Http://person-centered-practices.org/ cdd.tamu.edu tcds.edb.utexas.edu A Collaborative Partnership with The Center on Disability Studies at the University

http://person-centered-practices.org/

cdd.tamu.edutcds.edb.utexas.edu

A Collaborative Partnership with

The Center on Disability Studies at the University of Texas and

The Center on Disability and Development at Texas A&M University

• Presented By:• Debbie Wilkes

© A Product of the Institute on Person Centered Practices, a collaborative partnership between the Texas Center for Disability Studies at the University of Texas at Austin and the Center on Disability and Development at Texas A&M University.

Person Centered Transition Assessment Process


NAME

Place of birth Usually when I have free time I . .

I’m uncomfortable when people ask me to . . Dream

Vacation

Working Agreements for the Day

Cell phones on vibrate Misery is optional Respectful listening All questions are valid Only share what you are comfortable sharing Computers are put away

Person Centered Thinking

underlies and guides respectful listening which leads to actions, resulting in people who:

– Have positive control over the life they desire and find satisfying;

– Are recognized and valued for their contributions (current and potential) to their communities; and

– Are supported in a web of relationships, both natural and paid, within their communities

What are person centered thinking skills?

A set of skills that reflect and reinforce values that:– Propel the learning cycle

– Help us support rather than fix

– Work for humans

– Work at every level in the organization

– Build the culture of learning, partnership, and accountability

– Affirm our belief that everyone can learn

Help people get better lives

Not just better paper

How Today Works

• In the morning work in small groups

• In the afternoon work with a partner

• Learn methods that anchor person centered practices• Organizing Concept: Important TO and FOR and finding the balance

between them

• Use skills to develop a person centered profile• Rituals• Good Day/Bad Day• Relationship circle• Reputation• Communication Chart• What works (makes sense) /What Doesn’t Work (doesn’t make

sense)• Donut Sort

Introducing the Core Concept:

IMPORTANT TO

AND

IMPORTANT FOR

AND

THE BALANCE BETWEEN THEM

Wkbk pg 3

Important TO

© TLC-PCP 2012 www.learningcommunity.us

What is important to a person includes those things in life which help us to be satisfied, content, comforted, fulfilled, and happy. It includes:

• People to be with /relationships

• Status and control

• Things to do and places to go

• Rituals or routines

• Rhythm or pace of life

• Things to have

Important FOR (Part One):

• Issues of health: ―Prevention of illness ―Treatment of illness / medical conditions ―Promotion of wellness (e.g.: diet, exercise)

• Issues of safety:―Environment ―Well being ---- physical and emotional ―Free from fear

What others see as necessary to help the person:― Be valued ― Be a contributing

member of their community

Important FOR (Part Two):

Relationship Map Rituals and Routines Good Day/Bad Day Two Minute Drill Communication Chart Reputations

Discovery/Listening Skills

6 methods for collecting information

The “Relationship Map”1st Discovery Skill

People Map for:

Family

People who support me at work or school

Friends

People whose job is to support me at home and other places

Focus personFamily

Rituals guide us through our days and bring consistency, comfort and control

Rituals and Routines

• Morning • Bedtime• Mealtimes• Transition• Birthday• Not Feeling Well

• Cultural/Holiday• Spiritual• Vacation• Comfort• Celebration• Grief/Loss

Good Day/Bad Day

What is a good day like for this person?

What is a bad day like for this person

(or a stressful or really difficult day)?

