Person Centered Thinking Day 1

Person Centered Thinking Day 1
Developed by Michael Smull with Bill Allen, Marc Archembault, Sherrie Anderson, Mary Lou Bourne, Amanda George, Cherie Goss, Julie Malette, Michael Steinbruck, and Nolda Ware

© The Learning Community for Essential Lifestyle Planning, Inc. 2006
Help people get better lives Not just better plans… © The Learning Community for Essential Lifestyle Planning, Inc

Moving from Service Life to Community Life A Good Paid Life Community Life Service Life ‘Important to’ recognized Focus on connecting, building relationships and natural supports ‘Important to’ present To and for present Closest people are paid or family Few real connections Important for addressed No organized effort to address important to To and for present Active circle of support Included in community life © The Learning Community for Essential Lifestyle Planning, Inc

Moving from Service Life to Community Life A Good Paid Life Community Life Service Life To and for present Closest people are paid or family Few real connections Important for addressed No organized effort to address important to To and for present Active circle of support Included in community life © The Learning Community for Essential Lifestyle Planning, Inc

Discontent is the engine of change
Good plans create a kind of mirror – they reflect how people want to live Discontent comes from comparing what is with what could be There are 2 kinds of discontent: Optimistic Cynical © The Learning Community for Essential Lifestyle Planning, Inc

Optimistic discontent requires trust based on-
A history of acting on things that can be changed immediately Honesty about those things that take time Signs of progress in acting on the things that take time Where change is new trust must be created © The Learning Community for Essential Lifestyle Planning, Inc

Cynical discontent One of the things that good plans do is hold a mirror up to the system and create discontent with what is. Without hope for change this level of discomfort becomes intolerable. Without hope for change you get denial, distortion, or departure People say this is no different from what we have always been doing Plans are distorted to suggest that what people want is what is already offered The people who have the most passion for change leave (depart) when they see no hope for change    © The Learning Community for Essential Lifestyle Planning, Inc

2 levels of change Level 1 change – those changes that can be made without becoming a change target – without changing core structures, responsibilities, etc. E.G. – helping people with their morning rituals, honoring what is important that doesn’t require that people move or major changes in staff responsibilities © The Learning Community for Essential Lifestyle Planning, Inc

2 levels of change Level 2 changes – Changes that make you a change target New responsibilities, practices, structures © The Learning Community for Essential Lifestyle Planning, Inc

Skills needed to support people
Supporting Dreams Supporting Relationships, Community Connecting Being “Mindful” & Recording Learning Learning Log The 4 Questions Working/Not Working Matching Staff and Those Using Services Learning, Using and Recording Communication Recognizing and Sorting Important To and Important For & Finding the Balance Between Them Defining Staff Roles and Responsibilities © The Learning Community for Essential Lifestyle Planning, Inc

Person Centered Thinking Skills - 1 & 2
Skill = Sorting important to from important for (and finding a better balance between) Tool = Important to/for sort/table Skill = Determining staff responsibilities Tool = The donut Important to Important for © The Learning Community for Essential Lifestyle Planning, Inc

Person Centered Thinking Skills - 3
For each person – what are the… Supports wanted and needed Skills needed Personality Characteristics (Present/Absent) Shared interests (nice to have) © The Learning Community for Essential Lifestyle Planning, Inc

Person Centered Thinking Skills - 4
Learning, using, and recording communication What is happening ______ does We think it means We should © The Learning Community for Essential Lifestyle Planning, Inc

Person Centered Thinking Skills - 5 Three Mindful Learning Tools
Tool #1: Analyzing situations using “What works/doesn’t work” (also known as “makes sense/doesn’t make sense”) What works/makes sense What doesn’t work/make sense Perspective Person’s Perspective Staff’s © The Learning Community for Essential Lifestyle Planning, Inc

Tool #2: Using the ‘4 Questions” to focus on learning and acting on that learning – What have we tried? What have we learned? What are we pleased about? What are we concerned about? And then What should we try/do based on what we have learned? ? ? ? ? © The Learning Community for Essential Lifestyle Planning, Inc

Tool #3: The Learning Log Using the learning log to replace typical notes Creating a learning log for the people who use services © The Learning Community for Essential Lifestyle Planning, Inc

Each of us want lives where we are
supported by & contribute to our communities Have our own dreams and our own journeys Have opportunities to meet new people; try new things; change jobs; change who we live with & where we live Have 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) © The Learning Community for Essential Lifestyle Planning, Inc (with apologies to Abraham Maslow)

