Transcript Outcomes - Learning Community

Person Centered Thinking
Day 1
Presented By:
TLC-PCP 2012 www.learningcommunity.us
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.
TLC-PCP 2012 www.learningcommunity.us
Help people get better lives
Not just better paper…
TLC-PCP 2012 www.learningcommunity.us
Purpose of the day
Learn how to
1. Use person centered thinking tools to
gather a deeper understanding of the
people we support
2. More easily organize that learning to
inform our efforts to help people get the
lives they value
TLC-PCP 2012 www.learningcommunity.us
How Today Works
• Work in groups
• Learn methods that anchor person centered practices
•
•
Organizing Concept: Important TO and For and finding
the Balance between
Managing our support role using the Donut
• 3 Problem solving tools that help us use what we are
learning every day
•
•
•
4 + 1 Questions
Learning Log
Working/Not Working
TLC-PCP 2012 www.learningcommunity.us
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
The trainer is always right 
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Introducing the Core Concept:
IMPORTANT TO
AND
IMPORTANT FOR
AND
THE BALANCE BETWEEN THEM
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Important TO
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
TLC-PCP 2012 www.learningcommunity.us
Important FOR (Part One):
•
Issues of health:
― Prevention of
― Treatment
of illness / medical conditions
― Promotion of
•
illness
wellness (e.g.: diet, exercise)
Issues of safety:
― Environment
― Well
being ---- physical and emotional
― Free
from Fear
TLC-PCP 2012 www.learningcommunity.us
Important FOR (Part Two):

What others see as
necessary to help the
person:
― Be
valued
― Be
a contributing member
of their community
TLC-PCP 2012 www.learningcommunity.us
Moving from Service Life to Community Life
Community
Life
A Good Paid
Life
Service
Life
‘Important to’ recognized
‘Important to’ present
Focus on connecting,
building relationships
and natural supports
• To and for present
• Important for addressed
• No organized effort to
address important to
• Closest people are
paid or family
• Few real connections
• To and for present
• Active circle of support
• Included in community life
TLC-PCP 2012 www.learningcommunity.us
Wrkb pg 4
Moving from Service Life to Community Life
Service
Life
A Good Paid
Life
• Important for addressed
• To and for present
• No organized effort
to address important to
• Closest people are
paid or family
• Few real connections
TLC-PCP 2012 www.learningcommunity.us
Community
Life
• To and for present
• Active circle of support
• Included in community life
Discontent is the first necessity of progress.
-Thomas
Edison
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Discontent is the Engine of Change
•Anything you are happy with you want to stay the same
•You are only interested in change when there is discontent
But there are there are 2 kinds of discontent
 Cynical
 Optimistic

We have too much cynical and
 not enough optimistic
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Cynical Discontent
When you have discontent without hope you get
cynical discontent.
Cynical discontent results in:
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Optimistic Discontent
Requires hope based on trust that is created when there is:
•
A history of acting on things that can be changed
•
Honesty about those things that will take time to change
•
Progress in acting on the things that take time
Where cynical discontent is dominant…
…trust must be created
TLC-PCP 2012 www.learningcommunity.us
Levels of Change
Level 1
Level 2
Level 3
Any changes that results in a positive
difference in the lives of people who use
services or in your own work life.
Any changes an organization makes to its
practices, structure or rules that result in
positive differences in the lives of people.
Any change in practice, structure and rules made at
the system level. These changes have an effect on
many organizations, and therefore many peoples’
lives.
TLC-PCP 2012 www.learningcommunity.us
Overview
Day 1 and Day 2
•Day 1 – working in groups
•Day 2 – working in pairs
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Management
Tools
Important To
Important For &
The Balance
Between
Everyday
Learning Tools
Discovery/
Listening Tools
TLC-PCP 2012 www.learningcommunity.us
Sorting Important to from Important for
(and finding a better balance between them)
Important To Important For
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Discovery/Listening Tools
6 methods for collecting information
Relationship Map
Rituals and Routines
Good Day/Bad Day
Two Minute Drill
Communication Chart
 Reputations
TLC-PCP 2012 www.learningcommunity.us
The “Relationship Map”
1st Discovery Tool
Family
People Map
for:
People
whose job is
to support
me at home
and other
places
People who
support me
at work or
school
Friends
TLC-PCP 2012 www.learningcommunity.us
Rituals and Routines
Rituals guide us through our days and bring
consistency, comfort and control
•
•
•
•
•
•
Morning
Going to bed
Mealtimes
Transition
Birthday
Not Feeling Well
Cultural/Holiday
• Spiritual
• Vacation
• Comfort
• Celebration
• Grief/Loss
•
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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)?