Listening to Behavior…

What is happening

_____ does We think it means

And we should

A Communication Chart

Everyday Learning Skills

• Working/Not Working (also called “What Makes Sense/Doesn’t Make Sense”)

Per

son

’s

per

spec

tive

Par

ent’

s

per

spec

tive

Sta

ff’s

per

spec

tive

What works/Makes sense

What doesn’t work/Doesn’t make sense

Management Skills

• Donut Sort

NOT OUR USUALRESPONSIBILITY

The Donut Sort

Core Responsibilities

Creativity & Judgment

Defining Staff Roles and Responsibilities

Implementation of Person Centered Practices is:

A Promise to listen

• To listen to what is being said and to what is meant by what is being said

• To keep listening

A Promise to act on what we hear

• To always find something that we can do today or tomorrow • To keep acting on what we hear

Implementation of Person Centered Practices is:

A Promise to be honest

• To let people know when what they are telling us will take time

• When we do not know how to help them get what they are asking for

• When what the person is telling us is in conflict with staying healthy or safe and we can’t find a good balance between important to and important for

UnderstandUnderstand

Look/ListenLook/Listen

What you see/hear depends on what you are looking/listening for

Important to and Important forand

the Balance between them

The Core Concept:

And a core skill

What is important to a person includes those things in life which help us to be satisfied, content, comforted, fulfilled, and happy. It includes:

• People to be with /relationships

• Things to do & places to go

• Rituals or routines

• Rhythm or pace of life

• Status & control

• Things to have

Important TO

• Includes what matters the most to the person – their own definition of quality of life.

• What is important to a person includes only what people “say”:― with their words― with their behavior

Important TO

When words and behavior are in conflict, pay attention to the behavior and ask “why?”

– Issues of health: ―Prevention of illness ―Treatment of illness / medical conditions ―Promotion of wellness (e.g.: diet, exercise)

– Issues of safety:―Environment ―Well being ---- physical and emotional ―Free from Fear

– What others see as necessary to help the person:

―Be valued ―Be a contributing member of their community

Important FOR

Important To and For are Connected

• ‘Important to’ and ‘important for’ influence each other

• No one does anything that is ‘important for’ them (willingly) unless a piece of it is ‘important to’ them

Balance is dynamic (changing) and always involves tradeoffs:

– Among the things that are ‘important to’;

– Between important ‘to’ and ‘for’

Health and Safety Dictate Lifestyle

Important FOR

Important FOR

Important TO

All Choice No Responsibility

Importa

nt

FOR

Importa

nt

TO

Balance

Important FOR

Important TO

ServiceLife

CommunityLife

• ‘Important for’ addressed

• No organized effort to address ‘important to’

• ‘To’ and ‘for’ present• Active circle of support• Included in community life

• ‘To’ and ‘for’ present• Closest people are

paid or family• Few real connections

A Good Paid Life

Focus on connecting, building relationshipsand natural supports‘Important to’ present

‘Important to’ recognized

Moving from Service Life to Community Life

A Good Paid Life

ServiceLife

CommunityLife

• ‘Important for’ addressed

• No organized effort to address ‘important to’

• ‘To’ and ‘for’ present

• Active circle of support

• Included in community life

Moving from Service Life to Community Life

• ‘To’ and ‘for’ present

• Closest people are paid or family

• Few real connections

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

eter

’sp

ersp

ecti

veS

taff

’sp

ersp

ecti

ve

• People calling him names

• Not going to school with his brother

• Riding the school bus

• Not being able to use the calculator

• Having a younger sister

• Having to leave Social Studies early for lunch and not getting to eat with kids from his Social Studies class

• Not being able to wear his favorite hat at school

• Being told that he can’t do something that he wants to do

• P.E. class

• Riding the city bus to work

• Going out to eat with his parents and using his own money

• Going to movies with his brother

• Going to look at airplanes

• Working in the automotive department at Target

• Being with coach in Social Studies

• Peter runs away when he gets upset and he is too big and fast to stop

• When Peter buys his lunch he doesn’t want to use his debit number and wants to pay with money

• Peter is sometimes late to class because he likes to talk to Amile

• Having Peter start his school day with P.E. so that he can workout with the football team

• Putting an aide on the school bus to help Peter stay calm

• Having Peter in a special program for students with Autism

• Teaching Peter to use a calculator

What is important to Peter? What is important for Peter?

What else do you need to learn/know?

Peter

Wrkbk pg 6

Possible Answers: PeterPossible Answers: PeterWhat is important to Peter? What is important for Peter?


