Transcript People Planning Together

Dream, Reach, Contribute
Shared Support, Inc.
Shared Support, Inc.
a person centered organization
Family
Supporters
House supers
Friends Community
Specialists
clinical
Health care pros
Area directors
executive
operations
Our Ultimate Measure of Success
“…our ultimate measure of success…
we succeed when people reach their
outcomes. This keeps us working
and making continuous changes in
our practices to achieve our
mission.”
Christine Martin, Shared Support, Inc., COO
Introductions
•
•
Who we are …
Who is here?
Melina Fatsiou-Cowan
The Question Exercise
Why Did We Do This?
•
Listening is modeled
–
•
•
•
Did you feel listened to?
Facilitation is modeled
Being purposeful and planful about organizing
about gathering information about what is
important to people – is essential
Point out that “these” are outcomes – it’s not so
hard
Committed to People in Reaching their
Dreams is Our Mission
• All of us dream and have own personal vision for
a good life.
• One person or system cannot adequately support
a person with a disability.
• Self Determination - A person with his or her
circle chooses, controls, creates and makes
positive change.
• Choice, authority, control, responsibility and
advocacy are the values and rights of all citizens.
• People may need support to exercise these rights
– we can assist in that development for people.
The Alignment
Outcome
Goal
service
support
Goal
service
support
Goal
support
service
The Outcome determines the goals, supports
and services – not the other way around!!
Outcomes Do:
 Provide “Tangible results of goals that reflect the
desired quality of life as identified by the person.”
Code of Maryland Regulations (COMAR)
 Provide opportunities for people to achieve valued
social roles
 Describe future direction and plans
 Describe dreams
 Describe/define what individuals want in their lives
Outcomes Do Not…
 Have services and/or supports in the
statement
 Describe behavior management plans
Reflect ONLY the family or service provider’s
values
 State action steps to something more
 Talk about skill building,
What is Reflected in Your
Personal Outcomes?
 Your Values
 Expression of Your Fundamental Rights
 Your own Determination
 A comparison of your present life to what you really
want
 Specific Information about “Who” you are and what you
want that helps to clarify your necessary supports and
plans
Values Search
• What is the most important thing in your life….
• We get our values from our family and our
experiences
• What we know to be true for us
• Planning with important people in our lives and
in special places to us helps us be true to our
own values
• Planning and assessment tools help us clarify
what we know about ourselves and our values
Fundamental Rights
• What do state regs and the
constitution have in common?
• Life, Liberty and the Pursuit of Happiness
• What are the fundamental rights all American’s
are privileged to?
• Planning helps people with disability related
barriers express and enjoy these rights that are
often denied to them
Self-Determination Principles
• Freedom: To exercise the same rights as all
citizens and to make decisions about their
own lives.
• Authority: To have control over the funds
needed for support.
• Support: The organization of resources for
support, as determined by the person.
• Responsibility: The wise use of funds. The
usual obligations of all American citizens.
• Confirmation - Of the important leadership
that self advocates must hold in a newly
designed system
» Center for Self Determination
Nothing About Me
Without Me!
Not Being Able to
Speak is Not the
Same as Having
Nothing to Say!
Communication is Many Things
• Words, tone of voice, gesture, posture, facial
expression = you don’t have to “intend” to
communicate.
• Communication is typically judged by
behavior not intent.
Words 10%
Body
language
60%
Tone of
Voice
30%
Donnel King, 2002
FIRST SEEK TO UNDERSTAND AND THEN
BE UNDERSTOOD..(Covey,1990)
• Listen first, you will hear the concerns and values
that you share with the other person
• SEEK WIN:WIN:
– Can we invite the person who is opposing our view to join us
to seek a solution where they win and we win?
– What are the other options? Win:lose? I will not come if I am
going to lose. Lose:win? They will not come is they are going to
lose. Lose:lose? No deal is still an option after we have sought
win:win. What’s a compromise?
TOOLBOX
People With or Without Disabilities
How Do We All Communicate?
• How do our outcomes, dreams,
hopes, likes, dislikes, etc differ?
• How does our approach differ?
• Do people have a means of
communication?
• How do we help people
communicate?
– Maps
– Boards
– Assistive Technology
– Facilitated Communication…
Listening to Families, Their
Critical Role, Family Dynamics
• The family is the most influential group of
people in the person’s life.
• The family usually knows the person the best.
• They share history and current challenges.
• You may find that everyone wants to meet the
needs of their family member – people may
need support in doing so.
• They are motivated only by what is best
for the person
“When you drink the water, remember the spring”
Chinese Proverb
Good Listening Guidelines
• Stop talking. You cannot be listening if you are
talking (even to yourself!).
• Be open; put the talker at ease.
