Developed by The Learning Community for Person Centered Practices Essential Lifestyle Planning Facilitator Training - Day 1 © The Learning Community for

Developed by The Learning Community for Person Centered Practices

Essential Lifestyle PlanningFacilitator Training - Day 1

Essential Lifestyle PlanningFacilitator Training - Day 1

© The Learning Community for Person Centered Practices 2009

•IntroductionsIntroductions

•Learning objectives Learning objectives

•Outline of the dayOutline of the day

Purpose and Expectations Purpose and Expectations


Be Respectful•In the meeting•In the plan•In future efforts

•No clinical or human service speak•Use everyday language•Remember who plans are written

with

•5 minute rule•“Parking” issues that are not

resolved

• People are not broken• Good solutions are rooted in

listening

GROUND RULES

No Jargon

No Obsessing

No Fixing


Our mantra for the Our mantra for the day…day…

A Plan is not an Outcome


ServiceLife

CommunityLife

• Important for addressed

• No organized effort to address important to

• To and for present• Active circle of support• Included in community life

• To and for present

• Closest people are paid or family

• Few real connections

Moving from Service Life to Community LifeMoving from Service Life to Community Life

A Good Paid Life

Focus on connecting, building relationshipsand natural supports‘Important to’ present

‘Important to’ recognized


A Good But Paid Life

ServiceLife

CommunityLife

Moving from Service Life to Community LifeMoving from Service Life to Community Life

• Important for addressed

• No organized effort to address important to

• To and for present• Active circle of support• Included in community life

• To and for present

• Closest people are paid or family

• Few real connections


4 Stages of Planningand Implementation

1. 1. Think about what you want to learnThink about what you want to learn

2. 2. Gather informationGather information

3. 3. Develop a first planDevelop a first plan

4. 4. Use the plan and record what you learnUse the plan and record what you learn


• What do you want the plan to accomplish?

• What are the things that you want to change?

• What are the things that you want to maintain, keep the same?

• How can the person with whom you are planning- best participate in the development of the plan?

• How to make sure that the process feels respectful to the person with whom you are planning?

• Who else needs to participate/agree for the plan to be implemented?

Think about what you want to learn


Think about/consider:Think about/consider:

•the gifts and capacities of the person you are the gifts and capacities of the person you are planning withplanning with

•the commitment, gifts and capacities of those the commitment, gifts and capacities of those around the person you are planning with around the person you are planning with

Things To Consider Before Gathering Information


Questions To Consider BeforeGathering Information

Always trying to help the person and those closest to the person to have valued roles

•Who knows what?

•What is the best way to get their information?

•How will you sort out who to talk to from who to listen to

How can you best support the person and those closest to the person in doing this work?


Partnerships and expertsPartnerships and experts

•All good plans are done in partnershipAll good plans are done in partnership

•Partnerships that work have agreed upon roles Partnerships that work have agreed upon roles

•When developing plans, it is helpful to think When developing plans, it is helpful to think about roles from the perspective of content about roles from the perspective of content experts and process expertsexperts and process experts


Know the details of:Know the details of:

• Important toImportant to

• Important for Important for

Content ExpertsContent Experts


What is important to a person includes only what people are “saying”:

with their words

with their behavior

When words and behavior are in conflict, listen to the behavior.

Important to


What is important for people, includes only those things that we need to keep in mind regarding–

Issues of health or safety

What others see as important to help the person be valued members of their communities

Important for


Importantto

Importantfor

Importantto

Importantfor

Importantto

Importantfor

BalanceBalance


•Understand HOW to develop plans with people Understand HOW to develop plans with people

•Are skilled at recognizing which person Are skilled at recognizing which person centered thinking tool is helpful and when centered thinking tool is helpful and when

•Understand how to formally develop a plan in Understand how to formally develop a plan in a traditional way, as well as how to develop a traditional way, as well as how to develop plans “backwards”plans “backwards”

Process Experts Process Experts Process Experts Process Experts


Have our own dreams and our own

journeysHave opportunities to meet new

people; try new things; change jobs; change who we live with & where we

liveHave what/who is important to us in

everyday life; people to be with; things to do, places to be

Stay healthy & safe (on our own terms)

Each of us want lives where we are supported by & contribute to our communities


Tools for building Person Centered DescriptionsTools for building Person Centered DescriptionsTools for building Person Centered DescriptionsTools for building Person Centered Descriptions

Learning Logs

4 + 1 ?s

RitualsGood Day/ Bad Day

Reputation

Working/Not Working

Matching Staff

Communication

Chart

Relationship Map


Person Centered DescriptionPerson Centered DescriptionPerson Centered DescriptionPerson Centered Description

PersonCentered

Description

Important to

Important for

Like and Admire

Instructions for

Supporters

Characteristicsof

Supporters

Things to

Figure Out


Learning WheelLearning WheelLearning WheelLearning Wheel

Person CenteredDescription

ActionPlanning

What needs to stay the same?What needs to change?

Implementation& Learning

PCT Tools


1.1.What is What is important toimportant to the person? the person?

2.2.What is What is important forimportant for the person? the person?

3.3.Is Is important forimportant for being addressed in the context of what is being addressed in the context of what is important important

toto??

4.4.Is there a “good” balance between Is there a “good” balance between important toimportant to and and important forimportant for??

5.5.What does the person want to learn, what else do we need to learn?What does the person want to learn, what else do we need to learn?

If the person is to get the balance described and we are to learnIf the person is to get the balance described and we are to learn::

6.6.What needs to stay the same (be maintained or enhanced)?What needs to stay the same (be maintained or enhanced)?

7.7.What needs to change?What needs to change?

7 questions that you should be able to 7 questions that you should be able to answer for each person you supportanswer for each person you support


• It describes what has been learned about –It describes what has been learned about –

•what is important to the person, andwhat is important to the person, and

•what others need to know or do to what others need to know or do to

•support the personsupport the person

• It is better than what you hadIt is better than what you had

First plan criteriaFirst plan criteriaFirst plan criteriaFirst plan criteria


• It will do no harm -It will do no harm -

•to the important relationships that the person has; to the important relationships that the person has; andand

•does not does not gloss overgloss over important issues of health and important issues of health and safetysafety

• It reflects a commitment -It reflects a commitment -

•to act on what has been learned; and to act on what has been learned; and

•to continue to learnto continue to learn

First plan criteriaFirst plan criteriaFirst plan criteriaFirst plan criteria


www.learningcommunitwww.learningcommunity.usy.us

for more information go to:for more information go to:

Michael Steinbruck

[email protected]

Colleen McLaughlin

[email protected]

or contact:


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Developed by The Learning Community for Person Centered Practices Essential Lifestyle Planning Facilitator Training - Day 1 © The Learning Community for