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Transcript of Http://person-centered-practices.org/ cdd.tamu.edu tcds.edb.utexas.edu A Collaborative Partnership...
http://person-centered-practices.org/
cdd.tamu.edutcds.edb.utexas.edu
A Collaborative Partnership with
The Center on Disability Studies at the University of Texas and
The Center on Disability and Development at Texas A&M University
• Presented By:• Debbie Wilkes
© A Product of the Institute on Person Centered Practices, a collaborative partnership between the Texas Center for Disability Studies at the University of Texas at Austin and the Center on Disability and Development at Texas A&M University.
Person Centered Transition Assessment Process
Person Centered Transition Assessment Process
NAME
Place of birth Usually when I have free time I . .
I’m uncomfortable when people ask me to . . Dream
Vacation
Working Agreements for the Day
Cell phones on vibrate Misery is optional Respectful listening All questions are valid Only share what you are comfortable sharing Computers are put away
Person Centered Thinking
underlies and guides respectful listening which leads to actions, resulting in people who:
– Have positive control over the life they desire and find satisfying;
– Are recognized and valued for their contributions (current and potential) to their communities; and
– Are supported in a web of relationships, both natural and paid, within their communities
What are person centered thinking skills?
A set of skills that reflect and reinforce values that:– Propel the learning cycle
– Help us support rather than fix
– Work for humans
– Work at every level in the organization
– Build the culture of learning, partnership, and accountability
– Affirm our belief that everyone can learn
How Today Works
• In the morning work in small groups
• In the afternoon work with a partner
• Learn methods that anchor person centered practices• Organizing Concept: Important TO and FOR and finding the balance
between them
• Use skills to develop a person centered profile• Rituals• Good Day/Bad Day• Relationship circle• Reputation• Communication Chart• What works (makes sense) /What Doesn’t Work (doesn’t make
sense)• Donut Sort
Important TO
© TLC-PCP 2012 www.learningcommunity.us
What is important to a person includes those things in life which help us to be satisfied, content, comforted, fulfilled, and happy. It includes:
• People to be with /relationships
• Status and control
• Things to do and places to go
• Rituals or routines
• Rhythm or pace of life
• Things to have
Important FOR (Part One):
• Issues of health: ―Prevention of illness ―Treatment of illness / medical conditions ―Promotion of wellness (e.g.: diet, exercise)
• Issues of safety:―Environment ―Well being ---- physical and emotional ―Free from fear
What others see as necessary to help the person:― Be valued ― Be a contributing
member of their community
Important FOR (Part Two):
Relationship Map Rituals and Routines Good Day/Bad Day Two Minute Drill Communication Chart Reputations
Discovery/Listening Skills
6 methods for collecting information
The “Relationship Map”1st Discovery Skill
People Map for:
Family
People who support me at work or school
Friends
People whose job is to support me at home and other places
Focus personFamily
Rituals guide us through our days and bring consistency, comfort and control
Rituals and Routines
• Morning • Bedtime• Mealtimes• Transition• Birthday• Not Feeling Well
• Cultural/Holiday• Spiritual• Vacation• Comfort• Celebration• Grief/Loss
Good Day/Bad Day
What is a good day like for this person?
What is a bad day like for this person
(or a stressful or really difficult day)?