• Remove distractions. Don’t doodle or watch
T.V.
• Concentrate on what is being said. Listen to
understand
• Empathize with the talker. Try to put yourself in
his/her place so that you see his/her point of
view.
• Avoid the temptation to interrupt.
• Ask questions that stimulate the person to talk.
• Don’t over-react to highly charged or emotional
words. Look for the meaning behind those
words.
• Stop talking. This is the first and last because all
other guidelines depend on it.
TOOLBOX
Meeting Ground Rules
• Respect everyone’s ideas
• Everyone has a voice but
the focus person’s is the loudest
• Brainstorming is essential
• Creativity is a must
• No 3rd party conversations
• If hidden agendas are discovered – you will be
asked to leave
TOOLBOX
Bad Listening Habits – Why Do
Things Go Wrong?
 Agendas (hidden and not so)
 Judging
 Avoiding the person’s concerns
 Solving problems
Foster, 2000
People First Language =
Action!
• To ensure Inclusion, Freedom &
Respect for all people, we must use
People First Language
• People first language puts the
person before the disability & it
describes what a person has, not
what a person is.
• Attitudes are the biggest barrier
Kathie Snow, 2004
People First Language – Try This!
BAD
GOOD
• People with disabilities
(or disability labels).
• He has a cognitive
disability (label).
• She has autism (or an
autism label).
• She uses a
wheelchair/mobility chair.
• Communicates with her
eyes/device/etc.
• Person
• The handicapped or
disabled.
• He's mentally retarded.
• She's autistic.
• She's wheelchair bound/
in a / confined to a
wheelchair.
• Is non-verbal.
• Client
Kathie Snow, 2004
Listening and Learning about
the person you support
The following series of
slides explain how we
want to listen and learn
about the people we
support!
The BIG Question
Why is the person doing what he
or she is doing, when he or she
is doing it, to get the outcome
he or she gets? Or, What’s
working or not? And Why??
Listen Ask Questions, and listen
some more!
What Do We Think S/he Means?
S/he does
this…
We think it
means…
We react by…
Then s/he…
When Susan
bangs her
head
She has a
headache
We ask her if she has a
headache and if she
looks at us we give her
tylenol
She should stop
banging her head
within one hour
When Susan
bangs her
head
She doesn’t
want to go
where we have
suggested
We ask her if she
doesn’t want to go. If
she says no, we ask her
if she wants to go
somewhere else and
offer her choices from
her list of places she
likes.
She should stop
banging her head
immediately. If
she doesn’t
something else is
wrong. Keep
asking
What Do We Think S/he Means?
S/he does
this…
We think it We react by…
means…
Then s/he…
TOOLBOX
We Value Everyone’s Gifts
A Person Centered Plan
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•
•
•
•
Everyone has something great about them:
A Skill
A Talent
A Personality Trait
A Person Directed Plan should describe a capacity
description of every person we support. Focus on
what people CAN DO. Take the time to learn about
WHO the person is and develop supports to help
them contribute what’s great about them in the
community where they live. Developing a capacity
description is the first step in the person centered
planning process- Positive Reputation-tool box
Who Is Sean?
• Sean is an artist.
• Sean takes enormous pride in his physical
capabilities.
• Sean is intelligent.
• Sean is proud, he earns and saves money.
• Sean is a teacher – he teaches sign language to
people he knows.
• People love Sean and care for him.
More…
• Sean signs his name Simmons, Sean Edward or
Edward. If it’s extremely important that it be first and
last name then mention it – otherwise, no need to
correct it.
• Sean likes to teach people how to sign. Ask Sean
how to sign certain things – he has more to teach
about himself and his perspective than anyone and
any class. He likes to have “The Word of the Day”.
Learn it and teach someone you know.
• Sean is extremely proud of his earnings through his
work at the hospital and savings. We are having
difficulty getting money from his rep payee that is
owed him. Sean will be his own rep payee.
Who IS…?
TOOLBOX
Sean’s Relationships
Sean is a Teacher
Friends and Family
Georgie
Ed,
Cindy, AllenStudents
James, brother
Juan
Social/Community People
UDS
Shared Support
First Baptist, Deaf community
Valley Green
Lakeside
Summit Quest
Barnstormers
ean
D
David – support staff
JoAnne – support staff
Wilmer – roommate
Angie – service coord.
Frank – Director
Heather – EARS
John - psychologist
Paid Support People
Relationship Map
Service
Providers &
Health
Professionals
Social / Civic
Community
Life
Paid Staff
Family
Friends
Beth Mount, 2003
TOOLBOX
Places Sean Goes
Community
Café Aroma Borealis – hang out, 1st Fridays
Umbrella Works – my apartment is there
UDS, board member
Lancaster base ball stadiumSeason pass holder
– 22 games!
