Transcript Sorting important to/important for

Person-Centered
Supports, Services and Practices:
The Cornerstone of
Systems Transformation
With special thanks to leaders in the field
Michael Smull, USA
Helen Sanderson, UK
The Learning Community
What are characteristics of
person-centered practices?
The individual is at the center of the
process
 The individual’s voice is listened to
 The individuals preferences, fears,
discomfort, and choices are listened to
 Others who know and love the individual
are looked to for support in planning and
carrying out the plan
 The individual’s uniqueness is celebrated
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Why do seniors plan?
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To maintain a life to which they are accustomed
To identify what they want so they can get the
best out of their future
To stay as healthy as possible
To get the type of support they need when they
need it
To avoid a crisis
To deal with crises that are unavoidable
To help their loved ones carry out their plans if
they are unable to do so
Tools that support personcentered practices
Appreciations
 Relationship Maps
 Histories
 Important to/Important for
 Good Day/Bad Day
 Communication
 Wishing
 Working/Not Working
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Appreciation: identifies the
qualities that people like and value
about the person
Acknowledges and appreciates the qualities and
strengths of the person
 Shows the person as they really are and
counters the frequent focus on what is “wrong”
with older people
 Identifies those who have a personal connection
with the individual and those who really know
them
 Tells us what an individual likes and admires
about himself or herself
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Appreciation
Things we like
about Helen
Helen’s gifts
Relationship Map: identifies who is
important in the individual’s life
Captures who is most important to the individual
and in what ways
 Helps to identify the network of relationships
that an individual has
 Helps to clarify with whom to speak when trying
to learn about the individual and develop a plan
 Gives a fuller picture of the relationships that
must be strengthened or supported in the
individual’s life
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Relationship Map
family
communitychurch, mosque,
synagogue,
neighbors,
local shops
home and
other paid
supporters,
day services
friends and
non paid
relationships
ACTIVITY
Developing your own relationship map
Histories: give people the opportunity
to know and appreciate the individual in
new ways and to develop different
relationships with the individual
Provides a picture of the individual in the context
of his or her own story
 Identifies things that an individual has in
common with others
 Helps in designing support that makes sense for
the individual
 Allows people to move on from appreciation to
learning what is important in an individual’s life
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Histories
Important to/Important for
And finding a good balance
between the them
Important to is what makes a
person happy, content, fulfilled.
It may include:
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people, pets
daily routines and rituals
products and things
interests, hobbies
places one likes to go
Important for
are those things that usually involve
staying healthy, safe and well
 maintaining value in the community
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The challenge
maintaining a balance between…
Important to
Important for
Three ways to have a
conversation
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Linear
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Branching
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Meandering
Morning Ritual
Example: Amanda’s morning ritual
7:00 am Alarm goes off. Music ONLY, no buzzer. Hit snooze once or
twice (depending on how late I want to sleep) Get up at
7:09 or 7:18. If up late, skip breakfast
Stand in closet, with door shut so light won’t wake my
husband and decide what I am going to wear for the day.
7:15 am Take clothes to bathroom, turn on water in shower to get
hot, remove p.j.s, get in shower. 1st wash body with Dove
soap, then hair with Paul Mitchell awapui,
7:25 am Get out of shower using 2 100% cotton towels-1 for hair, 1
for body. Put Cetaphil lotion on arms, and legs. Neutrogena
face lotion on face. Put on underwear and top and jewelry.
Brush through hair.
Amanda’s ritual continued
7:45 am Go to kitchen fix breakfast: coffee, Jif peanut butter on 2
pieces of Nature’s Own toast. Piece of fruit. Eat breakfast in
den watching the Today show.
8:00 am Feed Annie & Eleanor, the cats. 1/4 cup Iams each.
8:05 am Go back to bathroom. Brush hair again. Floss teeth. Brush
teeth with electric toothbrush and Crest toothpaste.
8:12 am Put on pants and shirt. Socks and shoes.
8:20 am Kiss husband good morning. Pour another cup of coffee.
Start making husband’s breakfast.
Activity: Morning Ritual
Write down your morning ritual
 Include as much detail as you are
comfortable with
 Start with how you wake up and end with
leaving for work or when you feel your
morning is over
 Indicate the times
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Activity: Morning Ritual
cont’d
Work in pairs. Look each other’s morning
ritual and learn what is important to your
partner
 Take sheet of paper that has What is
important to _______
 Read your partner’s routine and then:
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Our Mantra
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GUESS: look at what your partner wrote
and guess in your head
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ASK: ask your partner if your guess is
correct, have a conversation
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WRITE: write down what you learn
Other Rituals
Going to bed
 Transition
 Birthday
 Cultural/Holiday
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Spiritual
 Vacation
 Comfort
 Celebration
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Activity
Getting to know Arthur
Arthur
What is important to Arthur?
What is important for Arthur?
What else do you need to learn/know?
Arthur’s answer slide
What is important to Arthur?
What is important for Arthur?
Staying in his home
People sit and talk with him
Hot meals
Eating with someone
Have his walking stick nearby
Sticking to routines
Not going out alone
What else do you need to learn/know?
Good Day
Bad Day
How to best support
We all have good days
and bad days.
 What defines a good day
for one may be someone
else’s bad day.
 When we do have a bad
day, we need ways to
comfort or take care of
ourselves.
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Good Day/Bad Day
It is a work day, start with getting up, end with going to
bed. Write down a composite of all good moments & all
bad moments you have had on a work day.
Good Day
Bad Day
Good Day/Bad Day
Work with your partner. Read their Good Day/Bad day list. Arrange
your paper’s to look like this. Use the guess, ask, write process to add
to the Important to and ask, “Is there something that other people
need to know or do to support you with that?”
Good Day/Bad Day
Important to
What other people
need to know or do
Communication Chart
Gives people choice and control
 Especially helpful when behavior
communicates more clearly than words
 Allows a person to be better supported in
a variety of situations
 Helps us focus on person’s communication
whether they use words to speak or not
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Communication Chart
What is
happening
#3
In the
environment
What’s
gone on
The
just
‘trigger’
____ does
#1
The behavior
What
notice
Can
others
be seen,
heard, and felt
by others
We think it
means
And we
should
#2
#4
Meaning of the What other
behavior
people should
do in response
What
the
emotions &
feelings are
What’s
going
on inside
Or
not do. . .
Communication Chart
When this
happens
_______ do this
We think it
means
And we should
Wishing:
helps individuals to think about
what is important to them and to begin
moving towards this
Helps to enrich the individual’s life and increase
choice and control over what happens to them
 Helps to personalize the support an individual
receives in order for them to have a good quality
of life
 Helps to build confidence and boost low moods
 Assists in identifying individual’s goals and
supports needed to move towards them
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Wishing
Working/Not Working
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Identifies areas to build on and what needs to
change
Identifies what support an individual wants or
needs
Engages people who are in the person’s life and
allows them to contribute to improving it
Helps people stand back and look at a situation
and try to change what needs to be changed
Helps resolve problems and concerns
What works/makes sense
Build agenda for what
needs to stay the same
What doesn’t work/make sense
Build agenda for what
needs to change
Puppy exercise
Medicine
What’s working
What’s not working
Helen
What’s working/makes sense
What’s not working/doesn’t make
sense
Credits
Helen Sanderson Associates
www.helensandersonassociates.co.uk
along with Older People’s Programme
www.opp-uk.org.uk
 Michael Smull
and the Learning Community
www.learningcommunity.us
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