Listening to Behavior…
What is happening
_____ does We think it means
And we should
A Communication Chart
Per
son
’s
per
spec
tive
Par
ent’
s
per
spec
tive
Sta
ff’s
per
spec
tive
What works/Makes sense
What doesn’t work/Doesn’t make sense
NOT OUR USUALRESPONSIBILITY
The Donut Sort
Core Responsibilities
Creativity & Judgment
Defining Staff Roles and Responsibilities
Implementation of Person Centered Practices is:
A Promise to listen
• To listen to what is being said and to what is meant by what is being said
• To keep listening
A Promise to act on what we hear
• To always find something that we can do today or tomorrow • To keep acting on what we hear
Implementation of Person Centered Practices is:
A Promise to be honest
• To let people know when what they are telling us will take time
• When we do not know how to help them get what they are asking for
• When what the person is telling us is in conflict with staying healthy or safe and we can’t find a good balance between important to and important for
UnderstandUnderstand
Look/ListenLook/Listen
What you see/hear depends on what you are looking/listening for
What is important to a person includes those things in life which help us to be satisfied, content, comforted, fulfilled, and happy. It includes:
• People to be with /relationships
• Things to do & places to go
• Rituals or routines
• Rhythm or pace of life
• Status & control
• Things to have
Important TO
• Includes what matters the most to the person – their own definition of quality of life.
• What is important to a person includes only what people “say”:― with their words― with their behavior
Important TO
When words and behavior are in conflict, pay attention to the behavior and ask “why?”
– Issues of health: ―Prevention of illness ―Treatment of illness / medical conditions ―Promotion of wellness (e.g.: diet, exercise)
– Issues of safety:―Environment ―Well being ---- physical and emotional ―Free from Fear
– What others see as necessary to help the person:
―Be valued ―Be a contributing member of their community
Important FOR
Important To and For are Connected
• ‘Important to’ and ‘important for’ influence each other
• No one does anything that is ‘important for’ them (willingly) unless a piece of it is ‘important to’ them
Balance is dynamic (changing) and always involves tradeoffs:
– Among the things that are ‘important to’;
– Between important ‘to’ and ‘for’
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
A Good Paid Life
Focus on connecting, building relationshipsand natural supports‘Important to’ present
‘Important to’ recognized
Moving from Service Life to Community Life
A Good Paid Life
ServiceLife
CommunityLife
• ‘Important for’ addressed
• No organized effort to address ‘important to’
• ‘To’ and ‘for’ present
• Active circle of support
• Included in community life
Moving from Service Life to Community Life
• ‘To’ and ‘for’ present
• Closest people are paid or family
• Few real connections
What works/makes sense What doesn’t work/make senseP
eter
’sp
ersp
ecti
veS
taff
’sp
ersp
ecti
ve
• People calling him names
• Not going to school with his brother
• Riding the school bus
• Not being able to use the calculator
• Having a younger sister
• Having to leave Social Studies early for lunch and not getting to eat with kids from his Social Studies class
• Not being able to wear his favorite hat at school
• Being told that he can’t do something that he wants to do
• P.E. class
• Riding the city bus to work
• Going out to eat with his parents and using his own money
• Going to movies with his brother
• Going to look at airplanes
• Working in the automotive department at Target
• Being with coach in Social Studies
• Peter runs away when he gets upset and he is too big and fast to stop
• When Peter buys his lunch he doesn’t want to use his debit number and wants to pay with money
• Peter is sometimes late to class because he likes to talk to Amile
• Having Peter start his school day with P.E. so that he can workout with the football team
• Putting an aide on the school bus to help Peter stay calm
• Having Peter in a special program for students with Autism
• Teaching Peter to use a calculator
What is important to Peter? What is important for Peter?
What else do you need to learn/know?
Peter
Wrkbk pg 6
Possible Answers: PeterPossible Answers: PeterWhat is important to Peter? What is important for Peter?
What else do you need to learn/know?
Relationship with his brother and
father
Having some control –• How he gets to school• How he spends his money
Being like everyone else
His favorite hat
Airplanes
Relationship with Coach
Not being called names (retarded, retardo,
Rainman)
Having a way to control his anger
Being seen as “like everyone else”
• Who is Amile? • How does he spend his money?• Why does Peter leave Social Studies
early?
• Why is the hat important?• What triggered Peter’s angry outbursts?
Ask Yourself “What do we know?” Before asking “What do we do?”
If I had an hour to save
the world, I’d spend 55
minutes defining the problem.
