The PAR Approach to use for Facilitators/Trainers of this Training Package Principles-Presenting concepts that you want DSPs to know and understand and what skills to develop. Sharing several nuggets of important information about a specific topic's) from the slide participants are viewing. Actions/Activities-Listing what “in-classroom” exercises (e.g., small and large group discussion, role playing, simulation, reflection, etc.) to do and what handout(s) to use; cite any outside “homework” you suggest that will reinforce the principles and help learners reach their outcomes. Resources-Listing the specific handouts or other materials you are drawing upon for this slide. Identifying any additional resources (e.g., web sites, books, articles, other curricula, etc.) learners can use to (or that you used) to enhance the principles they are learning and skills they are developing. Trainer Principles: Create a warm, inviting learning environment for the participants. Provide a capsule statement of what you hope to accomplish by the end of the Training Actions/Activities: Pre-workshop: Have participants sign in. Hand out a folder with the “Power Point slide presentation notes, a set of handouts for the training, a list of attendees Workshop: Welcome everyone to the Find, Choose, and Keep Great DSPs training workshop. Introduce yourselves as the facilitators for the workshop. Share with the group: We are very excited to have you all here today to share your stories and learn about this Great new product, entitled, find, choose, and keep great dsps. Resources: LCD projector for the computer and screen or white wall Both versions of the Find/Choose/Keep Toolkits White board or flip chart with markers Food/drinks for participants Folders, name tags, pens, and paper for participants CD player with a variety of music (e.g. soft classical, folk, Cuban, African, rock, country). Play music for participants as they get their folders and sign in.

1. 1
Person-Centered Planning
Ensuring the Opportunity for Self-Determination and a High
Quality of Life for Individuals with Disabilities
Felipe Blue, MA, LCAS-A & Judithe Louis, MSW
Freedom House Recovery Center & Ede Mwen Health Services
www.freedomhouserecovery.org & www.emhealthservices.com

2. Why is this so Important?
• For so long, the experiences, needs, desires
and contributions of all persons with disabilities
have been defined by segregated settings and
limiting stereotypes.
• All individuals have strengths, talents and skills
that can be shared and utilized in their
community.
• We need to break the cycle of isolation in order
for that person to become a participating
member in their community. Having meaningful
relationships is essential for one’s well-being.

3. How do we Describe People?
Years ago:
System-Centered
• Focus on labels
• Emphasize deficits
• See people in the
context of human
service systems
• Distance people by
emphasizing difference
Now:
Person-Centered
• See people first
• Emphasize strengths
• See people in the
context of their local
community
• Bring people together
by discovering common
experience

4. How Do We Think About & Plan
for the Future
Years Ago:
System-Centered
• Plan for a lifetime of
programs
• Base options on
stereotypes about people
with disabilities
• Offer a limited number of
usually segregated program
options
Now:
Person-Centered
• Craft a desirable life-style
• Find new possibilities for
each person
• Design an unlimited number
of desirable experiences

5. Who Makes the Decisions?
Who is in Control?
Years Ago:
System Centered
• Plan a lifetime of
programs
• Rely on interdisciplinary
teams to generate plans
• Respond to need based
on job descriptions
Now:
Person Centered
• Craft a desirable
lifestyle
• Create person-centered
teams to solve problems
• Respond to people based
on shared responsibility
and personal
commitment

6. What do we believe about
community?
Years Ago:
System Centered
• Community is
rejecting
• Protect individuals
with disabilities
• Simulate safety in
secluded settings
Now:
Person Centered
• Community can be
welcoming
• Negotiate acceptance
by building
relationships
• Find associations,
settings & people who
facilitate new
experiences

7. • Encourage Friendships—
people sharing similar
interests; using informal
networks to draw people
together
• Encourage or Strengthen
Associational Life—Getting
connected with associations
that are of interest; active
religious communities;
volunteering opportunities
• Encourage Neighborhood
Connections—opportunities
for daily interaction/acts of
neighborliness; becoming a
valued customer/”Regular”
• Build School, Work, and
Homemaker Roles—Job
opportunities related to
specific interest;
opportunities for home
ownership/homemaking;
involvement in school
functions
Four Directions for
Building a Community life

8. Policy Guidelines
Values & Principles:
• Person Centered Planning is a highly
individualized process designed to respond
to the expressed needs/desires of the
individual.
• Recognizes one’s strengths and their ability
to express preferences and to make
choices.
• Choices & preferences shall always be
honored and considered, if not always
granted.
• Each individual has gifts and contributions
to offer to the community.