Relationship with his brother and

father

Having some control –• How he gets to school• How he spends his money

Being like everyone else

His favorite hat

Airplanes

Relationship with Coach

Not being called names (retarded, retardo,

Rainman)

Having a way to control his anger

Being seen as “like everyone else”

• Who is Amile? • How does he spend his money?• Why does Peter leave Social Studies

early?

• Why is the hat important?• What triggered Peter’s angry outbursts?

Ask Yourself “What do we know?” Before asking “What do we do?”

If I had an hour to save

the world, I’d spend 55

minutes defining the problem.

~ Albert Einstein

NOT OUR USUAL RESPONSIBILITY

Inside a Person’s LifeDefining Staff Roles and Responsibilities

Core Responsibilities

Judgment & Creativity

Janie

Wrkbk pg 8

What is important to Janie? What is important for Janie?


Friends from Yearbook class

Job at the realtor’s office

The people who she works with at the realtor’s office

Someone to change her 2 to 3 times a day

Someone to place her food in front of her

Having people around her who can understand what she is saying

What is her relationship with her parents?Why does Janie think her parents won’t approve of the prom plan?Who will Janie’s prom date be?

Janie– Possible Answers

What is important to Janie? What is important for Janie?


Not usually our responsibility

Use judgmentand creativity

Core responsibilities

Janie– Mrs. Carson’s Donut

Wkbk pg 9


Whether or not Janie goes to the prom


Help Janie come up with a plan to talk to her

parents about the prom

Call her parents to provide details about the

prom

Go to the prom as a chaperone so that her

parents feel better about Janie going


Help Janie use her VOD device to explain what

she want

Discuss with Janie the implications of not telling her parents not knowing

About the prom plan.• Transportation?

• Prom preparations?• Accessibility issues (chair? VOD?)

Mrs. Carson’s – Possible Answers




Janie’ work – Mrs. Carson’s Donut

Address the issue of personal care while on the job.

Become informed about Medicaid waivers and the services provided.

Communicate the shift in services happening nationally.

Create a work schedule that will accommodate her personal care needs

Are there options for Janie’s personal care that will support her working a longer day?

Could her Medicaid waiver services support her personal care on the job?

Guaranteeing there will never be an accident.

Whether or not Janie keeps her job.

Focus in on a specific issue or area of lifeHelps you dig deeper

Working/Not Working

Bridge to action planning • What needs to be maintained/enhanced? • What needs to change?

Negotiation Skill• All must feel listened to – accurately reflect

perspectives • Start with common ground• Remain unconditionally constructive• Done in partnership


USE THIS INFORMATION TO

BUILD THE

AGEND

A

FOR THINGS THAT ARE TO STAY THE

SAME

USE THIS INFORMATION TO

BUILD THE

AGENDA

FOR THINGS THAT NEED TO CHANGEDisa

gree

men

ts

Wkbk pg 10

Per

son

’s

per

spec

tive

Sta

ff’s

per

spec

tive

What works/Makes sense

What doesn’t work/Doesn’t make sense

Wkbk pg 11

What Works/Makes Sense

What doesn’t work/Doesn’t Make Sense

Laney’s

Perspective

Having my own money to spendSitting by myselfShredding paper in the school officeHaving a daily written schedule with set rulesUsing crude language and people telling me to stopWearing my favorite jeans every day

Being in spirit clubWork at training site w/o being paidNot being able to sit with the boys at lunch time

Parent’s

Perspective

Having a social environment at schoolGoing to community work sitesBeing in spirit clubHaving daily schedule for home and school

Taking courses to meet the state curriculum requirements and not concentrating on what we think she should learnLaney being banned from some community worksites

Staff’s Perspective

Laney has an aide assigned to work with herShredding paper in the school officeNews-2-You and Modified curriculumSitting with a group of peer helpers at lunchA written schedule

Coming to school late in the morningsLaney cussing at co-workers and using crude language in the communityNot having a change of clothes when she has an accident Not willing to wear different jeansLaney yelling profanities at school and having no consequences

What is important to Laney? What is important for Laney?


