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PERSON CENTERED PLANNING Stacey Ramirez Georgia State University University Center for Excellence in Developmental Disabilities Center for Leadership.

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Presentation on theme: "PERSON CENTERED PLANNING Stacey Ramirez Georgia State University University Center for Excellence in Developmental Disabilities Center for Leadership."— Presentation transcript:


2 PERSON CENTERED PLANNING Stacey Ramirez Georgia State University University Center for Excellence in Developmental Disabilities Center for Leadership in Disability Martha Veto Georgia Sensory Assistance Project Georgia State University Department of Educational Psychology and Special Education GAPBS Conference December 5, 2009



5 Today we will…  Review the History of Person-Centered Planning  Discuss Person-Centered Philosophies  Examine Person-Centered Planning Tools  Create a Relationship Map  Share Stories of Person-Centered Realities  Blaze our own PATH  Discuss Next Steps

6 Person Centered Planning  Helping people find a vision around the person  Looks for the Capacity and Gifts in every person.  Building Community around the person  Respect  Purpose  Control  Imagination

7  60’s - Principles of Normalization  conceptualization of disability as not simply being a medical issue, but as a social situation.  90’s – O’Brien, O’Brien, & Mount  Reduce social isolation, foster friendships, increase opportunities for preferred activities, develop competence, and promote respect  2000 – misapplied in service systems that have tried to adopt the process History of Person Centered Planning

8 1990Personal Histories Essential Lifestyle Planning PATH 1985New HatsFamilies First Group Action Planning MAPS 1980Getting to Know You Individual Design Session Personal Futures Planning – Beth Mount 24 Hour Planning

9 Philosophies  Not about…forms, or short cuts with paperwork or “hanging out with consumers”.  Supports a life lived on the individual’s terms  A living situation chosen in a desired community  A job that matches strengths and interests  Selected support staff  Presume competence in a person’s dream  Perceive behavior as communicative

10 Qualifications of Facilitators  Team builder behind what a person wants to accomplish vs. service system needs  Presumes competence in the individual  Non-judgmental  Respectful  Flexible  Well-prepared  Creative  Humorous

11 Qualifications of Facilitators  Warm/friendly  Assertive  Empowers all participants  Knows the community and its services for those without disabilities  Interprets behavior as communication  Follows through  Translates outcomes into plan of service goals

12 Core Elements  The individual is the driving force  The individual chooses those involved  Individuals have gifts that provide a valued role for them in the community  Individuals have the ability & desire to gain & maintain satisfying relationships  Continual listening, learning and action will help the person get what he wants in his life

13 Person Centered Planning - AKA  Whole Life Planning  Personal Futures Planning  Making Action Plans (MAPS)  Planning Alternative Tomorrows with Hope (PATH)  Essential Lifestyles Planning  My Future, My Plan

14 Personal Futures Planning

15 Helping ensure that services support the youth’s goals and lead to successful outcomes; and Helping identify and cultivate natural supports in the community. Idea '97 MAPs Making Action Plans

16 PATH Planning Alternative Tomorrows with Hope

17 Using Person Centered Planning in School Settings  “All my son’s life professionals have come with little boxes to fill him into. What has been different with this is that we started with a blank piece of paper and a question”

18 How is Person-Centered Planning Different From Traditional School Planning?  Plans WITH not FOR the student (and family)  Starts with abilities and interests, rather than disabilities  Provides a comfortable atmosphere for the student and family  Hear from the student and family FIRST  Educational and other service providers have a better understanding of family’s dreams and fears  Offers a visual and immediate picture of the situation  Provides helpful information to identify and prioritize needs

19 When To Use a Person- Centered Planning Tool?  To prepare for times of transition  To work around problems  When you’re not sure what you are doing is working  When your team is not a team  When you can’t find a good assessment that provides good goals

20 The Traditional Approach to Introducing Your New Student!  Attention Seeking Behaviors  Nutritional deficiencies  Sexually Inappropriate Behavior/Exhibitionist  Problems maintaining friendships and relationships  Periods of screaming  Drama queen

21 Another Approach to Introducing the Same Student Likes attention from adults Eats spaghettios for lunch every day Takes off clothes that are scratchy or have a tag Has no way to communicate with classmates Communicates frustration by screaming Shows us what she likes/dislikes clearly through her behavior

22 MAPS to Answer Questions 1.History of the child- experiences. 2. Dreams for the student’s future. 3. Nightmare of the student’s future. 4. Who is this student?- Word Map 5. What are the person’s preferences? 6. How does this person communicate? 7. What an ideal day at school would look like? 8. Images for School & Beyond 9. What does the community have to offer?