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Listening to Behavior…
A Communication Chart
What is happening
_____ does
We think it means
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And we should
Everyday Learning Tools
• 4 + 1 questions
• Learning Log
• Working/Not Working (also called “what
makes sense/doesn’t make sense)
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4 + 1 Questions
• Using the “4 questions” to focus on learning and
acting on that learning –
–
–
–
–
What have we tried?
What have we learned?
What are we pleased about?
What are we concerned about?
• And then
– What should we try/do based on what we
have learned?
TLC-PCP 2012 www.learningcommunity.us
Learning Log
Using the learning log to replace progress notes
Date
What did the
person do?
(What, where,
when, how
long, etc.)
Who was
there? (Names
of staff,
friends,
others, etc.)
What did you learn about what worked
well? What did the person like about the
activity? What needs to stay the same?
TLC-PCP 2012 www.learningcommunity.us
What did you learn about what didn’t work
well? What did the person not like about
the activity? What needs to be different?
What doesn’t work/
makes sense
make sense
Staff’s
perspective
Parent’s
perspective
Perons’s
perspective
What works/
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Management Tools
• Donut Sort
• Matching
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The Donut Sort
Defining Staff Roles and Responsibilities
Core
Responsibilities
Creativity & Judgment
TLC-PCP 2012 www.learningcommunity.us
NOT OUR USUAL
RESPONSIBILITY
A Matching Profile
For each Person – what are . . .
Supports wanted
and needed
Skills needed
Personality
Characteristics
Needed
TLC-PCP 2012 www.learningcommunity.us
Shared Common
Interests
(would be nice
to have)
Management
Tools
Important To
Important For &
The Balance
Between
Everyday
Learning Tools
Discovery/
Listening Tools
TLC-PCP 2012 www.learningcommunity.us
Day One
Beginning
• Practicing Person Centered Thinking Tools
• Applying What We Learn
TLC-PCP 2012 www.learningcommunity.us
Each of us want lives where we are
supported by & contribute to our communities
Have our
own dreams and
our own journeys
Have opportunities to meet new
people; try new things; change jobs;
change who we live with & where we live
Have what/who is important to us in everyday life;
people to be with; things to do, places to be
Stay healthy & safe (on our own terms)
TLC-PCP 2012 www.learningcommunity.us
Terminal Irritation
* Used with permission from Dave Coverly, Speedbump Comic
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The Importance Of Environment
Healing
Toxic
Tolerated
Supportive
Power Over
Power With
Growth Occurs Here
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Implementation of Person Centered
Practices ares:
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
TLC-PCP 2012 www.learningcommunity.us
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
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What you see/hear depends on
what you are looking/listening for
Look/Listen
Understand
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This is an awareness test…
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2012 www.learningcommunity.us
The Core Concept:
Important to and Important for
and
the Balance between them
TLC-PCP 2012 www.learningcommunity.us
Sorting Important To from Important For
(and finding a better balance between them)
Important To
TLC-PCP 2012 www.learningcommunity.us
Important For
Important TO
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
TLC-PCP 2012 www.learningcommunity.us
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
When words and behavior are in conflict,
pay attention to the behavior and ask “why?”
TLC-PCP 2012 www.learningcommunity.us
Important FOR
– 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
TLC-PCP 2012 www.learningcommunity.us
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
TLC-PCP 2012 www.learningcommunity.us
Finding the Balance
• We all make tradeoffs between the many different things that
are important to us.
– Some people may love living in a particular place.
– And are willing to make the tradeoff when living there means a longer
commute to the work they love.
• We also make tradeoffs between what is important to us and
what is important for us. These tradeoffs can be temporary OR
long term solutions.
― Fun time with my friends is important to me. Having a clean house is
part of being valued by my friends. House cleaning occasionally
comes before having fun with friends.
― Expressing personal opinions any people speaking my mind is
important to me, but not cussing in front of my neighbors is important
for me
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Health and Safety
Dictate Lifestyle
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All Choice
No Responsibility
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Balance
Important
FOR
Important
TO
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Staff’s perspective
Julie’s perspective
What works/makes sense
• Shopping daily for favorite things
• Having lots of jewelry and no one
getting into them without my OK
• Having my sister Joanne in my life
• Lots of blue, red and black clothes
• Polished nail, many colors & layers
• Living with Teddy, the Yorkshire
Terrier
• Sleeping on my bed
• Snacks from my plate
• In my lap when I watch TV
• Favorite people doing activities
with her, especially John Dandy
• Keeping Julie from falling –
reminders to use her walker
• Level blood sugar – staff knowing
signs of low and high blood sugar
• Joanne is active in Julie’s life
• Planning before Julie goes
shopping
What doesn’t work/makes sense
•
•
•
•
Staff don’t let me drink what I want
Teddy leaving me during mealtimes
Having no work to do at WAC, Inc.