* Used with permission from Dave Coverly, Speedbump Comic
Terminal Irritation * Used with permission from Dave Coverly, Speedbump Comic

Person centered planning is a set of promises
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 © The Learning Community for Essential Lifestyle Planning, Inc

Person centered planning is a set of promises
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 © The Learning Community for Essential Lifestyle Planning, Inc

What you hear depends on what you are listening for
Understand © The Learning Community for Essential Lifestyle Planning, Inc

Important to 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. © The Learning Community for Essential Lifestyle Planning, Inc

Important for 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 a valued member of their community © The Learning Community for Essential Lifestyle Planning, Inc

All Choice, No Responsibility Health and Safety Dictate Lifestyle
Balance All Choice, No Responsibility Health and Safety Dictate Lifestyle Important to for Important to for Important to for © The Learning Community for Essential Lifestyle Planning, Inc

What works/makes sense What doesn’t work/make sense
Shopping daily for favorite things Having lots of jewelry and no one getting into them without my ok Having my sister Joanne in my life Lots of blue, red and black clothes Polished nails, many colors & layers Living with Teddy, the Yorkshire Sleeping on my bed at night Snacks from my plate In my lap when I watch TV Staff don’t let me drink what I want Teddy leaving me during mealtimes Having no work to do at WAC, Inc. Staff not letting me buy things I want Favorite people doing activities with her, especially John Dandy Keeping Julie from falling – reminders to use her walker Level blood sugar - staff knowing signs of low and high blood sugar Joanne is active in Julie’s life Planning before she goes shopping Julie is less steady on her feet and falling more than she used to If you don’t make a plan with her before shopping, she will want to buy more than she has money for – Julie may get very upset which can alter her blood sugar Julie gives Teddy food off her plate. perspective Julie’s perspective Staff’s

What else do you need to learn/know?
Julie What is important to Julie? What is important for Julie? What else do you need to learn/know? © The Learning Community for Essential Lifestyle Planning, Inc

Julie – Answer Slide What is important to Julie? What is important for Julie? Relationship with Teddy Having some control – Over what happens with Teddy What she buys/wears Her things Shopping a lot Her sister &John Dandy in her life Staying busy at the day service Drinking as much as she wants Keeping diabetes under control Monitoring blood sugar, giving insulin Weighing her food Controlling amount she drinks Helping her stay calm Supporting her relationship with Teddy Keeping her from falling Planning in advance/ budgeting in advance for shopping What else do you need to learn/know? How interested/involved is Julie in her diabetes management? What about “no work to do at WAC, Inc bothers her? Is John Dandy really important to her? © The Learning Community for Essential Lifestyle Planning, Inc

If I had an hour to save the world, I’d spend 55 minutes defining the problem. -Albert Einstein

Inside a Person’s Life CORE RESPONSIBILITIES USE JUDGEMENT & CREATIVITY NOT OUR PAID RESPONSIBILITY © The Learning Community for Essential Lifestyle Planning, Inc

Examples from Inside Libby’s Life
Core responsibilities Use judgment and creativity Not our paid responsibility Support independence: Look for things she can do on her own, the last item of clothing that she puts on must be put on herself (she wants you to set it up and let her do the rest) know how she communicates and take the time to communicate with her Help her stay healthy: Provide G-tube care and at least 1,500 ccs of fluid a day. She doesn’t feel thirsty (you keep track), an occasional glass of wine (drinks through the g-tube). What you try! (e.g. put on my sweater, cleaning cabinet tops, etc.) Help me find a meaningful job. Help me find other ways to communicate with those that can’t communicate with me. Don’t interfere with the private time I spend with my friends. I don’t need an interpreter. They are my friends and we communicate. Don’t interfere with how I choose to handle the love interests in my life. I will ask for any advice I want from whom I want. © The Learning Community for Essential Lifestyle Planning, Inc

Harry #1 What is important to Harry? What is important for Harry? What else do you need to learn/know? © The Learning Community for Essential Lifestyle Planning, Inc

Harry #1 – Answer Slide What is important to Harry? What is important for Harry? To attract women To spend his money as he wants To have George’s permission To learn what to wear with minimum pain To learn to manage his money What else do you need to learn/know? What does Harry understand about – Managing his money Attracting women, dating Where it is appropriate to wear what © The Learning Community for Essential Lifestyle Planning, Inc