23 Maps to Move From Knowledge to Action Needs Map Determining what’s needed to turn dreams into reality and overcome fears Action Plan Who, what, when

24 History Map Purpose: To understand the life experience of the focus person and his or her family. Illustrates: 1. Positive experiences form the past to build on; 2. Appreciation of traumas, loss & grief in life 3. Celebration of accomplishments Dr. B. Mount, 1991


26 Dream Map  Looks beyond the current reality  Think in terms of 5 year or 10 year increments  Forces the team to think about the future.  Can create goals for the present.

27 To go to a restaurant and order his own food To read To live on his own To be happy To be able to talk To be an active community member Aaron’s Dreams

28 Nightmare Map  Challenging to face  Can help the team to prevent the nightmare from happening.  Important to acknowledge the worst that can happen to strive to create the best for the child’s future.

29 Aaron’s Nightmares

30 Who is the Individual? Word Map  All team members participate.  Use words to describe the person.  Vote on the three most descriptive words of the individual. Purpose: To gain a deeper understanding of who the person is & how he or she is perceived. Illustrates: The power of words Positive characteristics that are often overlooked M. Forrest, J. Pearpoint, 1950

31 Who Is Braiden? Laid back Happy Fun Loving Likes People Survivor Patient Brave Tolerant Musical

32 What are the Person’s Preferences? What Works?  Dwell upon strengths rather than challenges.  Describes what the individual likes.  Provides a foundation to build upon in the areas of instruction, community experiences & employment.


34 Communication Map Purpose: Shows how others are communicating to the student and how the student communicates Illustrates that there may be a lack of communication taking place in the student’s life

35 Braiden’s Expressive Communication Community Family Service Providers “I like Wal=Mart IMAX” Laughing awake “I like flirting with you” laughing “I like that” Staying awake - attends “Hi, Dad” Big Mac Chooses book or music Rocking Plate Closes eyes “I don’t care about that” “Whoa” Startles to light “I don’t want to be alone” frown “having a good time.” laughing “I’m wet or dirty” Sticks tongue out Interest/disint erest. Eye gaze Friends

36 What messageWhere/to whomHowHis response directives, directionsFamiliar people at home and school Verbal – when in front of him and have his attention There is some question about how much understanding is tied to the routine in which the directions occur About 80% of the time he does what you ask, though sometimes you have to ask repeatedly “sit down”SchoolVerbal direction and touch prompt (just recently started needing extra prompt) sits “time to ….” (transition from favored activity) Home, momMultiple verbal prompts, rely on routine – must turn tv off before telling him what to do next Make unhappy noise Comment about something Home with mom and school with Ms Jackson Verbal, story telling, conversationSmile, facial expression Identify objectSchool, speech, Ms Jackson Verbal question, “show me the …”Points to picture, symbol Receptive Communication Map John Ross has a severe-profound hearing loss. He wears a bone conduction hearing aid and enjoys music and responds to speech.

37 What would an ideal day at school look like?  Who is involved  What role would technology have?  What about vision services or orientation and mobility  The student would like to spend more time doing what?

38 Aaron’s Perfect Day To learn something every day Therapists help modify Therapy will be after school Teachers would have a perfect day too! I will go to McDonalds after school, play sports, get dirty and do my homework. Dinner with Mom & Dad, then I put myself to bed by myself.

39 Needs Map  Skills we want the student to learn or that we need to learn- list.  Activities that we want the student to enjoy- list. (both on campus & in the community)  Adaptations that the student might need.  Supports that the student might need.