ST. Peters, Catholic Church
AT least 5 community teaching opps.
Nursing Homes
Shools
Camps, Churches
EARS, 2
days a week
Human Services World
Places I Go
Community
Human Services World
TOOLBOX
What are Sean’s
Favorite Things?
What Things
Doesn’t Sean Like?
• Baseball
• Meeting new people
• Hanging out with
people that are deaf
• Teaching people the
word of the day
• Oranges – allergic!
• Diets
• Not having any work
at workshop
What are Your
Favorite Things?
What Things
Don’t You Like?
TOOLBOX
What Makes Your Best Day?
• Your Best Day?
• Your Best Week?
• Your Best Month?
• Your Best Year?
TOOLBOX
Sean-Social Roles &/or Paid Employment
Interest
Capacity
What social What can
role is
the person
possible?
do to get
paid?
Being Busy
Being
Helpful
Likes to
tidy and
clean up
Great
Hellos
Always
moving
Good Gross
Motor,
Volunteer to
clean up at
community
places
Help People
at the grocery
store
Get tips at
the grocery
store
Start a
delivery
service
Social Roles &/or Paid Employment
Interest
Capacity
What social What can
role is
you do to
possible?
get paid?
TOOLBOX
10 Things to Do to Support Someone
with Challenging Behavior
1) Get to know the person – spend time with
the person
2) Remember ALL behavior is meaningful
3) Help the person to develop a support plan
4) Develop a support plan for the person’s
supports
5) Don’t assume anything
10 Things to Do to Support
Someone with Challenging Behavior
6) Relationships make all the difference
7) Help the person develop a positive
identity
8) Instead of ultimatums give choices
9) Help the person have more fun
10) Establish a good working
relationship with the person’s health
care physician
Choice and Control Map
Choices Sean Makes for Himself
•
•
•
•
•
Who his staff are
Who his roommate is
Where he lives
Where he works
When to do what he
wants to do
Choices People Make for Him
• Work schedule
• When to go into work
(this is in the process
of changing)
• Social schedule sometimes
Choice and Control Map
Choices I Make for Myself
•
Choices People Make for Me
•
TOOLBOX
What Make Sense to Sean
• When Sean is upset he
uses sign language to
communicate his feelings –
supporters must know sign
language.
• Being involved in things that
he likes to do: artwork,
researching, reading, using
the computer. Sean does
not like to be bored.
• Being involved with people.
Sean enjoys people around
him and doing things with
others. Sean is interested in
meeting people.
What Doesn’t Make
Sense to Sean
• Not knowing sign language
• Bothering Sean in his room
when he goes there to relax
when he is upset
• Not helping Sean keep his
printed calendar in order
• Changing the schedule in
anyway without Sean’s
input, ok or knowledge
• Speaking other languages in
front of Sean and not
explaining what you are
talking about
What Make Sense
What Doesn’t Make Sense
TOOLBOX
Help People Direct their Lives
•
•
•
•
Listen to Who they are
Help them lead their meetings
Understand their behavior, Be Positive
Don’t Ignore people. You wouldn’t be here
without them!
Develop Your Agenda for Your
Planning Meeting
• Choose the outcomes
you want to discuss
• Think about what
resources you may need
to get there
• Think about who you
want to come – look at
your relationship map
• Think about where you
want it and when you
want to hold your meeting
• Do you have questions
you want to ask your
team?
TOOLBOX
Is Your Plan Self-Directed?
If your plan is self -directed it should include:
• Information about what is really important TO you and your family? The things you like to
do, what you like, the people you care about?
• Information about what is and what is not working in your life
• Great Things About You, what you are good at, what you are proud of, what you like about
yourself
• An action page that explains clearly how you are going to get the life you want, and who is
going to do what to help you get there.
• People who are willing to work with you as partners in making your plan happen.
If your plan is not self-directed - it may include:
• Information that Other People think is important FOR you or your family that you do not
agree with
• It is filled with information about all the things you do wrong or cannot do
Which Part of Your Planning Do
You Direct #1?
Do you
YES/NO want to?
Choose the people who comes to plan with you
Where will you have your meeting
What time will you have your meeting
Who will facilitate your meeting
What is your meeting agenda
What are the things you don’t want to talk about
What questions you want to ask
TOOLBOX
Which Part of Your Planning Do You Direct #2?
YES/NO
Do you
want to?
Do people ask questions about you?
Do you give people guidelines about the meeting?
Do you feel like you are understood at your
meeting?
Do you feel respected?
Are you able to discuss YOUR outcomes
Are you able to discuss what is bothering you?
Do you feel GOOD when you leave YOUR
meeting?
TOOLBOX