Essential Lifestyle PlanningFacilitator Training - Day 2

Essential Lifestyle PlanningFacilitator Training - Day 2

Developed by The Learning Community for Person Centered Practices

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

• General RulesGeneral Rules

• Administrative SectionAdministrative 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

• Use complete thoughts but not necessarily complete sentencesUse complete thoughts but not necessarily complete sentences

• Use common, everyday language rather than the terms and Use common, everyday language rather than the terms and abbreviations used by government and community agenciesabbreviations used by government and community agencies

• Each item listed has enough detail and/or examples that Each item listed has enough detail and/or examples that someone new in the person’s life will understand what is meantsomeone new in the person’s life will understand what is meant

• No long “laundry lists” of items… things that go together are No long “laundry lists” of items… things that go together are grouped together, with a space between groupsgrouped together, with a space between groups

• A heading or topic statement is used when four or more related A heading or topic statement is used when four or more related bullets are grouped togetherbullets are grouped together

General Rules

• 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 This section should briefly describe what is to be learned and what the plan is assist in accomplishingand what the plan is assist in accomplishing

• Who contributed?Who contributed?

• Are the people who contributed the same people listed in Are the people who contributed the same people listed in the relationship map? Are they listed as still to the relationship map? Are they listed as still to contribute. Who on the relationship map did not contribute. Who on the relationship map did not contribute and why?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

• 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

• It must not include items that others think It must not include items that others think should should be important be important to the person. Those are things that are important to the person. Those are things that are important forfor the the

person and may be listed in the person and may be listed in the SupportSupport section. section.

• It should only include those things that the person “tells” us It should only include those things that the person “tells” us are are important (with words or behavior).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:

• RelationshipsRelationships• Things to doThings to do• Places to bePlaces to be• Rituals and routinesRituals and routines• Rhythm or pace of lifeRhythm or pace of life• Items to have availableItems to have available• Other things which are likely to contribute to the presence of more Other things which are likely to contribute to the presence of more

good days than bad days in the person’s life. good days than bad days in the person’s life.

What is important to the person

• 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?

Characteristics of People who Best Support

• In this section, the reader learns what others In this section, the reader learns what others need to know or do, so that:need to know or do, so that:

• The person has what is The person has what is important toimportant to him or her him or her• The person has what is The person has what is important forimportant for him or her him or her• What is What is important forimportant for is looked at in the context is looked at in the context

of what is important to; so thatof what is important to; so that• There is a good balance between what is There is a good balance between what is

important to and what is important forimportant to and what is important for• Those responsible for providing the support will Those responsible for providing the support will

get it right (this section of the plan must be get it right (this section of the plan must be written with sufficient detail for this to happen)written with sufficient detail for this to happen)

What Others Need to Know or do to Support

• Information about the health professionals Information about the health professionals

• Information on medication and side effects Information on medication and side effects

• Information about allergiesInformation about allergies

• Special instructions about swallowing, avoiding chokingSpecial instructions about swallowing, avoiding choking

• A clear description of the degree to which the person can A clear description of the degree to which the person can keep him/her self safekeep him/her self safe

• Support the person needs from others to stay safeSupport the person needs from others to stay safe

• Any other health and safety issues to be aware of in order to Any other health and safety issues to be aware of in order to minimize risksminimize risks

What other people need to know or do to help the person stay healthy and safe

• Keep track of issues you don't want people to Keep track of issues you don't want people to forget;forget;

• Write down questions that you know must be Write down questions that you know must be answered, but that you don't want to stand in the answered, but that you don't want to stand in the way of getting the "First Plan" written; andway of getting the "First Plan" written; and

• Think about what could help in complex or Think about what could help in complex or complicated issues.complicated issues.

Things to Figure Out

What works/makes sense What doesn’t work/make senseFocu

s P

ers

on

’sp

ers

pecti

ve

Sta

ff’s

pers

pecti

ve

What works/makes sense

What doesn’t work/make sense

Pers

on

’sp

ers

pecti

ve

Sta

ff’s

pers

pecti

ve

USE THIS INFORMATION TO BUILD THE

AGENDA

FOR THINGS THAT ARE TO

STAY THE SAME

USE THIS INFORMATION TO BUILD THE

AGENDA

FOR THINGS THAT NEED TO

CHANGE

Disagre

emen

ts

USE JUDGEMENT& CREATIVITY

CORE RESPONSIBILITIES

NOT OUR PAID RESPONSIBILITY

Inside a Person’s Life

© The Learning Community for Essential Lifestyle Planning, Inc. 2006

Not our paid responsibility

Use judgmentand 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 doesn’t 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 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.

Examples from Inside Lisa’s Life

DonutDonut

Not our paid responsibility

Use judgmentand creativity

Core responsibilities

© The Learning Community for Essential Lifestyle Planning, Inc. 2006

Tools for Growing PlansTools for Growing Plans

• A working/not working analysis – A working/not working analysis – focused on one area of someone’s life focused on one area of someone’s 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 A set of answers to the 4 + 1 questionsquestions

Learning WheelLearning Wheel

Person CenteredDescription

ActionPlanning

What needs to stay the same?What needs to change?

Implementation& Learning

PCT Tools

© The Learning Community for Essential Lifestyle Planning, Inc. 2006