Presentation on theme: "Essential Lifestyle Planning Facilitator Training - Day 2"— Presentation transcript:
1Essential Lifestyle Planning Facilitator Training - Day 2 This version is to be done with the “day 1 – Using wall charts” version of facilitator training. Day 2 can be separated from day 1 by up to a week but would typically be done as consecutive days or with one day between sessions. This day will only go well if the participants have been through the 2 day person centered thinking training within the recent past.A rough schedule for the day is –9:30 AM – 10:30 AM: Hand out and briefly discuss 1st draft of ELP from Day 1 – Is there anything the participants would add, delete, change?What makes sense analysis, action planning, and donut for the 1st person10:30 – 11:00 AM: Donut for Focus Person (done in groups) take time to discuss participants responses. Keep in mind that since the person will not be there these are guesses. Remind the participants that the person should be involved when completed a donut in a real life situation.If time permits have the participants do a Donut for a person with disabilities that they know. Break11:00 – 11:10 AM: Break (if needed)11:10 – 11:45 AM: Working/Not Working. Complete one for Focus Person (done in groups) take time to discuss participants responses. Keep in mind that since the person will not be there these are guesses. Remind the participants that the person and others in his/her life should be involved when completed a donut in a real life situation.If time permits have them do a Working/Not Working Analysis for a person with disabilities that they know.11:45 – 12:45 PM: Lunch12:45 – 1:30 PM: Writing an Action Plan1:30 – 2:00 PM: Following up with the Plan (4 Questions, Learning Log)Have the participants write samples of these using a person with a disability that they know2:00 – 2:15 PM: Break2:15 – 2:45 PM: “Getting Started” – Description of how participants can get started using what they have learned2:45 – 3:15 PM: Course Summary/Wrap-Up & Examples of other useful tools (see Learning Community Website)3:15 – 3:30 PM: Instructions for homework & Handout Blank plans on CD or FloppyDeveloped by The Learning Community for Person Centered Practices
2GROUND RULES In the meeting In the plan Be Respectful In future effortsBe RespectfulNo clinical or human service speakUse everyday languageRemember who plans are written withNo JargonNotes:Always review these ground rules. Point out that to “be respectful” is the over arching rule. Let people know that regardless of where they are in learning this process they are unlikely to do harm if they keep this in mind. Also let them know that when something does not feel respectful and they are not sure what to do they should call a break, temporarily stop the process. If they cannot figure out how to have a respectful process do not plan with that person until you have an idea about a respectful way to proceed.What are the exceptions to the no clinical or human service speak rule???Clinical jargon/human services speak should only be used when describing medical issues or other such topics where there are not applicable everyday terms that can be used.No Obsessing5 minute rule“Parking” issues that are not resolvedPeople are not brokenGood solutions are rooted in listeningNo Fixing
3Checklist for Editing General Rules Administrative Section Introduction: Great Things About This PersonWhat Is Important To The PersonCharacteristics Of People Who Best SupportWhat Others Need To Know Or Do To SupportWhat Other People Need To Know Or Do To Help The Person Stay Healthy And SafeThing To Figure Out
4General RulesUse complete thoughts but not necessarily complete sentencesUse common, everyday language rather than the terms and abbreviations used by government and community agenciesEach item listed has enough detail and/or examples that someone new in the person’s life will understand what is meantNo long “laundry lists” of items… things that go together are grouped together, with a space between groupsA heading or topic statement is used when four or more related bullets are grouped together
5Administrative Section Whose plan it is and when it was done?The purpose of the plan ?This section should briefly describe what is to be learned and what the plan is assist in accomplishingWho 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?Who else needs to contribute?Anything else that is required?
6Great things about this person What other people like and admire about the personThings 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.
7What is important to the person 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).These should include what the person views as important in:RelationshipsThings to doPlaces to beRituals and routinesRhythm or pace of lifeItems to have availableOther things which are likely to contribute to the presence of more good days than bad days in the person’s life.
8Characteristics of People who Best Support 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 doesn’t? What is missing or present?Did you consider different types of support for different situations?
9What Others Need to Know or do to Support In this section, the reader learns what others need to know or do, so that:The person has what is important to him or herThe person has what is important for him or herWhat is important for is looked at in the context of what is important to; so thatThere is a good balance between what is important to and what is important forThose responsible for providing the support will get it right (this section of the plan must be written with sufficient detail for this to happen)
10What other people need to know or do to help the person stay healthy and safeInformation about the health professionalsInformation on medication and side effectsInformation about allergiesSpecial instructions about swallowing, avoiding chokingA clear description of the degree to which the person can keep him/her self safeSupport the person needs from others to stay safeAny other health and safety issues to be aware of in order to minimize risks
11Things to Figure OutKeep 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; andThink about what could help in complex or complicated issues.
12What works/makes sense What doesn’t work/make sense Focus Person’sperspectiveTell the participants that now that they have a basic plan the next step is do the what makes sense, doesn’t make sense analysis to develop a snapshot of what is and is not working in her/his life at this moment in time and then to do an action plan. Julie’s slide was shown to remind the participants of how this might look.perspectiveStaff’s
13What works/makes sense What doesn’t work/make sense USE THIS INFORMATION TO BUILD THEA G E N D AFOR THINGS THAT ARE TO STAY THE SAMEUSE THIS INFORMATION TO BUILD THEA G E N D AFOR THINGS THAT NEED TO CHANGEperspectivePerson’sDisagreementsUse this slide to remind the participants of how the analysis is used.perspectiveStaff’s
17Review the action planning format Review the action planning format. Use an example plan to illustrate how it works. Ask the participants to get into groups. Ask each of the groups to develop 2 action plans based on a couple of the analyses that were done. Ask them to pick something that needs to be maintained and something that needs to change. Watch as they develop the plans and gently guide. After they are done ask each group to read the others effort. Ask what they learned and if they have any questions.After they do this the second time, have a discussion about how this process can be used where they work and what are the challenges involved. Would it help them “stamp out stupid goals”? Are there things that would need to change in order to use a process like this? Point out that the what makes sense analysis is one of the ways to start doing a plan.
18Tools for Growing Plans A working/not working analysis – focused on one area of someone’s lifeA learning log (with 2 to 3 entries)A set of answers to the questions