Laney

Wrkbk pg 12

Possible Answers: LaneyPossible Answers: Laney

Her jeans

Having money

Having some space of her own

Not being a part of the Spirit Club

A written schedule

Knowing the rules

Space and time to herself

Why does Janie not want to be a part of the Spirit Club?

What happened to cause her to lose her job?

Does she earn money other places?

What is important to Laney? What is important for Laney?


How The Afternoon Works

• You will be asked to use discovery skills and share what you have written with a learning partner

Don’t use these methods until you’ve tried them on yourself.

• And organize that information to keep the person at the center of everyday support and planning .

Relationship Map Routines and Rituals Good Day /Bad Day

2-Minute Drill Communication Chart Reputation Exercise

• Learn how to gather information (discover) using:

Wrkbk pg 13

Learning about Support

Fixing vs. Supporting

Power Over

Power With

Questions That Help You Get to Support Rather Than Fixing

• What can other people do to help you be successful with what is important to or important for you?

• When things were not working for you, did anyone ever do something that helped you to cope?

• What did they say or do?

• When you were having a bad day did anyone do something that made the day a bit better?

• When you were having a good day did anyone do something that made the good day even better?

• What support would you like?

Wkbk pg 15

We Use a One Page Profile to:

• Create a positive picture of who the person is and how to best support (including any challenges).

• Establish a shared understanding of good support between person, family and providers.

• Inform action planning

A One Page Profile may be several pages long

Each Requires Experts

• The person who knows how to develop either profile is a Process Expert

• The person(s) with the information that goes

into descriptions are Content Experts

TLC-PCP 2012 www.learningcommunity.us

For Today’s Training:

You are the Process Experts when you are helping your partner develop and organize his/her own information.

You are the Content Experts when you are sharing information about yourself.

Not just better paperHelp people get better lives

________________________’s One Page Profile

Purpose of the profile

To learn how to organize information from discovery conversations and prepare to participate in Person Centered Transition Assessment

Developing your own person centered description

Description (OPP) pg 2

DISCOVERY

Gathering Discovery Information

Before we try this with each other…

Facilitation Skills are necessary

Facilitation Skills Used By Process Experts To:

Have meaningful conversations Ensure that the person we plan

with remains in charge as we learn

Linear:

Branching:

Having a conversation

Not an interview (or an interrogation)

Questions that help us learn more of what we need to know

• So tell me more about that…• What do you like about…• What is it about this…• What does that look like?• What is happing for you then?• Are some mornings better than others. .


Our Mantra for the Exercises

Guess: look at what is written and guess in your head

Ask: ask your partner if your guess is correct, have a conversation

Write: write down what you learn

Wkbk pg 16

Relationship Map• Rituals and Routines• Good Day/Bad Day• Two Minute Drill• Communication Chart • Reputations

Discovery Skills


PCP page 3

The “Relationship Map”1st Discovery Skill

People Map for:

Family

People who support me at work or school

Friends

People whose job is to support me at home and other places

Focus personFamily

• Relationship MapRituals and Routines• Good Day/Bad Day• Two Minute Drill• Communication Chart • Reputations

Discovery Skills


Morning Ritual


________________________ ‘S MORNING RITUAL

Look for the blank Morning Ritual in your workbook.

Wkbk pg 17

Develop Your Own Morning Ritual

• Write down your morning ritual

• Start with how you wake up and end with leaving or when you feel your morning routine is completed.

• Include favorite products you use. For example: shaving cream? Soap? Hair products? Tea? Coffee black? Soda? Quiet time?

• Include as much detail as you are comfortable with-do ensure you include enough details so that you can learn how to collect sufficient information

• Tell us how long it takes – indicate what time it starts and what time it ends.

Rituals and Routines

• Morning • Going to bed• Mealtimes• Transition• Birthday• Cultural/Holiday

• Not Feeling Well• Spiritual• Vacation• Comfort• Celebration• Grief/Loss

Wkbk pg 18

Rituals guide us through our days and bring consistency, comfort and control

• Relationship MapRituals and RoutinesGood Day/Bad Day• Two Minute Drill• Communication Chart • Reputations

Discovery Skills


Bad DayGood Day

Good Day Bad Day

Write Your Name__________________________

Wkbk pg 19

Good Day During Work Week Bad Day During Work Week

A really good day A day that is too challenging

It is a work day. Write down a composite of actual good moments and bad moments that have happened at anytime a day when you also work.