~ Albert Einstein
NOT OUR USUAL RESPONSIBILITY
Inside a Person’s LifeDefining Staff Roles and Responsibilities
Core Responsibilities
Judgment & Creativity
Janie
Wrkbk pg 8
What is important to Janie? What is important for Janie?
What else do you need to learn/know?
Friends from Yearbook class
Job at the realtor’s office
The people who she works with at the realtor’s office
Someone to change her 2 to 3 times a day
Someone to place her food in front of her
Having people around her who can understand what she is saying
What is her relationship with her parents?Why does Janie think her parents won’t approve of the prom plan?Who will Janie’s prom date be?
Janie– Possible Answers
What is important to Janie? What is important for Janie?
What else do you need to learn/know?
Not usually our responsibility
Use judgmentand creativity
Core responsibilities
Janie– Mrs. Carson’s Donut
Wkbk pg 9
Not usually our responsibility
Whether or not Janie goes to the prom
Use judgmentand creativity
Help Janie come up with a plan to talk to her
parents about the prom
Call her parents to provide details about the
prom
Go to the prom as a chaperone so that her
parents feel better about Janie going
Core responsibilities
Help Janie use her VOD device to explain what
she want
Discuss with Janie the implications of not telling her parents not knowing
About the prom plan.• Transportation?
• Prom preparations?• Accessibility issues (chair? VOD?)
Mrs. Carson’s – Possible Answers
Not usually our responsibility
Use judgmentand creativity
Core responsibilities
Janie’ work – Mrs. Carson’s Donut
Address the issue of personal care while on the job.
Become informed about Medicaid waivers and the services provided.
Communicate the shift in services happening nationally.
Create a work schedule that will accommodate her personal care needs
Are there options for Janie’s personal care that will support her working a longer day?
Could her Medicaid waiver services support her personal care on the job?
Guaranteeing there will never be an accident.
Whether or not Janie keeps her job.
Focus in on a specific issue or area of lifeHelps you dig deeper
Working/Not Working
Bridge to action planning • What needs to be maintained/enhanced? • What needs to change?
Negotiation Skill• All must feel listened to – accurately reflect
perspectives • Start with common ground• Remain unconditionally constructive• Done in partnership
© TLC-PCP 2012 www.learningcommunity.us
USE THIS INFORMATION TO
BUILD THE
AGEND
A
FOR THINGS THAT ARE TO STAY THE
SAME
USE THIS INFORMATION TO
BUILD THE
AGENDA
FOR THINGS THAT NEED TO CHANGEDisa
gree
men
ts
Wkbk pg 10
Per
son
’s
per
spec
tive
Sta
ff’s
per
spec
tive
What works/Makes sense
What doesn’t work/Doesn’t make sense
Wkbk pg 11
What Works/Makes Sense
What doesn’t work/Doesn’t Make Sense
Laney’s
Perspective
Having my own money to spendSitting by myselfShredding paper in the school officeHaving a daily written schedule with set rulesUsing crude language and people telling me to stopWearing my favorite jeans every day
Being in spirit clubWork at training site w/o being paidNot being able to sit with the boys at lunch time
Parent’s
Perspective
Having a social environment at schoolGoing to community work sitesBeing in spirit clubHaving daily schedule for home and school
Taking courses to meet the state curriculum requirements and not concentrating on what we think she should learnLaney being banned from some community worksites
Staff’s Perspective
Laney has an aide assigned to work with herShredding paper in the school officeNews-2-You and Modified curriculumSitting with a group of peer helpers at lunchA written schedule
Coming to school late in the morningsLaney cussing at co-workers and using crude language in the communityNot having a change of clothes when she has an accident Not willing to wear different jeansLaney yelling profanities at school and having no consequences
What is important to Laney? What is important for Laney?
What else do you need to learn/know?
Laney
Wrkbk pg 12
Possible Answers: LaneyPossible Answers: Laney
Her jeans
Having money
Having some space of her own
Not being a part of the Spirit Club
A written schedule
Knowing the rules
Space and time to herself
Why does Janie not want to be a part of the Spirit Club?