Staff not letting me buy things I want
• Julie is less steady on her feet and
falling more than she used to
• If you don’t make a plan with before
shopping, Julie will want to buy more
than she has money for – Julie may get
very upset which can alter her blood
sugar
• Julie gives Teddy food off her plate
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Julie
What is important to Julie?
What is important for Julie?
What else do you need to learn/know?
TLC-PCP 2012 www.learningcommunity.us
Wrkbk pg 10
Julie – Answer Slide
What is important to Julie? What is important for Julie?
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
What else do you need to learn/know?
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?
TLC-PCP 2012 www.learningcommunity.us
Staff’s perspective
Julie’s perspective
What works/makes sense
• Her relationship with
Teddy
• Feeding Teddy from her
plate (food = love)
• Feeding Teddy the same
food she is eating
(people food)
• Julie’s relationship with
Teddy
• Removing Teddy from the
dining room during
meals; monitoring Julie’s
food/drink intake
accurately
What doesn’t work/makes sense
• Staff removing Teddy during
meal times
• Teddy barking and being
upset at being locked in the
back room
• Feeding Teddy dog food in
his own bowl
• Julie feeding Teddy from her
plate
• Inaccurate monitoring of
Julie’s food/drink intake when
she feeds Teddy from her plate
• Teddy barking in the back
room and upsetting Julie and
other residents
• Teddy’s long-term health if he
eats too much “people food.”
TLC-PCP 2012 www.learningcommunity.us
TLC-PCP
2012 www.learningcommunity.us
Management Tools
Sorting Important TO and FOR is a skill that works with all the other tools
 Donut Sort
• Matching
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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
TLC-PCP 2012 www.learningcommunity.us
Inside a Person’s Life
Defining Staff Roles and Responsibilities
Core
Responsibilities
Judgment &
Creativity
NOT OUR USUAL
RESPONSIBILITY
TLC-PCP 2012 www.learningcommunity.us
Harry #1
What is important to Harry?
What is important for Harry?
What else do you need to learn/know?
TLC-PCP 2012 www.learningcommunity.us
Wrkbk pg 14
Harry #1 – Possible Answers
What is important to Harry?
To attract women
What is important for Harry?
To spend his money as he wants
To learn what to wear that will
cause minimal pain and
embarrassment
To have George’s permission
To learn to manage his money
What else do you need to learn/know?
What does Harry understand about –
• Managing his money
• Attracting women, dating
• Where it is appropriate to wear what
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Harry #1 – George’s Donut
Core
responsibilities
Use judgment
and creativity
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2012 www.learningcommunity.us
Not our paid
responsibility
Wrkbk pg 15
Harry #1 – Possible Answers
Core
responsibilities
Use judgment
and creativity
Not our paid
responsibility
To help Harry make
an informed choice –
What you do/try
to help Harry make
an informed choice
about –
Whether or not
he buys the shirt.
About the shirt
About his money
Starts with asking
why he wants
the shirt
The odds against
the shirt being a
“chick magnet”
Spending ½ his money
for 2 weeks on
1 purchase
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2012 www.learningcommunity.us
Harry…
…The Rest of the Story
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Harry #2 – Answer Slide
What is important to Harry?
• To be around this
woman, have her
“recognize” that she
wants him. To have
control and power over
her.
What is important for Harry?
• To know the legal
consequences of stalking
• To stop stalking
• To understand that stalking
doesn’t work to get an
intimate relationship
What else do you need to learn/know?
• 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
TLC-PCP 2012 www.learningcommunity.us
Harry #2 – Possible Answers
Core
responsibilities
Use judgment
and creativity
Not our paid
responsibility
Short term -Keep the
woman safe and in
the process keep him
safe (and out of jail)
Short term – How
you keep the woman
safe until you can get
him treatment
To help him get
sex or keep him out
of jail at all costs
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
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
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2012 www.learningcommunity.us
Bob
What is important to Bob?
What is important for Bob?
What else do you need to learn/know?
Wrkbk pg 16
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Bob – Answer Slide
What is important to Bob?
To
To
To
To
To
be one of the guys
keep his friends
be in charge of his own life
have a “typical” life
stay healthy
What is important for Bob?
To stay healthy –
Take his medications as prescribed
Stay out of the hospital/not cycle
To be connected to his community
What else do you need to learn/know?
•
•
•
•
•
•
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?
