The Adult Empowerment Services are committed to improving the quality of life for persons with disabilities through person-centred services that empower individuals, support their families, and foster inclusive communities. Comprising the Day Activity Centre (“DAC”), Disability Case Management Programme (“DCMP”), and Young Adults Activities!, these programmes aim to help individuals reach their fullest potential, achieve greater independence, and lead meaningful, fulfilling lives.

The Life Coach will conduct thorough assessments to identify clients’ needs and develop programmes and evidence-based strategies. The Life Coach will also collaborate with clients’ families to ensure effective implementation and progress monitoring, including facilitating a safe and supportive environment that enables learning and enhances motivation for the clients.

The Life Coach will be part of a transdisciplinary team to develop the individual care plan for the clients, coordinate comprehensive care and support services, and advocate on behalf of clients to ensure they receive the necessary support. 

Critical Work Functions

Client Needs Assessment and Programme Development

1. Client Needs Identification: Use skilled observation and interviewing techniques to identify clients' physical, mental, emotional, and social needs

2. Client Assessment: Conduct basic skills assessment of clients upon enrolment

3. Programme Development: Formulate programme for clients to support their attainment of individualised good life care plan outcomes in partnership with the transdisciplinary team and families

4. Training Programme Planning & Delivery: Plan and deliver engaging and well-paced training/activities taking into account the diverse learner profiles of clients using evidence-based pedagogy and strategies

5. Progress Assessments & Monitoring: Implement relevant progress monitoring assessments on a monthly and annual basis

Holistic Client Development

1. Relationship Building: Build positive relationships with clients, by providing a safe physical and emotional environment for their continual development 

2. Learning Resource Management: Facilitate and manage clients’ learning proactively through modification and accommodation of resources and environment, to enhance motivation and opportunities for learning

3. Community Engagement for Learning: Provide opportunities for learning within the set environment as well as externally to extend the learning into the home and community

4. Crisis Management: Plan for crisis situations and manage with the team should they arise, resolve any immediate safety concerns and implement positive behaviour support as per the RC’s policies

Collaborate for Optimal Learning & Development

1. Stakeholder Collaboration & Support: Work in partnership with parents and other family members or caregivers to support client learning across school and home/community.

2. Transdisciplinary Team Consultations: Consult with the transdisciplinary team for effective planning and execution of development strategies for the clients

3. Stakeholder Communications: Manage communications with families to support the clients and/or centre initiatives

Service Administration & Management

1. Client Records Management: Maintain and monitor client records related to service utilisation in accordance to organisational and professional requirements

2. Inventory Management: Maintain inventories of equipment, materials and supplies

3. Health & Safety Compliance: Ensure that the health and safety policy is adhered to and all equipment is properly and safely stored and maintained for safe use

4. Outcome Measurement & Quality Improvement: Participate in the development, monitoring and evaluation of outcome measures as appropriate in service area

Continuing Professional Development

1. Reflective & Critical Practice: Engage in and articulate reflection and evaluation in practice, including critically evaluating the impact of contemporary issues related to the profession and sector

2. Compliance: Remain up to date and compliant with all relevant legislation, organisational procedures, policies and professional codes of conduct in order to uphold standards of best practice

Job Requirements

• A recognised relevant Diploma with Certificate in Autism and/or Diploma in Special Education will be an advantage

• Minimum 2 years of relevant experience working with individuals with disabilities requiring moderate level of support