What happened to cause her to lose her job?
Does she earn money other places?
What is important to Laney? What is important for Laney?
What else do you need to learn/know?
How The Afternoon Works
• You will be asked to use discovery skills and share what you have written with a learning partner
Don’t use these methods until you’ve tried them on yourself.
• And organize that information to keep the person at the center of everyday support and planning .
Relationship Map Routines and Rituals Good Day /Bad Day
2-Minute Drill Communication Chart Reputation Exercise
• Learn how to gather information (discover) using:
Wrkbk pg 13
Questions That Help You Get to Support Rather Than Fixing
• What can other people do to help you be successful with what is important to or important for you?
• When things were not working for you, did anyone ever do something that helped you to cope?
• What did they say or do?
• When you were having a bad day did anyone do something that made the day a bit better?
• When you were having a good day did anyone do something that made the good day even better?
• What support would you like?
Wkbk pg 15
We Use a One Page Profile to:
• Create a positive picture of who the person is and how to best support (including any challenges).
• Establish a shared understanding of good support between person, family and providers.
• Inform action planning
A One Page Profile may be several pages long
Each Requires Experts
• The person who knows how to develop either profile is a Process Expert
• The person(s) with the information that goes
into descriptions are Content Experts
TLC-PCP 2012 www.learningcommunity.us
For Today’s Training:
You are the Process Experts when you are helping your partner develop and organize his/her own information.
You are the Content Experts when you are sharing information about yourself.
________________________’s One Page Profile
Purpose of the profile
To learn how to organize information from discovery conversations and prepare to participate in Person Centered Transition Assessment
Developing your own person centered description
Description (OPP) pg 2
DISCOVERY
Gathering Discovery Information
Before we try this with each other…
Facilitation Skills are necessary
Facilitation Skills Used By Process Experts To:
Have meaningful conversations Ensure that the person we plan
with remains in charge as we learn
Questions that help us learn more of what we need to know
• So tell me more about that…• What do you like about…• What is it about this…• What does that look like?• What is happing for you then?• Are some mornings better than others. .
© TLC-PCP 2012 www.learningcommunity.us
Our Mantra for the Exercises
Guess: look at what is written and guess in your head
Ask: ask your partner if your guess is correct, have a conversation
Write: write down what you learn
Wkbk pg 16
Relationship Map• Rituals and Routines• Good Day/Bad Day• Two Minute Drill• Communication Chart • Reputations
Discovery Skills
6 methods for collecting information
PCP page 3
The “Relationship Map”1st Discovery Skill
People Map for:
Family
People who support me at work or school
Friends
People whose job is to support me at home and other places
Focus personFamily
• Relationship MapRituals and Routines• Good Day/Bad Day• Two Minute Drill• Communication Chart • Reputations
Discovery Skills
6 methods for collecting information
________________________ ‘S MORNING RITUAL
Look for the blank Morning Ritual in your workbook.
Wkbk pg 17
Develop Your Own Morning Ritual
• Write down your morning ritual
• Start with how you wake up and end with leaving or when you feel your morning routine is completed.
• Include favorite products you use. For example: shaving cream? Soap? Hair products? Tea? Coffee black? Soda? Quiet time?
• Include as much detail as you are comfortable with-do ensure you include enough details so that you can learn how to collect sufficient information
• Tell us how long it takes – indicate what time it starts and what time it ends.
Rituals and Routines
• Morning • Going to bed• Mealtimes• Transition• Birthday• Cultural/Holiday
• Not Feeling Well• Spiritual• Vacation• Comfort• Celebration• Grief/Loss
Wkbk pg 18
Rituals guide us through our days and bring consistency, comfort and control
• Relationship MapRituals and RoutinesGood Day/Bad Day• Two Minute Drill• Communication Chart • Reputations
Discovery Skills
6 methods for collecting information
Good Day During Work Week Bad Day During Work Week
A really good day A day that is too challenging
It is a work day. Write down a composite of actual good moments and bad moments that have happened at anytime a day when you also work.
