Person Centered Planning

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Person Centered Planning

  1. 1. Person Centered Planning TPS Core Competency Training
  2. 2. Person Centered Planning <ul><li>Starts with......................... </li></ul><ul><li>...the person rather than the program </li></ul><ul><li>...understanding an individual rather than formal assessments </li></ul>
  3. 3. We need to know..... <ul><li>essential life style elements </li></ul><ul><li>essential clinical elements </li></ul><ul><li>essential elements for other significant people in the person’s life </li></ul>
  4. 4. We need to use.... <ul><li>Person centered language that is </li></ul><ul><li>easily understood </li></ul><ul><li>not clinical </li></ul><ul><li>just plain, simple English </li></ul><ul><li>focuses on the person </li></ul><ul><li>without labels, jargon, or judgment </li></ul>
  5. 5. We need to use.... <ul><li>Language that ... </li></ul><ul><li>shows respect, of the person and any issues </li></ul><ul><li>does not group people by their labels </li></ul><ul><li>is always People First . </li></ul>
  6. 6. Person Centered Language <ul><li>People are always first, disabilities are second </li></ul><ul><li>Label jars... </li></ul><ul><li> not people. </li></ul>
  7. 7. Person Centered Language <ul><li>Language has the capacity to create or shift control. </li></ul><ul><li>Control does NOT support... does NOT connect... does NOT promote independence. </li></ul>
  8. 8. Person Centered Language <ul><li>Even if a person needs total assistance with all parts of his or her daily life, the language we use must say, “the person is in control”. </li></ul>
  9. 9. Person Centered language <ul><li>Examples: </li></ul><ul><li>Help someone take a shower vs. give a shower </li></ul><ul><li>I’ll eat with Jim, vs. I’ll go feed him. </li></ul><ul><li>Putting clothes on... </li></ul><ul><li>Suggest how you might use person centered language for the activity in #3. Give an example. How does your mind shift when you think of this in a different way? </li></ul>
  10. 10. Person Centered Planning means... <ul><li>...the person is the center of our focus </li></ul><ul><li>...only necessary supports are used </li></ul><ul><li>...honest, dignified, and respectful methods address tough issues </li></ul><ul><li>...the measures of success are defined by the people we support </li></ul>
  11. 11. Person Centered Planning does NOT mean... <ul><li>...trying to force someone to fit into an existing program </li></ul><ul><li>...that we can overlook difficult issues because it’s no fun to talk about them </li></ul><ul><li>...that everybody gets whatever they want </li></ul><ul><li>...that everything will be fine because we are using person centered planning. </li></ul>
  12. 12. Three Major Changes <ul><li>Planning for and providing supports to people with disabilities has moved through three distinct periods - </li></ul><ul><li>Institutional </li></ul><ul><li>Programmatic </li></ul><ul><li>Community Membership </li></ul>
  13. 13. 1. Institutional <ul><li>Since early in the history of the US, many if not most people with disabilities were taken care of in institutions, away from their families and communities. Many of these institutions were very large, which often meant that people received only basic custodial care……… and sometimes much worse. </li></ul>
  14. 14. 1. Institutional <ul><li>During this period, the “patient” lived in an institution, received custodial/medical care guided by a plan written by professionals. The intent was to provide clean, healthy, and safe places wherein disabilities were controlled. Minimal standards of care defined quality. </li></ul>
  15. 15. 2. Programmatic <ul><li>Beginning in the middle 1960’s, a new focus on continuous training and development highlights the second major phase. Up until the mid 1980’s, many people with disabilities received quality education and training, typically through community based schools, programs, workshops, and group homes. </li></ul>
  16. 16. 2. Programmatic <ul><li>During this time, the “client” was trained in programs (group homes, workshops, special classes) according to developmental and behavioral guidelines. Individual Habilitation Plans (hab plans) written by interdisciplinary teams sought to increase skills and manage behaviors. Reaching goals was the definition of quality. </li></ul>
  17. 17. 3. Community Membership <ul><li>Since the 1980’s, our work has focused on providing the sorts of personalized, flexible supports that people need to connect with their communities as neighbors, friends, full family members, and paid coworkers. </li></ul><ul><li>Person centered planning discovers and coordinates the supports and services necessary for a full, healthy, lifestyle. </li></ul>
