Presentation is loading. Please wait.

Presentation is loading. Please wait.

Essential Lifestyle Planning Facilitator Training - Day 2 Developed by The Learning Community for Person Centered Practices.

Similar presentations


Presentation on theme: "Essential Lifestyle Planning Facilitator Training - Day 2 Developed by The Learning Community for Person Centered Practices."— Presentation transcript:

1 Essential Lifestyle Planning Facilitator Training - Day 2 Developed by The Learning Community for Person Centered Practices

2 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

3 General Rules General Rules Administrative Section Administrative Section Introduction: Great Things About This Person What Is Important To The Person Characteristics Of People Who Best Support What Others Need To Know Or Do To Support What Other People Need To Know Or Do To Help The Person Stay Healthy And Safe Thing To Figure Out Checklist for Editing

4 Use complete thoughts but not necessarily complete sentences Use complete thoughts but not necessarily complete sentences Use common, everyday language rather than the terms and abbreviations used by government and community agencies Use common, everyday language rather than the terms and abbreviations used by government and community agencies Each item listed has enough detail and/or examples that someone new in the persons life will understand what is meant Each item listed has enough detail and/or examples that someone new in the persons life will understand what is meant No long laundry lists of items… things that go together are grouped together, with a space between groups No long laundry lists of items… things that go together are grouped together, with a space between groups A heading or topic statement is used when four or more related bullets are grouped together A heading or topic statement is used when four or more related bullets are grouped together General Rules

5 Whose plan it is and when it was done? Whose plan it is and when it was done? The purpose of the plan ? The purpose of the plan ? This section should briefly describe what is to be learned and what the plan is assist in accomplishing This section should briefly describe what is to be learned and what the plan is assist in accomplishing Who contributed? Who contributed? Are the people who contributed the same people listed in the relationship map? Are they listed as still to contribute. Who on the relationship map did not contribute and why? Are the people who contributed the same people listed in the relationship map? Are they listed as still to contribute. Who on the relationship map did not contribute and why? Who else needs to contribute? Who else needs to contribute? Anything else that is required? Anything else that is required? Administrative Section

6 What other people like and admire about the person Things that we might like or admire about anyone of roughly the same age. Does not include things that we only say about people with disabilities or is faint praise. Uses the same type of language we use to introduce new friends or neighbors. Related items should be grouped to make it more likely that they all will be read. Great things about this person

7 It must not include items that others think should be important to the person. Those are things that are important for the person and may be listed in the Support section. It must not include items that others think should be important to the person. Those are things that are important for the person and may be listed in the Support section. It should only include those things that the person tells us are important (with words or behavior). It should only include those things that the person tells us are important (with words or behavior). These should include what the person views as important in: These should include what the person views as important in: Relationships Relationships Things to do Things to do Places to be Places to be Rituals and routines Rituals and routines Rhythm or pace of life Rhythm or pace of life Items to have available Items to have available Other things which are likely to contribute to the presence of more good days than bad days in the persons life. Other things which are likely to contribute to the presence of more good days than bad days in the persons life. What is important to the person

8 Did you consider the people who currently have a committed, good relationship with the person? What characteristics seem to matter the most? Did you consider what is different between the person who currently demonstrates a good relationship, and someone who doesnt? What is missing or present? Did you consider different types of support for different situations? Characteristics of People who Best Support

9 In this section, the reader learns what others need to know or do, so that: In this section, the reader learns what others need to know or do, so that: The person has what is important to him or her The person has what is important to him or her The person has what is important for him or her The person has what is important for him or her What is important for is looked at in the context of what is important to; so that What is important for is looked at in the context of what is important to; so that There is a good balance between what is important to and what is important for There is a good balance between what is important to and what is important for Those responsible for providing the support will get it right (this section of the plan must be written with sufficient detail for this to happen) Those responsible for providing the support will get it right (this section of the plan must be written with sufficient detail for this to happen) What Others Need to Know or do to Support

10 Information about the health professionals Information about the health professionals Information on medication and side effects Information on medication and side effects Information about allergies Information about allergies Special instructions about swallowing, avoiding choking Special instructions about swallowing, avoiding choking A clear description of the degree to which the person can keep him/her self safe A clear description of the degree to which the person can keep him/her self safe Support the person needs from others to stay safe Support the person needs from others to stay safe Any other health and safety issues to be aware of in order to minimize risks Any other health and safety issues to be aware of in order to minimize risks What other people need to know or do to help the person stay healthy and safe

11 Keep track of issues you don't want people to forget; Keep track of issues you don't want people to forget; Write down questions that you know must be answered, but that you don't want to stand in the way of getting the "First Plan" written; and Write down questions that you know must be answered, but that you don't want to stand in the way of getting the "First Plan" written; and Think about what could help in complex or complicated issues. Think about what could help in complex or complicated issues. Things to Figure Out

12 What works/makes senseWhat doesnt work/make sense Focus Persons perspective Staffs perspective

13 What works/makes sense What doesnt work/make sense Persons perspective Staffs perspective 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 Disagreements

14 USE JUDGEMENT & CREATIVITY CORE RESPONSIBILITIES NOT OUR PAID RESPONSIBILITY Inside a Persons Life © The Learning Community for Essential Lifestyle Planning, Inc. 2006

15 Not our paid responsibility Use judgment and creativity Core responsibilities © The Learning Community for Essential Lifestyle Planning, Inc. 2006 Find things she can do on her own, G-tube care, she needs at least 1,500 ccs of fluid a day and she doesnt feel thirsty (you keep track), she wants to have an occasional glass of wine (drinks through the g-tube), know how she communicates and to take the time to communicate with her, the last item of clothing that she puts on must be put on herself (she wants to you to set it up and let her do the rest) 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 cant communicate with me. Dont interfere with the private time I spend with my friends. I dont need an interpreter. They are my friends and we communicate. Dont 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. Examples from Inside Lisas Life

16 Donut Not our paid responsibility Use judgment and creativity Core responsibilities © The Learning Community for Essential Lifestyle Planning, Inc. 2006

17

18 Tools for Growing Plans A working/not working analysis – focused on one area of someones life A working/not working analysis – focused on one area of someones life A learning log (with 2 to 3 entries) A learning log (with 2 to 3 entries) A set of answers to the 4 + 1 questions A set of answers to the 4 + 1 questions

19

20

21 Learning Wheel Person Centered Description Action Planning What needs to stay the same? What needs to change? Implementation & Learning PCT Tools © The Learning Community for Essential Lifestyle Planning, Inc. 2006


Download ppt "Essential Lifestyle Planning Facilitator Training - Day 2 Developed by The Learning Community for Person Centered Practices."

Similar presentations


Ads by Google