Harry #1 – George’s Donut
Core responsibilities Use judgment and creativity Not our paid responsibility © The Learning Community for Essential Lifestyle Planning, Inc

Harry #1 – Answer Slide Core responsibilities To help Harry make an informed choice – About the shirt About his money Starts with asking why he wants the shirt Use judgment and creativity What you do/try to help Harry make an informed choice about – The odds against the shirt being a “chick magnet” Spending ½ his money for 2 weeks on 1 purchase Not our paid responsibility Whether or not he buys the shirt. © The Learning Community for Essential Lifestyle Planning, Inc

Harry #2 What is important to Harry? What is important for Harry? What else do you need to learn/know? © The Learning Community for Essential Lifestyle Planning, Inc

Harry #2 – Answer Slide What is important to Harry? What is important for Harry? To be around this woman, have her “recognize” that she wants him. To have control and power over her. To know the legal consequences of stalking To stop stalking To understand that stalking doesn’t work to get an intimate relationship What else do you need to learn/know? More about the past history of this or similar behavior? How dangerous is he? Does he get what we think he gets out of stalking? Has he ever had a “regular adult” relationship © The Learning Community for Essential Lifestyle Planning, Inc

Harry #2 – Executive Director’s Donut

Harry #2 – Answer Slide Core responsibilities Short term -Keep the woman safe and in the process keep him safe (and out of jail) Longer term – teach relationship skills, figure out why he is stalking, any pattern, and deal with it, seeking a way for Harry to live safely in the community Use judgment and creativity Short term – How you keep the woman safe until you can get him treatment Longer term – how you learn, acting on what you learn, figuring out how he can get what is important enough to him that that he will participate in treatment Not our paid responsibility To help him get sex or keep him out of jail at all costs © The Learning Community for Essential Lifestyle Planning, Inc

Bob What is important to Bob? What is important for Bob? What else do you need to learn/know? © The Learning Community for Essential Lifestyle Planning, Inc

Bob – Answer Slide What is important to Bob? What is important for Bob? To be one of the guys To keep his friends To be in charge of his own life To have a “typical” life To stay healthy To stay healthy – Take his medications as prescribed Stay out of the hospital/not cycle To be connected to his community What else do you need to learn/know? How dangerous is it for him to go off medication and have a couple of beers? Would it be OK for him to drink 1 or 2 beers and be on his medication? Is there another medication where 1 or 2 beers would be OK? How well does he understand the risks that he is taking? Would he be willing to drink non-alcoholic beer? What role does his girlfriend play in this? © The Learning Community for Essential Lifestyle Planning, Inc

Bob Core responsibilities Use judgment and creativity Not our paid responsibility © The Learning Community for Essential Lifestyle Planning, Inc

Bob – Answer Slide Core responsibilities Use judgment and creativity
Helping Bob make an informed choice Informing Bob of the risks of his behavior Informing yourself of the actual risks and alternatives Making sure that Bob’s psychiatrist knows about Bob’s drinking Making an effort to explore with Bob alternative ways to get what is important to and important for him Use judgment and creativity What you do to meet your core responsibilities around helping him make an informed choice – Informing Bob of the risks Educating yourself Exploring alternatives If part of the “problem” is the response of the psychiatrist – helping Bob find another Not our paid responsibility Whether or not Bob drinks What Bob’s psychiatrist does in response to the information © The Learning Community for Essential Lifestyle Planning, Inc

Recording learning for Charlie What we have learned about what is: IMPORTANT TO IMPORTANT FOR INSTRUCTIONS FOR SUPPORTORS: for a good balance between important to & important for, what other people need to know or do. What do we need to learn or figure out? © The Learning Community for Essential Lifestyle Planning, Inc

Recording learning for Charlie What we have learned about what is: IMPORTANT TO IMPORTANT FOR Water not too hot, likes it at 105 ° The lift at the pool must be available A long soak, floating on his back To always have someone with him, supporting him in the water Not to get rain on his face Making sure water is never over 107° Having Aaron support him in the water INSTRUCTIONS FOR SUPPORTORS: for a good balance between important to & important for, what other people need to know or do. Call ahead to make sure that the pool’s lift is available Have a way to shield Charlie’s face when it rains Don’t go in if water temperature is too hot (105 ° is good) Charlie loves to ‘float’ on his back, always support him. What do we need to learn or figure out? How does Aaron support Charlie to float? Is it ok for others to support him? How hot is medically ‘too hot’ for Charlie? What’s a good temperature range? How long to soak? What’s too short for Charlie and what’s too long medically? © The Learning Community for Essential Lifestyle Planning, Inc