40 To be understood have a communication system Strategies to develop peer relationships Continued high expectations Inclusion Strategies for peers To be challenged Maximize therapy resources Better communication among team members Daily schedule Choices Team that thinks outside the box Continued auditory development Team sharing new information Aaron eating more independently Imbedding therapies Aaron’s Needs

41 Action Plan Purpose: To determine next steps and assign tasks for moving forward. Illustrates:  Actions to be taken  Person or persons responsible  Timelines

42 Action Plan Action Step Person responsible Timeline 1. Check with Vertell after Christmas about use of schedule. KateBefore Jan. 24 th meeting 2. Setup training with parents in Feb.TracyBy Feb 1st 3. Get clarification on Jan 11 th trainingKate1/11 4. Set-up attention gaining protocol and train Roberta and David TracyBefore Jan. 24 th meeting 5. Continue to brainstorm leisure activities for classroom and dorm. TeamBefore Jan. 24 th meeting 6. Make grid for stickers in “shoebox” activity KateBefore Jan. 24 th meeting 7. Use totebag for Dee to carry communication book to related services. TeamBefore Jan. 24 th meeting 8. Ask Mary to write info sheet on Dee for new bus attendance, so they understand Dee and his system. AliceBefore Jan. 24 th meeting

43 Using Person Centered Planning in Building Community

44 Who is invited to the Futures Planning meeting? Relationship Maps

45 Pre-Planning  Where does the individual want the planning event to be held? Where is the person most comfortable?  What does the person want to talk about at the plan?  What does the person want to NOT talk about?  Who does the person want to be a part of the planning process? Who does the person trust?  Who makes the person smile?

46 Pre-Planning  Who should not be in attendance at the planning event(s)?  Are time, date, and location acceptable to the person and the family?  How will it be known if the person is happy with the process? Are there behaviors that the individual uses to communicate happiness or sadness?  Who will invite guests?  Will there be snacks?

47 My Relationships Family Friends Community Service Providers Granny Aunt Holly Andy & Debbie Grandpa Bobby Ken & Carolyn Sheila Morris & Susie Miss Faye Miss Lois Pam Peterson Dru Jerri Paschal Support Coordinator Mike & Heather Jeff Smith Cobb Parks & Rec GCSS YMCA PM Mentors Circle of Friends Veterinarian Emory Autism Church Special Olympics

48 Family Life These are the People I can count on: Building a Relationship Map FriendsFamily Family Life Community Network Personal Network Service Providers Please use this worksheet to help brainstorm your invitation list for the upcoming Person-Centered Planning Sessions. Family Life: Name the people you love most and who love you most in the center circle Personal Network: People you rely on, with whom you exchange friendship and concern. Community Network: Acquaintances, friends from the past, people who you mostly greet

49 FAMILY CIRCLE Name the people you love most and who love you most in the center circle, the place of family life - people you trust the most, who know you best, who love and care about you. PERSONAL NETWORK Family, friends, neighbors, classmates, co-workers, church members, helpful teachers (or other paid people). People you rely on, with whom you exchange friendship and concern, triumphs, struggles, mutual interests. COMMUNITY NETWORK Acquaintances, friends from the past, people who you mostly greet or acknowledge as part of your community life. 1.Put each person on the map as a stick figure with the person’s name. Indicate the nature of the relationship and how long you’ve known each other. 2.Put people who are most important closest to the center. Indicate intensity & strength of the relationship with heavier lines. 3.Highlight people in yellow who might be involved in your support circle. 4.Look at your map. What do you notice? Do you see any patterns or themes?

50 Circles of friends

51 Turn that Circle into a team and you will have a transition gem for your child’s life toolbox


53 What are the dreams for the future…… Base it on the person's strengths, interests, values, aspirations, and choices.

54 Chris’ Dream to go to College






60 My Vision For A Life Well Lived  Friends, Relationships & Community Life  Who do I want to be my friends?  Do I want to go to church?  How much time do I want to spend with my family?  What would I like to do for recreation?  Who can help me do what I want to do?

61 My Vision For A Life Well Lived  Home  Where do I want to live?  Who do I want to live with?  What kind of home do I want?  Who can help me live where I want?

62 My Vision For A Life Well Lived  Work & Meaningful Day Activities  What job would I like?  Where would I like to volunteer?  What role would I like to have?  Who can help me do what I want to do?