Good Day/Bad Day
• What happened that contributed to your good day?
• What do you look forward to doing?
• Who do you look forward to seeing?
• What happens that gives you energy to deal with difficult situations?
• What motivates and interests you at work OR on a work day?
• What threw your day off?
• Made the day bad for you?
• Made you frustrated? Bored?
• Took the fun out of it?
• Be sure to include those daily frustrations
Organizing Discovery InformationInto the Person Centered Description
1st Learn what is Important TO your partner from their Morning Ritual and Good Day Bad Day.
Then practice pulling Best Support from discovery information in consultation with your partner.
Morning Ritual
Get up two hours before leaving Morning coffee aloneTalk with kids over breakfast
___Important To__
Organizing Discovery InformationInto Important TO
Good Day Bad Day___
Not being rushed.Having time to focus on myself and my family before I start work
15 minutes alone before first meeting
Demands for consultation NOW.
To organize my work before starting my work
Wkbk pg 21
Learning about SUPPORT from Important TO
h
Important TO me
What others need to know and do to best support me
1. Not being rushed -Having time to focus upon myself and my family before work
2. Time to organize my work before beginning my work
1. Don’t rush me, don’t ask me to move faster.
2. Give me time to myself when I’m organizing my work
Have a conversation and using the “guess, ask, write” process, add to the support list. As you add each item, ask “Is there something that
other people need to know or do to support you with that?
Organizing Discovery InformationInto the Person Centered Profile
1st Learn what is Important TO your partner from their Morning Ritual and Good Day Bad Day.
Then practice pulling Best Support from discovery information in consultation with your partner.
Add to your person centered profile
I
h
Important TO me
What others need to know and do to best support me
(OPP pg 4)
• Relationship Map• Rituals and Routines• Good Day/Bad DayTwo Minute Drill• Communication Chart • Reputations
Discovery Skills
6 methods for collecting information
• You know the person best and you have a 24 hour flu. You have to have someone else provide support for 1 day.
• It is someone you trust but who doesn’t know the person.
• You want to give them an overview, a summary in 2 minutes of what they need to know to support the person successfully.
• What would you say?
Imagine…
2 Minute Drill
• Relationship Map• Rituals and Routines• Good Day/Bad Day• Two Minute DrillCommunication Chart • Reputations
Discovery Skills
6 methods for collecting information
Communication Chart
• Listening to Behavior
• Recording Communication
The Communication Chart supports discovery and informs action.
When we listen …
• Communication becomes more complex
• People become more interested in other ways of communicating
• A few people who didn’t use words begin to do so
Wkbk pg 22
What is happening What I Do What I think it Means
I want you to
Communication Chart
Description (OPP) pg 5
In the environment
What’s just gone on
The “trigger”
The action
What others notice
Can be seen, heard, and felt by others
Meaning of the the action
What the emotions and feelings are
What’s going on inside
What other people should do or say in response
Or not do or say
Communication ChartWhen this is happens I do this It usually means And I want you to
#1 #4 #2
#3
Wkbk pg 23
Great Things About Misty
• She has an amazing audio-graphic memory
• She is friendly (never meets a stranger)
• She is helpful
• She shows great enthusiasm
• She has great empathy towards others
• She is very observant
Like & Admire
Communication Chart For MistyWhat Is Happening What The Person
DoesWhat It May Mean What I want you to
do
Misty makes a mistake like leaving out a period in a sentence. Eavesdrops on others conversation and is told to get back to work.
I jerk my head to the side, rolls my eyes, and rock back and forth more quickly
Doesn’t like to be told no or be corrected.
Encourage me by saying “Please do this. You will help me if you do this.” Build into my desire to please and help others
Misty is talking to friends on the phone for a long time or is talking to people at church or school
Says I’ll call you back later and doesn’t call them back. At school and church says, “I’ll call you later.
