiad cymunedol a chydberthnasau dwyochrog cadarnhaol gynnwys y canlynol:

• hyder yr unigolyn wrth ddefnyddio gwasanaethau neu gymryd rhan
• diffyg parch tuag at yr unigolyn yn y gymuned
• diffyg cyfleoedd yn y gymuned
• rhwystrau oedran yn y gymuned
• polisïau o ran mynediad at gyflogaeth
• rhwystrau corfforol
• rhwystrau cyfathrebu.

Risk is often thought of in terms of danger, loss, threat, damage or injury. However, risk-taking can have positive benefits for individuals with learning disabilities.

A balance between the desire of the individual to carry out everyday activities and the duty of care owed to the individual by their carers has to be found. As well as considering the dangers associated with risk, the potential benefits of risk-taking have to be identified. These considerations need to involve the individual so that they feel that they have control over their own lives.

Positive risk taking will allow the individual to grow in confidence and improve their self-esteem, making it more likely that they will be willing to go out and try new things, meet new people and apply for jobs. All things that will lead to social inclusion.

Yn aml, ystyrir risg mewn perthynas â pherygl, colled, bygythiad, difrod neu anaf. Fodd bynnag, gall cymryd risgiau fod o fudd cadarnhaol i unigolion ag anableddau dysgu.

Rhaid sicrhau cydbwysedd rhwng awydd yr unigolyn i ymgymryd â gweithgareddau cyffredin a'r ddyletswydd gofal i'r unigolyn gan eu gofalwyr. Yn ogystal ag ystyried y peryglon sy'n gysylltiedig â risg, rhaid nodi buddiannau posibl cymryd risgiau. Dylid cynnwys yr unigolyn wrth drafod yr ystyriaethau hyn er mwyn oddi deimlo bod ganddo reolaeth dros ei fywyd ei hun.

Bydd cymryd risgiau cadarnhaol yn rhoi cyfle i'r unigolyn fagu hyder a gwella ei hunan-barch, gan ei gwneud hi'n fwy tebygol y bydd yn barod i fynd allan a rhoi cynnig ar bethau newydd, cwrdd â phobl newydd a gwneud cais am swyddi. Bydd hyn oll yn arwain at gynhwysiant cymdeithasol.

Positive risk taking empowers individuals to work collaboratively to make decisions about how they want to live their lives.

It gives them a clear understanding of their own responsibility and the responsibilities of others in keeping them safe and helps them understand the consequences of their actions.

It allows individuals to access opportunities for personal growth, supported by adequate and accurate information.

It establishes trust and allows the individual the opportunity to learn from experience just like everyone else.

Mae cymryd risgiau cadarnhaol yn grymuso unigolion i gydweithredu wrth wneud penderfyniadau o ran y ffordd yr hoffent fyw eu bywyd.

Mae'n rhoi dealltwriaeth glir iddynt o'u cyfrifoldeb personol a chyfrifoldebau pobl eraill o ran eu cadw'n ddiogel ac mae'n eu helpu i ddeall canlyniadau eu gweithredoedd.

Mae'n galluogi unigolion i fanteisio ar gyfleoedd ar gyfer twf personol, gyda gwybodaeth ddigonol a chywir i'w helpu.

Mae'n meithrin ymddiriedaeth ac yn rhoi'r cyfle i'r unigolyn ddysgu o brofiad, yn union fel pawb arall.

There are many potential reasons for why an individual may be discouraged from taking risks. These can include:

• not being aware of the potential and abilities of the individual
• service providers being risk averse because of concerns over liability if something happens
• workers who are short of time may find it easier to do everything for the individual, rather than encouraging them to try new things or develop new skills
• lack of clarity about the responsibilities of the worker and the service provider
• lack of a trusting working relationship
• lack of awareness about the choices available
• lack of access to accurate information.

Gall fod sawl rheswm posibl pam y caiff unigolyn ei anghymell o bosibl rhag cymryd risgiau. Gall y rhain gynnwys y canlynol:

• diffyg ymwybyddiaeth o botensial a galluoedd yr unigolyn
• darparwyr gwasanaethau sy'n amharod i gymryd risgiau oherwydd pryderon o ran atebolrwydd os bydd rhywbeth yn digwydd
• mae'n bosibl y bydd gweithwyr sy'n brin o amser yn ei chael hi'n haws gwneud popeth ar ran yr unigolyn, yn hytrach na'i annog i roi cynnig ar bethau newydd neu feithrin sgiliau newydd
• diffyg eglurder ynghylch cyfrifoldebau'r gweithiwr a'r darparwr gwasanaeth
• diffyg ymddiriedaeth o fewn y gydberthynas waith
• diffyg ymwybyddiaeth o'r dewisiadau sydd ar gael
• diffyg mynediad at wybodaeth gywir.

An advocate may need to be the voice of an individual who can no longer communicate, ensuring that the individual still receives equal and fair treatment and that the individual is still aware of their rights. They may also act on behalf of the individual in making complaints against the services they receive or accompany them to appointments.