63  Transportation  Will I be able to drive?  Is public transportation available to me?  Will I be able to navigate the community independently?  Who can help me with transportation? My Vision For A Life Well Lived

64  Healthcare & Respite  Will I have access to private health insurance?  Will I be eligible for Medicaid/Medicare?  Is funded respite care available to me?  Is respite available through family or friends? My Vision For A Life Well Lived

65  Finances  What are my resources?  What will it cost to support my vision?  What additional financial resources may be available to me?  Who can help me with financial matters? My Vision For A Life Well Lived

66 Successful Outcomes  All successful person centered plans are unique, however the principles of PCP remain constant:  Presume competence  Use behavior as communication  Follow through with a plan is likely if the sessions appeared to be worthwhile to both the person and the guests.  Empowering to all the guests.  Critical to review outcomes

67 Successful Outcomes  Leads to the honoring of a person’s preferences, strengths, and abilities  Implementation should reflect an individual’s dreams, desires, and needs  Outcomes that emerge from the planning process may appear difficult to realize – then analyze.  Remember the process is about relationships and building community


69 1.Locate the North Star 2.Generate Vision of a Positive Possible Future 3.Describe the Now 4.Invite Enrollment 5.Decide to Get Stronger 6.Identify Bold Steps: (Date) 7.Organize the next month’s work 8.Agree to Next Steps

70 THE NORTH STAR  What are the images that capture your North Star – the direction of your PATH?  What dream do you most want to realize?  What images will guide you when you meet difficult situations?


72 THE NORTH STAR  What do you most want from your life?  What matters most to you?  What difference do you want to make to other people…to your family…your community…your country…the earth?  What purpose do you want your life to serve?  What does a good life mean for you?  What drive you, form down deep inside?  What do you want people to remember you for when you are no longer here – what do you want your legacy to be?  When you get lost and discouraged, what values bring you back on course?


74 POSITIVE AND POSSIBLE  Trying on the future  Decide your on time frame  Imagine that today is (YOUR DATE). You are taking time to celebrate and reflect on how far you have come since (INITIAL DATE).  Is this positive?  Is this possible?


76 GROUNDING IN THE NOW  Move back to the present  Look at present situation coolly and objectively  Describe where you are NOW

77 IDENTIFY PEOPLE TO ENROLL  Who will you enroll to join you on your journey?  Who do you need to achieve your dream?  …starting with YOU!

78 GETTING STRONGER  Blazing the PATH will take energy and skill  You need to get stronger and stay strong  What knowledge do you need most?  What skills do you need to develop?  How can you stay healthy and well as you work toward creating what you want?


80 DESCRIBING HALF-WAY THERE  Review the Goal  You are half-way there (YOUR DATE)  What are the milestones that will let you know you are on the right track toward your GOAL?

81 THE NEXT MONTH  Success requires laser focus and action ourside this room.  Be VERY specific  Identify who will do what by when in order to move along your PATH.

82 THE FIRST STEP  What is the first thing you will do to start this next part of your journey?  NEXT:  Label your experience  Give it a title  Date and sign

83 It’s just pretty artwork without… FOLLOW – UP, FOLLOW-UP, FOLLOW-UP

84 Roadblocks to Success at Work Parents Parents

85 WHAT DID YOU SAY?  Fear letting go  Lack confidence in student’s abilities  Lack trust  Don’t view student’s work as a “real job” with real responsibilities

86 Success Story  Works full-time on a farm  Collects, washes, dries and packages eggs  Performs other farm chores

87 Take the Risk!

88 And, don’t forget to bring your student along for the Ride! SELF DETERMINATION Learning to let Grow


90 WEBSITES Inclusion Press Person Centered Planning: MAPS and PATHS to the Future The Origins of Person-Centered Planning A Resource List on Person Centered Planning Utah Department of Human Services Person Centered Planning: Introduction MAKING ACTION PLANS STUDENT CENTERED TRANSITIONAL PLANNING

91 When Planning for Adult Life, How is a "Life-style" Different than a "Program"? In Australia: Placing Parents and Families at the Center of Our Planning Building Authentic Visions: How to Support the Focus Person in Person Centered Planning 1&staff%20id=42 WEBSITES

92 Contact Us: Stacey Ramirez Center for Leadership in Disability Georgia State University 404-413-1288 Martha Veto Georgia Sensory Assistance Project Georgia State University 404-413-8312

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