9. Policy Guidelines
Values & Principles continued:
• Should maximize independence, create
community connections, and work towards
their dreams, goals & desires.
• The individual has the ability to choose how
supports, services and/or treatment may
help them utilize their gifts and make
contributions to community life.
• The person’s cultural background shall be
recognized and valued in the decision-
making process.

10. Hope, Recovery & the Person-
Centered Planning Process
The 10 Fundamental Components of Recovery:
• Self-Direction: Consumers lead, control, exercise
choice over, and determine their own path
• Individualized and Person-Centered: Pathways to
recovery are based on an individual’s unique strengths
and resiliencies as well as his/her own needs,
preferences, experiences
• Empowerment: Consumers have the authority to
choose from a range of options and to participate in all
decisions—including the allocation of resources that will
affect their lives
• Holistic: Recovery & Person Centered Planning
embraces all aspects of life (housing, employment,
education, mental/physical health, recreational, etc)
• Non-linear: Based on continual growth, occasional
setbacks, and learning from experience.

11. Hope, Recovery & the Person-
Centered Planning Process
• Strengths-Based: Focuses on valuing & building on
the multiple capacities, resiliencies, talents, coping
abilities, and inherent worth of individuals.
• Peer Support: Mutual support-including the sharing
of experiential knowledge and skill and social learning.
• Respect: Ensures the inclusion and full participation
of consumers in all aspects of their lives.
• Responsibility: Consumers have personal
responsibility for their own self.
• Hope: Recovery provides the essential and
motivating message of a better future—that people
can and do overcome the barriers and obstacles that
confront them.

12. What can you do?
• Make the guidelines of Person-Centered Planning a
daily occurrence. It’s an ongoing process.
• Get to know the person & encourage them to utilize
their gifts/capacities.
• Be a resource person.
• Provide the person with the necessary information,
so they can make an educated choice.
• Creativity is essential for Person-Centered Planning
to work. It will allow you to focus more on
community resources & connections, instead of
system-focused resources.
• For those involved, make sure to read and sign off
on the plan.

13. It would be ineffective if…
• PCP will be ineffective
if you do not believe
in the abilities of the
person you support.
• PCP will be ineffective
if it is only about
writing a document
for MDCH.
• PCP will be ineffective
if you do not believe
in the value of
inclusion.
• PCP will be ineffective
if you elevate yourself
above the consumer
and their circle of
support.

14. How Do You Know It’s
Person-Centered Planning?
The Person is at the Center
• The process is rooted in
respect for the person & a
commitment to build inclusive
communities.
Family members & friends are
partners
• They have important
knowledge & can make
contributions that cannot be
replaced.
Listening & Learning Continue
• recognizes that positive
possibilities unfold as the
people involved learn from
experience.
Focus on Developing Capacities
• Reflects what is important to
the person, now & for the
future. It insists that the
person have real opportunities
to contribute to the life of their
communities & to benefit from
their contributions in turn.
Hopeful Action Happens
• Action is based on hope that
grows from the positive
changes that individuals &
their allies have already made.

15. Components of the PCP Process
• The Pre-plan~ Allows for the individual to plan
out how they would like their meeting to go.
• The Meeting~ Brings all the important people
together to develop a plan to get the life they
want
• Follow-through~ Keeps everyone on track
with the outcomes established at the meeting
• Request another meeting as needed~ A PCP
meeting has to occur at least once a year, but it
is encouraged to have them as often as
needed.

16. Relationship Between Person Centered
Planning & Self-Determination
Person Centered Planning:
• Plan is based on the person’s
strengths & capacities
• Services & supports are
provided in environments that
promote maximum
independence, community
connections, and quality of life
• Honoring one’s choices and
preferences and allowing for
the dignity of risk
Self-Determination:
• The person’s life is based on
their strengths & capacities
• Self-Determination promotes
independence, community
connections and quality of life;
the person determines the life
they want
• Individuals have the power to
make decisions and truly
control their lives; this includes
taking risk and taking
responsibility for their actions.

17. Core Quality of Life
Domains
• Desired states of:
– Emotional well-being
– Interpersonal relations,
– Material well-being,
– Personal development,
– Physical well-being,
– Social inclusion,
– Self-determination and rights.

18. Differences in
Quality of Life
• Quality of Life differs for the
individual
– Over time and
– Between individuals.
• A good “quality of life’’ may
mean different things to different
people.