Doesn’t know how to end a phone conversation and doesn’t want people to think that she doesn’t care or is rude.
Give me phrases to use to end conversations on the phone or when I’m in a social situation and remind me of the phrases when you see that I may need help..
What is happening What I Do What I think it Means
I want you to
Communication Chart
© TLC-PCP 2012 www.learningcommunity.us
Description (OPP) pg 5
What is happening What I Do What I think it Means
I want you to
Communication Chart
Description (OPP) pg 5
• Relationship Map• Rituals and Routines• Good Day/Bad Day• Two Minute Drill• Communication Chart Reputations
Discovery Skills
6 methods for collecting information
Write your name here
Positive Reputation 3 Mild Negatives
List 3 of your own MILD negatives.
Note: you will share this with a partner
Example:
WorkaholicStubborn
Loses Things
Once you have your worksheet back, read it.Is there something that
others don’t know that you would add? Do so.
Cross out what doesn’t ring true for you.
To begin with don’t write In this section on your own
worksheet.
First others will write on this section for you.
3 Steps to Learn From and Address NegativesArrange your papers like this
PositiveReputation
3 Mild Negatives
Important TO me (pcp p. 4)
How to best Support Me
2nd Step
Is there something about the negative that tells us something about what is
important to your partner?
3rd Step
If a negative is actually a negative at times: ask what do others need to know or do to support your partner at this time?
1st Step
Is there something about the negative that is actually a positive?
List of 3 mild negatives
Think thru one negative at a time
An Example
PositiveReputation
Important TO me
How to best Support Me
2nd Step
To both work and learn with like-minded people-Even if it takes more time to do so
To spend time just for me and to have meaningful and fun time with my family and friends
.
1st Step
Strong CommitmentTo Work
3rd Step
Know that I need to balance attention to work by scheduling regular time off for me and for family and friends. Ask me, remind me.
3 Mild Negatives
Example:
Workaholic
Person Centered Description-Introduction
• Open your person centered profile to Page 2 titled “Like and Admire”
• Review notes from the Reputation Exercise
• Write your own positive introduction
Pcp pg 2
Relationship Map Rituals and Routines Good Day/Bad Day Two Minute Drill Communication Chart Reputations
Discovery Skills
6 methods for collecting information
The Learning Community for Person Centered Practices envisions a world where all people have positive control over the lives they have chosen for themselves. Our efforts focus on people who have lost or may lose positive control because of society's response to the presence of a disability. We foster a global learning community that shares knowledge for that purpose. All are welcome to share and learn.
• Student’s voice is heard
• Parent and student values are shared
• Develop achievable postsecondary goals based on interest and ability
• Develop goals that lead to community life
• Honest approach to planning
Person Centered Transition Assessment Process
PC-TAP
• Provides a Person Centered Description to prepare students for transition– Meets all requirements for Indicator 13– Can be used to support transition at all levels
• Includes– What others like and admire – Relationships– Things that are Important FOR and Important TO– Characteristics of people who can support the student– Communication Chart– A detailed plan of action for student, family, school and
agency
WkBk 26
Certification Process
• PC-TAP is based on skills from Person Centered Thinking (as developed by The Learning Community for Person Centered Practices) and requires training and modeling to ensure the integrity of the process. A trained facilitator will receive a certificate from The Institute for Person Centered Practices after becoming certified.
Train
• Participate in a one-day training and complete the One Page Profile.
• Review and discuss their own One Page Profile with a certified PC-TAP trainer.
Train
Model
– Observe process with 2 students with varying eligibilities.
– After each assessment the trainees will discuss and evaluate the process
Train Model
Certification
• Upon endorsement, the trained facilitator will receive a certification from The Institute for Person Centered Practices
• All trained facilitators are expected to attend an annual Gathering to prevent drift in content.
Train ModelCertified
Thank you!!!
www.learningcommunity.us
http://person-centered-practices.org