As the person supporting Charlie to go hot tubbing…

As the person supporting Charlie to go hot tubbing…
Core responsibilities Calling to make sure the lift is operating, don’t go if it is not Making sure water temp is less than 105° Being trained to properly Support Charlie in the hot tub and do it Checking weather before you go – if rain is likely, bring an umbrella Making an effort to ensure that Charlie enjoys himself Use judgment and creativity Helping Charlie meet other people who are in the tub while Charlie is there How you help Charlie to enjoy himself Not our paid responsibility Whether or not others in the tub “connect” with Charlie Charlie enjoyed himself (as long as you made an effort) © The Learning Community for Essential Lifestyle Planning, Inc

Shopping daily for favorite things Having lots of jewelry and noone getting into them without my ok Having my sister Joanne in my life Lots of blue, red and black clothes Polished nails, many colors & layers Living with Teddy, the Yorkshire Sleeping on my bed at night Snacks from my plate In my lap when I watch TV Staff don’t let me drink what I want Teddy leaving me during mealtimes Having no work to do at WAC, Inc. Staff not letting me buy things I want Favorite people doing activities with her, especially John Dandy Keeping Julie from falling – reminders to use her walker Level blood sugar - staff knowing signs of low and high blood sugar Joanne is active in Julie’s life Planning before she goes shopping Julie is less steady on her feet and falling more than she used to If you don’t make a plan with her before shopping, she will want to buy more than she has money for – Julie may get very upset which can alter her blood sugar Julie gives Teddy food off her plate. perspective Julie’s perspective Staff’s

A G E N D A A G E N D A What works/makes sense
What doesn’t work/make sense USE THIS INFORMATION TO BUILD THE A G E N D A FOR THINGS THAT ARE TO STAY THE SAME USE THIS INFORMATION TO BUILD THE A G E N D A FOR THINGS THAT NEED TO CHANGE perspective Person’s Disagreements perspective Staff’s

Someone brings home a new puppy. Given your own experiences and those that you have heard from others, what does and does not make sense about having a new puppy in the house. What works/makes sense What doesn’t work/make sense Perspective of New puppy’s Owner

Given the medication that someone is taking… What works/makes sense What doesn’t work/make sense Person’s Perspective Staff’s Perspective

Looking at how you are doing in your work…
What works/makes sense What doesn’t work/make sense Perspective of Person Supported perspective Your Supervisor’s perspective

Kathleen’s perspective Mother’s perspective perspective Staff’s

Relationships with friends Having her scissors at home Cutting Patterns Dressing in her own style Doing things where she stays clean Sewing at home and making her clothes Not getting to use HER scissors Getting dirty & doing jobs that involve cleaning Having to do bearings Having to do work that she doesn’t like Not being listened to Kathleen has a place to go during the day Spending time with Kathleen Sewing together Kathleen is never left alone at home or workshop Her schedule has to follow the workshop’s Kathleen can’t bring her own scissors to work There is not enough pattern work for her Kathleen will open the door for anyone Kathleen does what she is told She has a behavior program She uses whatever scissors she gets She follows the rules most of the time That she meets the “criteria” before being considered for enclave work Kathleen will not follow the rules consistently That Kathleen insists on using certain scissors That Kathleen doesn’t want to get dirty That Kathleen doesn’t like the other jobs that are available Kathleen’s perspective Mother’s perspective perspective Staff’s

Shared Talk In pairs 4 minute turns for all 4 questions
Listener gives good attention Thinker talks 4 minutes Swap Share ‘freshest thinking’ with the group in a round Post 1-2 of the ‘best’ ideas per question Adapted from Kline, Nancy. (1998). Time to Think: Listening to Ignite the Human Mind. Cassell Illustrated.

4 Questions What did you learn? What will you try based on what you learned? (what will you start on right now?) What do you think you can accomplish? What will your challenges/obstacles be? © The Learning Community for Essential Lifestyle Planning, Inc

for more information go to:
or contact: Michael Smull 3245 Harness Creek Rd Annapolis, MD

Person Centered Thinking Day 1

Similar presentations

Presentation on theme: "Person Centered Thinking Day 1"— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

Person Centered Thinking Day 1

Similar presentations

Presentation on theme: "Person Centered Thinking Day 1"— Presentation transcript:

Similar presentations

About project

Feedback