19. Principles of Self-Determination
• Freedom--to choose a meaningful life in the
community.
• Authority-- to control the resources needed to
build the life desired.
• Support-- from those who care and those who
will honor a persons right to select services and
supports suited best for the individual.
• Responsibility—take greater control & authority
over their lives & resources; assume greater
responsibility for their decisions and actions
• Confirmation—that individuals play important
leadership role in re-designing the system.

20. Quality of Life & Self-
Determination
• Quality of Life relates to:
– Decisions/choices by individuals and,
wherever possible,
– Personal control over their:
• Activities
• Programs & Interventions, and
• Environments.
• Acceptance of the right to self-
determination on the part of consumers has
major implications for self-image,
motivation, self-expression and control,
as well as health.

21. What is Self-
Determination?
• The basic rights of all human beings include their
freedom, equality, and power to execute their will…
• These rights are distinguishable from people
themselves and can be given up to others, but only
under conditions in which the individual gives their
consent…

22. 22
What is Self-
Determination?
• The attitudes, abilities, and knowledge to set goals for
oneself and effectively work toward the achievement of
those goals.
Dr. Duncan McEwen, Freedom House Recovery Center.
• Self-determination is believing in yourself, making your
own decisions, and being responsible for them
Person High School Student, Roxboro, NC
• Power, choice, and most important, the right to chase
our dreams...The chance to direct our lives the way we
want to, not the way others expect us to...
Gulf War Veteran, Charlotte, NC

23. Operational Definitions
• Self-determination refers to individuals
exercising the degree of control over
their lives that they desire within those
areas of life that are important to them.
Abery & Stancliffe (2003)

24. Self-Determination & Personal Control
How are they are different?
• Shared Control
– Most individuals do not desire to have complete control
but wish to share it in some areas with trusted others.
• Ceding Control to Others
– In some areas of life a person may not particularly value
having control and voluntarily cede it to others.
– In other areas they may voluntarily cede control because
they do not have the skills to make informed decisions
• Individual Differences/Change Across Time
– Areas of life over which personal control is valued are
different for each person and typically change over time.

25. What is Self-
Determination?
• Control over day-to-day decisions
– what to wear
– what to eat
– what time to go to bed
• Control over long-term decisions
– where and with whom to live
– where to work
– What type of work to do

26. What is Self-Determination?
• Self-determination is about
supporting people to make the
things that they want to happen…
actually happen in their lives.

27. Tripartite Model of Self-Determination
Changes over
TIME
Exercise of Control
Importance Desired
Degree
of Control
Self-Determination

28. Exercise of
Control
Desired
Degree
of Control
Importance
SELF-DETERMINATION
Changes over Time
Self-Determination: An Ecological Process
Person
Self-Determination
Competencies
•Skills
• Attitudes/Beliefs
• Knowledge
Macrosystem
Family
Microsystem
School/Work
Microsystem
Peer Group
Microsystem
Exosystem
Exosystem
Exosystem
Exosystem
Mesosystem
Mesosystem
Residental Serv.
Microsystem
Mesosystem
Mesosystem

29. Missing Factor: The Environment
• Most agree that many (though not all) people
with disabilities living in the community do not
experience a high quality of life.
• Reasons are multifaceted:
− Some residential environments support self-
determination and a high Quality of Life.
− Many do not as they are full of barriers to an
individual living the type of life that they desire.
− Rules and regulations, often design to “protect”
persons with disabilities often serve as barriers to a
high Quality of Life and self-determination

30. What We Know
• To date, interventions designed to support a
higher Quality of Life and greater self-
determination for persons with disabilities have
primarily been focused on teaching persons
with disabilities skills…requiring/asking them to
change.
• Dangers related to this approach…
– Some people may not be able to acquire the
capacities being taught…does this mean they are not
capable of self-determination and a higher Quality of
Life?

31. Person Centered Supports
Smull, Bourne, & Sanderson (2009)

32. What has Gone Wrong?
• Most efforts to support an
enhanced Quality of Life and
greater Self Determination have
focused almost exclusively on
facilitating changes at Level 1 –
person centered practices

33. 33
Shift in Goals:
A Need for Systems Change
• GOAL: Create person centered
systems that support person
directed services.
– Changes in rules and practice should be driven by
learning what is and is not working for individuals.
– Using a small set of value-based skills at all levels of
the system will drive change throughout the system.
– Using these skills in conjunction with selected quality
management and organizational development tools
will improve quality of life and increase organizational
effectiveness and efficiency.

