1. Julie – Answer Slide What is important to Julie? What is important for Julie? What else do you need to learn/know? 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 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. 2006

2. Harry #1 – Answer Slide What is important to Harry? What is important for Harry? What else do you need to learn/know? 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 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. 2006

3. Harry #1 – Answer Slide Not our paid responsibility Whether or not he buys 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 Core responsibilities To help Harry make an informed choice – About the shirt About his money Starts with asking why he wants the shirt © The Learning Community for Essential Lifestyle Planning, Inc. 2006

4. Harry #2 – Answer Slide What is important to Harry? What is important for Harry? What else do you need to learn/know? 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 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. 2006

5. Harry #2 – Answer Slide Not our paid responsibility To help him get sex or keep him out of jail at all costs 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 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 © The Learning Community for Essential Lifestyle Planning, Inc. 2006

6. Bob – Answer Slide What is important to Bob? What is important for Bob? What else do you need to learn/know? 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 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. 2006

7. Bob – Answer Slide Not our paid responsibility Whether or not Bob drinks What Bob’s psychiatrist does in response to the information 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 Core responsibilities 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 © The Learning Community for Essential Lifestyle Planning, Inc. 2006

8. Recording learning for Charlie What we have learned about what is: IMPORTANT TOIMPORTANT FOR Water not too hot, likes it at 105 °The lift at the pool must be available A long soak, floating on his backTo always have someone with him, supporting him in the water Not to get rain on his faceMaking 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. 2006

9. As the person supporting Charlie to go hot tubbing… Not our paid responsibility Whether or not others in the tub “connect” with Charlie Whether or not Charlie enjoyed himself (as long as you made an effort) 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 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 © The Learning Community for Essential Lifestyle Planning, Inc. 2006

10. What works/makes senseWhat doesn’t work/make sense 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 Staff’s perspective