Good Day/Bad Day

• What happened that contributed to your good day?

• What do you look forward to doing?

• Who do you look forward to seeing?

• What happens that gives you energy to deal with difficult situations?

• What motivates and interests you at work OR on a work day?

• What threw your day off?

• Made the day bad for you?

• Made you frustrated? Bored?

• Took the fun out of it?

• Be sure to include those daily frustrations

Organizing Discovery InformationInto the Person Centered Description

1st Learn what is Important TO your partner from their Morning Ritual and Good Day Bad Day.

Then practice pulling Best Support from discovery information in consultation with your partner.

Morning Ritual

Get up two hours before leaving Morning coffee aloneTalk with kids over breakfast

___Important To__

Organizing Discovery InformationInto Important TO

Good Day Bad Day___

Not being rushed.Having time to focus on myself and my family before I start work

15 minutes alone before first meeting

Demands for consultation NOW.

To organize my work before starting my work

Wkbk pg 21

Learning about SUPPORT from Important TO

h

Important TO me

What others need to know and do to best support me

1. Not being rushed -Having time to focus upon myself and my family before work

2. Time to organize my work before beginning my work

1. Don’t rush me, don’t ask me to move faster.

2. Give me time to myself when I’m organizing my work

Have a conversation and using the “guess, ask, write” process, add to the support list. As you add each item, ask “Is there something that

other people need to know or do to support you with that?

Organizing Discovery InformationInto the Person Centered Profile

1st Learn what is Important TO your partner from their Morning Ritual and Good Day Bad Day.

Then practice pulling Best Support from discovery information in consultation with your partner.

Add to your person centered profile

I

h

Important TO me

What others need to know and do to best support me

(OPP pg 4)

• Relationship Map• Rituals and Routines• Good Day/Bad DayTwo Minute Drill• Communication Chart • Reputations

Discovery Skills


• You know the person best and you have a 24 hour flu. You have to have someone else provide support for 1 day.

• It is someone you trust but who doesn’t know the person.

• You want to give them an overview, a summary in 2 minutes of what they need to know to support the person successfully.

• What would you say?

Imagine…

2 Minute Drill

• Relationship Map• Rituals and Routines• Good Day/Bad Day• Two Minute DrillCommunication Chart • Reputations

Discovery Skills


Communication Chart

• Listening to Behavior

• Recording Communication

The Communication Chart supports discovery and informs action.

When we listen …

• Communication becomes more complex

• People become more interested in other ways of communicating

• A few people who didn’t use words begin to do so

Wkbk pg 22

What is happening What I Do What I think it Means

I want you to

Communication Chart


In the environment

What’s just gone on

The “trigger”

The action

What others notice

Can be seen, heard, and felt by others

Meaning of the the action

What the emotions and feelings are

What’s going on inside

What other people should do or say in response

Or not do or say

Communication ChartWhen this is happens I do this It usually means And I want you to

#1 #4 #2

#3

Wkbk pg 23

Great Things About Misty

• She has an amazing audio-graphic memory

• She is friendly (never meets a stranger)

• She is helpful

• She shows great enthusiasm

• She has great empathy towards others

• She is very observant

Like & Admire

Communication Chart For MistyWhat Is Happening What The Person

DoesWhat It May Mean What I want you to

do

Misty makes a mistake like leaving out a period in a sentence. Eavesdrops on others conversation and is told to get back to work.

I jerk my head to the side, rolls my eyes, and rock back and forth more quickly

Doesn’t like to be told no or be corrected.

Encourage me by saying “Please do this. You will help me if you do this.” Build into my desire to please and help others

Misty is talking to friends on the phone for a long time or is talking to people at church or school

Says I’ll call you back later and doesn’t call them back. At school and church says, “I’ll call you later.

