Supporting Participants With Money and Belongings

Money gives people choice and control over their everyday lives. This lesson explains why the people we support have the same right as anyone else to own, spend and save their money, including on things others might not choose. Key points: disability does not remove a person's financial rights; people have the right to take reasonable risks and make choices others disagree with; control over money is closely linked to dignity and independence; and your role is to support the person's decisions, not replace them with your own views about what is sensible.

Most people can make many of their own money decisions when they get the right support. This lesson shows how to support financial decisions in practical ways. Key points: always start by assuming the person can decide; break decisions into smaller parts; use real money, pictures and simple budgets; give information in the way the person understands best; allow time; involve trusted people the person chooses; and never use supported decision making as a cover for steering someone toward the choice you prefer. We also note that aged care now recognises registered supporters, who help but do not decide.

When you handle a participant's money, every dollar must be accounted for. This lesson sets out the safe practices our policy expects. Key points: follow the person's support plan and our financial handling procedure; get and keep a receipt for every purchase; record money in and out on the right record straight away; reconcile the balance with a colleague or the person where required; keep the person's money separate from yours; never use your own accounts, loyalty cards or payment apps; never ask for or use a participant's PIN or passwords; and report any discrepancy to your team leader immediately.

Gifts and favours can blur the line between a professional and a personal relationship. This lesson explains how to handle gifts, conflicts of interest and the person's belongings. Key points: follow our gifts policy and tell your team leader about any gift offered; never accept money, valuables, loans or anything in a will; avoid selling to, buying from or doing business with participants; declare any conflict of interest; treat belongings with care and respect; never borrow or use participants' property; and record any damage or loss honestly and straight away.

Financial abuse is when someone misuses or takes a person's money, property or financial decisions without proper consent. It can be carried out by family, friends, partners, strangers or workers. This lesson covers what financial abuse looks like and the warning signs. Key points: it includes theft, pressure, scams, misuse of formal powers and control over access to money; signs include unexplained losses, unpaid bills, sudden changes to wills or accounts, new friends taking an interest in money, and the person going without; and you do not need proof to report a concern.

Some people have a formal arrangement for their money, and all concerns about money need to be reported properly. This lesson explains formal arrangements in general terms and how to report. Key points: names and rules differ between states and territories; a tribunal may appoint an administrator or financial manager, and a guardian usually covers lifestyle and health decisions rather than money; an enduring power of attorney is chosen by the person; an NDIS plan nominee covers NDIS matters only; the person should still be involved in decisions; and concerns go to your team leader straight away, with emergencies to 000.

This case study follows Rosa, a woman with an intellectual disability who manages her weekly spending money with support from a cash tin and a simple picture budget. A new worker, Hamid, notices that the records do not add up: several recent purchases have no receipts, and Rosa's money keeps running out early. The lesson explores how to respond when the concern may involve another worker, why you record and report rather than investigate, and how Rosa's team strengthens her supports afterwards. Key points: keep clear records, trust your concerns and report promptly.

This case study follows Mr Ahmadi, an older man who receives support at home. One morning he receives a phone call from someone claiming to be from a government agency, who says he owes a tax debt and must pay with gift cards today. He asks his support worker to drive him to buy the cards. The lesson explores how to respond to a likely scam while respecting his dignity and choices, how to support him to check with a trusted source, and what to report. Key points: pause, check through official contact details and tell your team leader.