TLC-PCP 2012 www.learningcommunity.us
Bob
Core
responsibilities
Use judgment
and creativity
TLC-PCP
2012 www.learningcommunity.us
Not our paid
responsibility
Wrkbk pg 17
Bob – Answer Slide
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
Use judgment
and creativity
Not our paid
responsibility
What you do to meet
your core responsibilities
around helping him make
an informed choice –
Whether or not
Bob drinks
Informing Bob
of the risks
Educating yourself
Exploring alternatives
If part of the “problem”
is the response of the
psychiatrist – helping
Bob find another
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2012 www.learningcommunity.us
What Bob’s psychiatrist
does in response to
the information
Moving from Service Life to Community Life
Service
Life
A Good Paid
Life
Community
Life
Bob
• Important for
addressed
• No organized effort
to address important to
TLC-PCP
2012 www.learningcommunity.us
• To and for present
• Closest people are
paid or family
• Few real
connections
• To and for present
• Active circle of support
• Included in community
life
Moving from Service Life to Community Life
A Good Paid
Life
Service
Life
Bob
• Important for
addressed
• No organized effort
to address important to
TLC-PCP
2012 www.learningcommunity.us
• To and for present
• Closest people are
paid or family
• Few real
connections
Community
Life
Bob moves from
community life to the
Special Pool Hall at Day
Hab
• To and for present
• Active circle of support
• Included in community
life
TLC-PCP
2012 www.learningcommunity.us
Everyday Learning Tools
 4 + 1 questions
• Learning Log
• Working/Not Working (also called “what
makes sense/doesn’t make sense)
TLC-PCP 2012 www.learningcommunity.us
4+1
What you have done to improve your health?
What have you
tried?
1
What have you
learned?
2
What
are you
?
pleased about?
3
What
? are you
concerned
about?
4
+1 – Given your learning what will you do next?
______________________________________________________
Wrkbk pg 21
______________________________________________________
______________________________________________________
TLC-PCP 2012 www.learningcommunity.us
4+1
What you have done to improve your health?
What have you
tried?
1
What have you
learned?
2
What
are you
?
pleased about?
3
In this section
write down what
you have tried.
Write what you
Write here what
learned from your you liked about
efforts.
what you tried.
What did you do?
What went well?
When did you do
it?
What worked for
you?
What
? are you
concerned
about?
4
Write here the
challenges you
encountered.
What didn’t you
like about what
you tried?
What didn’t work
for you?
+1 – Given your learning what will you do next?
_____________________________________________________
_____________________________________________________
TLC-PCP 2012 www.learningcommunity.us
_____________________________________________________
What we have done to address Liz’s
malnourishment
?
?
+1:
keep doing protein shakes; find someone local to cook occasionally; keep
asking “what did you eat today, not just “did you eat today?”
TLC-PCP 2012 www.learningcommunity.us
TLC-PCP
2012 www.learningcommunity.us
Everyday Learning Tools
• 4 + 1 questions
 Learning Log
• Working/Not Working (also called “what
makes sense/doesn’t make sense)
TLC-PCP 2012 www.learningcommunity.us
Learning Log
Using the learning log to replace progress notes
TLC-PCP
2012 www.learningcommunity.us
TLC-PCP
TLC-PCP
20122012
www.learningcommunity.us
www.learningcommunity.us
Recording learning for Charlie: What we have learned about what is:
What do we need to learn or figure out?
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wrkbk pg 23
PCT Trainer Candidate’s Learning Log
Using the learning log to replace progress typical notes
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Learning Log for Andrew (page 1)
Using the learning log to show a family’s learning over time
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2012 www.learningcommunity.us
Learning Log for Andrew (page 2)
Using the learning log to show a family’s learning over time
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TLC-PCP
2012 www.learningcommunity.us
Everyday Learning Tools
• 4 + 1 questions
• Learning Log
 Working/Not Working (also called “what
makes sense/doesn’t make sense)
TLC-PCP 2012 www.learningcommunity.us
Working/Not Working
Focus in on a specific issue or area of life
Helps you dig deeper
Negotiation tool
• All must feel listened to – accurately reflect
perspectives
• Start with common ground
• Remain unconditionally constructive
• Done in partnership
Bridge to action planning
• What needs to be maintained/enhanced?
• What needs to change?
TLC-PCP 2012 www.learningcommunity.us
Person’s
perspective
USE THIS
INFORMATION
TO BUILD THE
Staff’s
perspective
A
G
E
N
D
A
FOR THINGS
THAT ARE TO
STAY THE SAME
TLC-PCP 2012 www.learningcommunity.us
USE THIS
INFORMATION
TO BUILD THE
A
G
E
N
D
A
FOR THINGS
THAT NEED TO
CHANGE
91
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2012 www.learningcommunity.us
Someone brings home a new puppy. Given your own
experiences and those that you have heard from
others, what does and does not make sense about
having a new puppy in the house.