Doesn’t know how to end a phone conversation and doesn’t want people to think that she doesn’t care or is rude.

Give me phrases to use to end conversations on the phone or when I’m in a social situation and remind me of the phrases when you see that I may need help..


I want you to

Communication Chart




I want you to

Communication Chart


• Relationship Map• Rituals and Routines• Good Day/Bad Day• Two Minute Drill• Communication Chart Reputations

Discovery Skills


ReputationExercise

Name:__________________________________________

Wkbk pg 24

Write your name here

Positive Reputation 3 Mild Negatives

List 3 of your own MILD negatives.

Note: you will share this with a partner

Example:

WorkaholicStubborn

Loses Things

Once you have your worksheet back, read it.Is there something that

others don’t know that you would add? Do so.

Cross out what doesn’t ring true for you.

To begin with don’t write In this section on your own

worksheet.

First others will write on this section for you.

3 Steps to Learn From and Address NegativesArrange your papers like this

PositiveReputation

3 Mild Negatives

Important TO me (pcp p. 4)

How to best Support Me

2nd Step

Is there something about the negative that tells us something about what is

important to your partner?

3rd Step

If a negative is actually a negative at times: ask what do others need to know or do to support your partner at this time?

1st Step

Is there something about the negative that is actually a positive?

List of 3 mild negatives

Think thru one negative at a time

An Example

PositiveReputation

Important TO me

How to best Support Me

2nd Step

To both work and learn with like-minded people-Even if it takes more time to do so

To spend time just for me and to have meaningful and fun time with my family and friends

.

1st Step

Strong CommitmentTo Work

3rd Step

Know that I need to balance attention to work by scheduling regular time off for me and for family and friends. Ask me, remind me.

3 Mild Negatives

Example:

Workaholic

Person Centered Description-Introduction

• Open your person centered profile to Page 2 titled “Like and Admire”

• Review notes from the Reputation Exercise

• Write your own positive introduction

Pcp pg 2

Relationship Map Rituals and Routines Good Day/Bad Day Two Minute Drill Communication Chart Reputations

Discovery Skills


The Learning Community for Person Centered Practices envisions a world where all people have positive control over the lives they have chosen for themselves. Our efforts focus on people who have lost or may lose positive control because of society's response to the presence of a disability. We foster a global learning community that shares knowledge for that purpose. All are welcome to share and learn.

• Student’s voice is heard

• Parent and student values are shared

• Develop achievable postsecondary goals based on interest and ability

• Develop goals that lead to community life

• Honest approach to planning


PC-TAP

• Provides a Person Centered Description to prepare students for transition– Meets all requirements for Indicator 13– Can be used to support transition at all levels

• Includes– What others like and admire – Relationships– Things that are Important FOR and Important TO– Characteristics of people who can support the student– Communication Chart– A detailed plan of action for student, family, school and

agency

WkBk 26

Certification Process

• PC-TAP is based on skills from Person Centered Thinking (as developed by The Learning Community for Person Centered Practices) and requires training and modeling to ensure the integrity of the process. A trained facilitator will receive a certificate from The Institute for Person Centered Practices after becoming certified.

Train

• Participate in a one-day training and complete the One Page Profile.

• Review and discuss their own One Page Profile with a certified PC-TAP trainer.

Train

Model

– Observe process with 2 students with varying eligibilities.

– After each assessment the trainees will discuss and evaluate the process

Train Model

Certification

• Upon endorsement, the trained facilitator will receive a certification from The Institute for Person Centered Practices

• All trained facilitators are expected to attend an annual Gathering to prevent drift in content.

Train ModelCertified

Evaluation

Please take a minute to complete the evaluation form in your packet.

Thank you!!!

[email protected]

www.learningcommunity.us

http://person-centered-practices.org

mailto:[email protected]

mailto:[email protected]

http://www.learningcommunity.us/



Documents

Http://person-centered-practices.org/ cdd.tamu.edu tcds.edb.utexas.edu A Collaborative Partnership with The Center on Disability Studies at the University