  18. 18. 3. Community Membership <ul><li>Now, our fellow citizen with a disability often lives at home and works or attends local schools. Services vary according to need and desire as described in a plan written by both friends and professionals. Environments and attitudes are changed rather than “client behavior”. </li></ul><ul><li>Quality is measured by the person receiving our support. </li></ul>
  19. 19. Traditional Planning Problems <ul><li>Begins with assessments that often highlight deficits and problems that need “fixing” </li></ul><ul><li>Establishes goals that are part of existing programs and the needs of those programs </li></ul><ul><li>Relies almost totally on professional judgment and decision-making </li></ul>
  20. 20. Contrast - Person Centered Planning <ul><li>Uses assessments that focus on gifts, strengths, desires, and routines </li></ul><ul><li>Relies on what the person and his/her family knows </li></ul><ul><li>Defines opportunities (goals) by what is wanted </li></ul><ul><li>Supports lifestyles in communities </li></ul>
  21. 21. Methods for Person Centered Planning <ul><li>Essential Lifestyle Planning (ELP) </li></ul><ul><li>Personal Futures Planning (PFP) </li></ul><ul><li>Circles of Support </li></ul><ul><li>Functional Lifestyles Planning </li></ul><ul><li>MAPPS </li></ul><ul><li>All methods focus consumers having Choice, Opportunity, and Control </li></ul>
  22. 22. Define Choice <ul><li>What are the preferences and desires of people with regard to - </li></ul><ul><li>People ? (who they want to be with) </li></ul><ul><li>Places? (where they want to be) </li></ul><ul><li>Activities? (what they want to do) </li></ul>
  23. 23. Define Choice <ul><li>Choice is not offered by the “system” - everyone has a basic right to choice. </li></ul>
  24. 24. Define Choice <ul><li>Choices are not always perfect, we all make good and bad choices based on.. </li></ul><ul><li>Our own values </li></ul><ul><li>Peer pressure </li></ul><ul><li>Desire for new experiences </li></ul><ul><li>Desire to avoid unpleasant experiences </li></ul><ul><li>To please others </li></ul>
  25. 25. CHOICE is NOT a Reason to... <ul><li>... Live in an unsafe place </li></ul><ul><li>... Live in filth </li></ul><ul><li>... Smell bad </li></ul><ul><li>... Inflict self-injury or ruin one’s health </li></ul>
  26. 26. Define Opportunity <ul><li>People with disabilities should have the same opportunities as everyone else, and should not be limited to what a program can offer. </li></ul>
  27. 27. Define Control <ul><li>People with disabilities must have the authority to make use of the regular opportunities that a community offers to meet their choices. </li></ul><ul><li>This control is shared when public funds are used. </li></ul><ul><li>When control is shared, so also is responsibility . </li></ul>
  28. 28. Therefore, <ul><li>Person centered planning is a way of understanding people so that together we can support choice , maximize opportunity , and share control . It is a way to identify personal choices and the actions to support them. Remember those three words – choice, opportunity, and control. (They’re on the quiz.) </li></ul>
  29. 29. Values of Person Centered Planning <ul><li>Services vary according to individuals </li></ul><ul><li>Access to resources commonly available </li></ul><ul><li>Services coordinated around individual needs </li></ul><ul><li>Recognition of the abilities of friends, family, and colleagues </li></ul><ul><li>Service options based on choice, strengths, and needs </li></ul>
  30. 30. Tips <ul><li>Supports - paid and unpaid - can come from everywhere - parents, family, friends, generic services. </li></ul><ul><li>A fixed menu of options means fixed results. </li></ul><ul><li>Given time, services can adapt to individuals or new options can be created. </li></ul><ul><li>We cannot plan without asking people and their families what they want, especially for the future. </li></ul>
  31. 31. Goal #1 <ul><li>To help the individuals whom we support to have enjoyable, fulfilling lives </li></ul>
  32. 32. Discovering... <ul><li>Listening, to understand what is important and valued to the person. </li></ul><ul><li>Asking, to get to know what the person likes and dislikes. </li></ul><ul><li>Sharing, doing things the person likes to do or wants to learn. </li></ul>
  33. 33. Discovering... <ul><li>Ask about routines, special days, special friends or family </li></ul><ul><li>Find out what the very best birthday or Saturday or vacation would look like </li></ul><ul><li>Find out how the very worst work day or school day would unfold. </li></ul>
  34. 34. Discovering... <ul><li>The information you gather from the relationship shared with the person you support is invaluable to the planning and design of services, objectives, and strategies . </li></ul>
  35. 35. Move on to the Overview of Developmental Disabilities End Show

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