What doesn’t work/make sense
Perspective of new puppy’s owner
What works/makes sense
Wrkbk pg 26
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Use to organize perspectives about a specific
Issue or to get a snapshot description of
NOW
What’s Working
What’s Not/What Could
Improve
What does the person say is
working?
What does the person say is
not working or could be
better?
What does the family say is
working?
What does the family say is
not working or could be
better?
What does the staff
What do they say is not
person/teacher/therapist (etc) working or could be better?
say is working?
TLC-PCP 2012 www.learningcommunity.us
Julie – Answer Slide
What is important to Julie? What is important for Julie?
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
What else do you need to learn/know?
How interested/involved is Julie in her diabetes management?
•What about “no work to do at WAC, Inc bothers her?
TLC-PCP
•Is John Dandy really important to her?
2012 www.learningcommunity.us
Staff’s perspective
Julie’s perspective
What works/makes sense
• Her relationship with
Teddy
• Feeding Teddy from her
plate (food = love)
• Feeding Teddy the same
food she is eating (people
food)
• Julie’s relationship with
Teddy
• Removing Teddy from the
dining room during meals;
monitoring Julie’s
food/drink intake
accurately
What doesn’t work/makes sense
• Staff removing Teddy during
meal times
• Teddy barking and being
upset at being locked in the
back room
• Feeding Teddy dog food in his
own bowl
• Julie feeding Teddy from her
plate
• Inaccurate monitoring of Julie’s
food/drink intake when she
feeds Teddy from her plate
• Teddy barking in the back room
and upsetting Julie and other
residents
• Teddy’s long-term health if he
eats too much “people food.”
TLC-PCP 2012 www.learningcommunity.us
TLC-PCP 2012 www.learningcommunity.us
Wrkbk pg 29
Staff’s
perspective
Mother’s
perspective
Kathleen’s
perspective
TLC-PCP 2012 www.learningcommunity.us
Staff’s
perspective
Mother’s
perspective
Kathleen’s
perspective
Family’s Perspective
Beth’s Perspective
After a Change in Seizure Medication…
• We think she’s dizzy and afraid
of falling
• She can’t walk as well as she
did before the new medicine
• She’s often angry
Nothing
• She doesn’t have seizures
• Generic medicine is less
expensive than brand name
med
• She is getting aggressive
• She’s not herself – no longer a
sweet person
• She’s afraid to walk, seems
fearful of falling
• Behaviors started after
changing seizure med from
brand name to generic – We
think the generic isn’t working
like the brand name did
TLC-PCP 2012 www.learningcommunity.us
Supervisor’s
perspective
Your
perspective
Perspective of
Person
Supported
Looking at how you are doing in your work...
TLC-PCP 2012 www.learningcommunity.us
Logan’s Current Job
What makes sense, is working, the up side,
right now
• Pay check-How much I earns
Logan
Logan’s Mom
-Nancy
• Variety of stationary work & stocking
tasks
Supported
Living Coord.
-Jackson
• Getting off at 10 pm no energy to see live
music
• Paperwork required for processing inventory
• Co-worker’s support
• Working Saturdays
• Riding the bus to/from work
• Mom driving me home on Friday and
Saturday
• Logan developing new skills
• Concerned he rides the bus late at night
• Logan has more confidence making
decisions, including making more friends
• Not spending as much time with family
• Giving Logan rides home Fri & Sat.
nights
Job Coach Brenda
What doesn’t make sense, is not working, the
downside, right now
• Complaining not able to see his friends as
much
• Logan may get hurt using the stocking lift
• Good job skills & good attitude toward
work
• Recently asking co-workers to do his
paperwork
• His hours 3-10 pm. Logan is a “night owl”
• Not as productive lately, takes more breaks
• Work provides natural supports on the job
• Called in sick more this past month
• Has work friends
• Getting write-ups for not helping customers
• Starting at 3pm allows Logan to sleep in
• Logan complains no time to see live music
• Mondays off to assist with
activities/tasks at home
• Refusing support with medication prep and
shopping for meal at work
TLC-PCP 2012 www.learningcommunity.us
TLC-PCP
2012 www.learningcommunity.us
As we close…
How did today go?
TLC-PCP 2012 www.learningcommunity.us
Thank you!!!
• <TRAINER>
• www.learningcommunity.us
TLC-PCP 2012 www.learningcommunity.us