34. Need to Refocus our Efforts
Training in person-centered planning
Training in person centered thinking
Training + Development & support of coaches
Training coaches + sustained
engagement of organizational leadership
Training, coaches, organizational leadership +
sustained engagement of system leadership
Smull et al, (2009)

35. Need to Refocus our Efforts
We see a North Carolina 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.

36. Need to Refocus our Efforts
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.

37. Need to Refocus our Efforts
We believe that a good life is
best led by the voice of the
individual and by following these
person-centered principles.

38. Listening
Individual choices and descriptions of a
good life are respected and followed.
“I am listened to.” “I have a voice.”
“I listen to others.”

39. Community
Relationships with families, friends, and
people in the community are very
important and at the center of planning.
“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.”

40. Self-Direction
Personal choice and control are
supported.
“I have choices.” “I am responsible for my
choices.”
“I am respected.”

41. Talents and Gifts
The experience, talents, and
contributions of
individuals, families, and
communities are
strengthened and supported.
“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.”

42. Responsibility
There is shared responsibility
for supports and choices.
“I am responsible for my choices.” “I
receive quality support.”

43. System Centered vs.
Person Centered

44. System Centered vs.
Person Centered

45. 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

46. Important To
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

47. Finding the Balance Between
Important to and Important For
AND?
Asking: What else do we need to
know or learn?

48. What’s Working/What’s Not
Working?
• Analyzes situations from various
perspectives
• The individual, family member,
staff member

50. 50
Why Training Alone Fails to Work
• Training, no matter how good, is the
classic “rock in the pond” (Smull, 2006).
– The rock, tossed in the pond makes
waves.
– The bigger the rock, the bigger the
waves.
– But no matter how big the rock, the
pond eventually goes still again.

51. 51
Why Training Alone Fails to Work
• Most training approaches result in water
quickly returning to an undisturbed state.
• “Training in person-centered plan writing,
by itself, results in better paper, not
better lives.”
Smull, Bourne & Sanderson 2009

52. – Goal is to have the person-centered thinking
used in everyday work
• At ALL levels of the organization & system
– Only in this manner will person-centered
plans person-centered services and
supports serve as the basis of the day-to
day, moment-to-moment interactions
greater self-determination and a higher
quality of life.
Need for Systems Change

53. What Will it Take?
• Capacity:
– The discrete characteristics that enable
a system/organization to change in the
desired direction (Hatch, 2009)
• Four components:
– Human Capital
– Social Capital
– Program Coherence
– Resources

54. Staff Role
• Person Centered Planning process is the
way with which staff will facilitate
communication to consumers in all four
areas.
• Staff need to provide consumers with
information on these areas at least once a
year.
• Staff will provide consumers with
resources/referrals if they want to develop
an advance directive (medical or
psychiatric), crisis plan or EOL care/DNR.

55. PCP Post-Test
1. Pick the answer that does not belong:
According to the North Carolina Person Centered
Planning Policy Guideline, some of the values and
principles of the PCP process are:
a. The process is highly individualized and designed
to respond to the expressed needs/desires of the
individual
b. Choices & preferences shall always be honored &
considered, if not always granted
c. The person’s cultural background shall be
recognized and valued in the decision-making
process
d. Services are chosen for the individual based on
need.

56. 2. True or False:
The Person Centered Planning Process is an
ongoing process.
3. Pick the answer that does not belong:
The PCP will be effective if…
a. You believe in the abilities of the person
you support
b. You believe in the value of inclusion
c. It is only about writing a document for
MDCH
d. You do not elevate yourself above the
individual and their circle of support.

57. 4. An individual designated to exercise powers
concerning another individual's care and
medical or mental health treatment, or
authorized to make an anatomical gift on behalf
of another individual, or both is called a
__________ _________?
5. True or False:
A Crisis Plan is a legally binding document in
which the recipient decides what issues to
address in a crisis, which people will be enlisted
for support during the crisis, and who will get a
copy of the plan.

58. 6. True or False
A Psychiatric Advanced Directive is
a legally bound notarized document
signed by a legally competent adult
giving direction to healthcare
providers about recipients’
treatment choices in specific
circumstances including but not
limited psychiatric situations.

59. 7. True or False:
All staff can only honor a DNR if a
consumer is enrolled in a licensed
hospice setting and consumer is in the
care of a licensed setting, supportive
living, or respite setting.
8. Name one of the principles of Self-
Determination:
_______________________________

60. 9. True or False:
All consumers have the option to develop
a crisis plan and use a Independent
Facilitator.
10. Name one of the 10 components of
Recovery:_________________________
Employee Name:
Supervisor Signature:
Date: