Transcript Person-Centered Principles and Practices

Person-Centered
Thinking through
Practices and
Planning
Developed with the assistance of
The Department of Medical Assistance Services (DMAS)
the Office of Intellectual Disabilities
(formerly OMR) and
the Partnership for People with Disabilities
With funding through the Systems Transformation
Grant (STG) from the federal Centers for Medicare
and Medicaid Services (CMS)
Welcome and Introductions
Principles of
Person-Centered
Thinking
Principles of Person-Centered Practices
Where individuals of all ages and abilities
have the supports we need to enjoy the rights
of life, liberty, and the pursuit of happiness
and the opportunity to have a good life.
Principles of Person-Centered Practices (continued)
Having a good life means different things to
different people. It includes joy and happiness,
health and safety, hopes and dreams,
meaningful activities, intimate relationships
with family and friends, having a home,
transportation, work, money (bank accounts),
and the ability to contribute to family and
community.
Principles of Person-Centered Practices (continued)
We believe that a good life is best led
by the voice of the individual and by
following these person-centered
principles.
“I am listened to.” “I have a voice.” “I listen to others.”
Listening
Individual choices and descriptions of a good life are
respected and followed.
Principle
1
“I have friends and family that I see often.”
“I am part of my community.”
“I have found groups, organizations and
social activities that interest me.”
Community
Relationships with families, friends, and people in
the community are very important and at
the center of planning.
Principle
2
“I have choices.” “I am responsible for my choices.”
“I am respected.”
Self-direction
Personal choice and control are supported.
Principle
3
“I am able to contribute to family and community.
“I learn new things.”
“People are nice to me.” “I respect others.”
“I am nice to others.”
Talents and Gifts
The experience, talents, and contributions of
individuals, families, and communities are
strengthened and supported.
Principle 4
“I am responsible for my choices.” “I receive quality support.”
Responsibility
There is shared responsibility for supports and choices.
Principle
5
Systems Transformation:
looking through a different
lens
System Centered vs.
Person Centered
System Centered
Person Centered
Focuses on deficits and Focuses on capacities,
labels
gifts, strengths, &
dreams
Plans usually include
Plans support a rich and
‘placement’ in a program active community life
based on the individual’s
gifts & interests.
Inflexible, offering a
Flexible, finding new
limited number of
possibilities unique to
program options
each person
System Centered vs.
Person Centered
System Centered
Person Centered
Puts the professional in Supports individuals in
control
making decisions
Distances people by
emphasizing
differences
Budgets are structured
to maintain investments in programs,
building and property
Brings people together
by discovering common
experience
Budgets structured to
provide individualized
packages to support
people
Person-Centered Practices
• Description of PersonCentered Thinking Skills
• Seven Questions
• A tool for helping people find
a new way to live
Important to/
Important for
and finding the
balance between
them
Important to
What makes a person happy,
content, fulfilled
•
•
•
•
•
People, pets
daily routines and rituals,
products and things,
Interests and hobbies,
places one likes to go
Important for
What we need to stay healthy, safe
and well
•
•
health and safety
things that others feel will contribute
to being accepted or valued in the
community
Finding the balance between
important to and important for
AND
Asking: What else
do we need to
know or learn?
Determining Staff
Responsibilities
• Core: responsibilities that
have to be done in a certain
way or there will be grave
consequences
• Creativity and judgment:
how to help someone
satisfy what is important
to him or her
• Not our paid responsibility
Matching Staff
For each person, what are the:
Supports
wanted &
needed
Skills
needed
Personality Shared
character- interests
istics
(nice to
(present/
have)
absent)
Communication Chart
Learning, using, & recording
communication
What is
happening
_______
does
We think
it means
We should
What’s working/
What’s not working
• Analyzes situations
from various
perspectives
• The individual, family
member, staff
member
4 + 1 Questions
What
What
What
What
have we tried?
have we learned?
are we pleased about?
are we concerned about?
And then
What should we try/do based on what we
have learned?
Youth Quest Treatment Plan
• Helpful in situations where
people are trying new things
• Looking at working/not working
in specific situations
• Provides a way to grow plans
and develop a skills base
• May replace progress notes
some day.
Seven Questions
that you should be able
to answer for each person you support
• What is important to the person?
• What is important for the person?
• Is important for being addressed in the
context of what is important to?
• Is there a good balance between important to
and important for?
• What does the person want to learn; what
else do we need to learn?
If the person is to get the balance described
and we are to learn:
• What needs to stay the same (be maintained
or enhanced?)
• What needs to change?
c The Learning Community for Person Centered Practices
Helping People Find a New
Way to Live
Intensive In-Home
a.k.a
Family Preservation
Helping People Find a New
Way to Love and Teach
• Appointments are done in partnership with an
individual and his/her family
• It is important to know why the family is
interested in intensive in-home and what they
hope to achieve by participating in this
service?
• Family’s should be given a description of what
to expect, what this service provides, and
what this services doesn’t provide.
Helping People Find a New
Way to Love and Teach
• Structured brainstorming process – see
next slide.
• Takes into consideration what’s
important to/important for
• The goal is to avoid/prevent out-ofhome placement & should only happen if
the team has exhausted all options
within intensive in-home.
Class Activity
• What IIH is?
• What IIH is not?