An advocate can be a family member, a friend or an unpaid carer. It is important that the individual or their family are happy for the advocate to make decisions on their behalf or support them in making decisions.

There are many different roles they might play depending on the ability of the individual requiring the services. The individual local authority is legally required to provide an advocate unless the individual can find an appropriate person.

Mae'n bosibl y bydd angen i eiriolwr lefaru ar ran unigolyn na all bellach gyfathrebu, gan sicrhau bod yr unigolyn yn cael triniaeth gyfartal a theg o hyd a'i fod yn ymwybodol o'u hawliau o hyd. Gall hefyd weithredu ar ran yr unigolyn wrth wneud cwynion yn erbyn y gwasanaethau a gaiff, neu fynd gydag ef i apwyntiadau.

Gall eiriolwr fod yn aelod o'r teulu neu'n ffrind neu'n ofalwr di-dâl. Mae'n bwysig bod yr unigolyn neu ei deulu yn fodlon i'r eiriolwr wneud penderfyniadau ar ei ran neu ei helpu i wneud penderfyniadau.

Mae sawl gwahanol rôl y gall ymgymryd â nhw, gan ddibynnu ar allu'r unigolyn y mae angen y gwasanaethau arno. Mae'n ofynnol yn gyfreithiol i'r awdurdod lleol unigol ddarparu eiriolwr oni all yr unigolyn ddod o hyd i berson priodol.

Supporting an individual with learning disabilities or autism to still have a voice and control over their lives requires the worker to work in person-centred way, offering choice and allowing the individual the right to make their own decisions.

Rather than focusing on an individual’s difficulties, a worker should focus on their abilities and encourage them to participate in meaningful activities. Even if they are reluctant at first, it is important to try to build their confidence so they feel that they can try new things. Understanding their interests can assist the worker in finding activities that will enhance the individual’s well-being.

Supporting individuals to attend family occasions or social gatherings, and encouraging them to develop and maintain friendships will help stop them feeling socially excluded or isolated.

Individuals should also be encouraged to engage in daily activities such as going shopping, visiting the library, attending church or visiting day centres. This can ensure that they feel a connection to their community and help them to feel that their life is of value.

Developing a trusting, work-based relationship will assist the worker and the individual to work together to manage risk and allow the individual to try new things.

Er mwyn helpu unigolyn ag anableddau dysgu neu awtistiaeth i allu lleisio barn a rheolaeth dros ei fywyd, mae angen i'r gweithiwr weithio mewn ffordd sy'n canolbwyntio ar yr unigolyn, gan gynnig dewis a rhoi'r hawl iddo wneud ei benderfyniadau ei hun.

Yn hytrach na chanolbwyntio ar anawsterau unigolyn, dylai gweithiwr ganolbwyntio ar ei alluoedd a'i annog i gymryd rhan mewn gweithgareddau ystyrlon. Hyd yn oed os yw'n amharod i ddechrau, mae'n bwysig ceisio magu ei hyder er mwyn iddo deimlo y gall roi cynnig ar bethau newydd. Gall deall ei ddiddordebau helpu'r gweithiwr i ddod o hyd i weithgareddau a fydd yn gwella llesiant yr unigolyn.

Bydd helpu unigolion i fynychu achlysuron teuluol neu ddigwyddiadau cymdeithasol a'u hannog i feithrin a chynnal cyfeillgarwch yn eu helpu rhag teimlo eu bod wedi'u hallgáu neu wedi'u hynysu'n gymdeithasol.

Dylid annog unigolion hefyd i ymgysylltu â gweithgareddau dyddiol fel mynd i siopa, ymweld â'r llyfrgell, mynd i'r capel neu ganolfannau dydd. Gall hyn sicrhau eu bod yn teimlo cysylltiad â'u cymuned a'u helpu i deimlo bod eu bywyd yn werthfawr.

Bydd meithrin ymddiriedaeth o fewn y gydberthynas seiliedig ar waith yn helpu'r gweithiwr a'r unigolyn i gydweithio er mwyn rheoli risg a galluogi'r unigolyn i roi cynnig ar bethau newydd.

Individuals need to be provided with access to accurate information and have the potential consequences of their intended action explained in order for them to be able to make an informed choice.

The individual may need an advocate to support them in making the decision.

There may be times when an individual wants to take a risk that could be harmful to them or others, so they may be unhappy with the alternative choices they are offered. It is important that they understand they have a right to complain and they should be supported to follow the complaints procedure.

Mae angen sicrhau y gall unigolion gael gafael ar wybodaeth gywir ac egluro canlyniadau posibl eu gweithredoedd bwriadedig iddynt er mwyn iddynt allu gwneud dewis gwybodus.

Gall fod angen eiriolwr ar yr unigolyn i'w helpu i wneud y penderfyniad.

Gall fod adegau pan fydd unigolyn am gymryd risg a allai fod yn niweidiol iddo'i hun neu i eraill, felly mae'n bosibl na fydd yn hapus â'r dewisiadau amgen a gynigir. Mae'n bwysig iddo ddeall bod ganddo'r hawl i gwyno a dylid rhoi cymorth iddo ddilyn y weithdrefn gwyno.