Section 3: Person Centered Approaches Supporting …

1 2009 Oregon Technical Assistance Corporation/Growing Resources in Oregon DHS Seniors and People with Disabilities Section 3: Person Centered Approaches & Supporting Direct Care Staff Modules: 1. a) Person Centered Planning What it is and Why Our Work Should be Person Centered , McLean b) Bob s Person Centered Plan (Example) c) What is Person Centered Planning? i. Pre/Post test (Blank and key) ii. PowerPoint presentation iii. Training Exercise (Blank and Key) Word Scramble 2. a) 10 Things You Can Do to Support A Person with Difficult Behaviors, D. Pitonyak b) Supporting an Individual with Complex Needs through Effective Teams, Stratton c) Teams Workplace Success Secret i. Pre/Post test (Blank and Key) ii. PowerPoint presentation iii. Training Exercise (Blank and Key) Resources: John O Brien 'Brien_(human_services_thinker) Jack Pearpoint Michael Smull David Pitonyak 2009 Oregon Technical Assistance Corporation/Growing Resources in Oregon DHS Seniors and People with Disabilities Section 3: Person Centered Approaches & Supporting Direct Care Staff Training Outcomes: Ability to participate in the development of an integrated Person Centered Plan (PCP), ISP and Behavior Support Plan resulting from assessment in the present environment o Develop menu of support strategies o Understand the relationship of the support strategies to individual needs Learn how and contribute to the development of a Person Centered Plan Participate and contribute as a member of a support and planning team for an individual with complex needs Ideas for Training: 1.

2 Discuss the following questions concerning Person Centered Planning: a. What is Person Centered work? b. Why our work should be Person Centered ? c. What are we doing now to focus our work on Person Centered practices? d. How could we use this information to improve with individuals with complex support needs? 2. Develop or review existing Person Centered plans as a team and review them. 3. Have participants do Person Centered activities. For example, have participants write up in as much detail as possible, their morning routine (type of toothpaste used, sequencing of tasks/activities, interactions, needs, etc). Once completed, have the participants switch routines with another. Ask if the participants can follow this routine or if it might be difficult. Drive home the point that we all have specific routines and activities that are important to us. If we were to need support we would want to ensure out routines remain the same and are not infringed upon or different routines forced.

3 4. Process Mapping. Use and large piece of paper or white board and ask the staff how they would map out getting Person Centered information about an individual with complex needs and how they would put it all together. Brainstorm what parts of the map would work on a daily basis. 5. Ask staff to read the team work article. Brainstorm what team work means to each staff member and two things about the article that were relevant to their site. 2009 Oregon Technical Assistance Corporation/Growing Resources in Oregon DHS Seniors and People with Disabilities Identified Enhanced Competency Area E. Individualized Planning and Support Competency 1) Supports individuals to develop self awareness and be proactive in their own coping/treatment. 2) Individualizes support strategies honoring choice and self determination based upon the individual s personal values for quality of life, diagnoses and health and safety needs.

4 3) Supports individuals to have meaningful daily activities by applying the philosophy and principles of Person Centered planning and community inclusion. Identified Enhanced Competency Area G. Communication and Teamwork Skills Competency 1) Separates personal and professional interaction ie. maintains clear, personal boundaries. 2) Demonstrates teamwork by effectively communicating with co workers and professional team members. 3) Applies knowledge and seeks assistance to problem solve challenging situations. 4) Avoids power struggles. 5) Demonstrates self awareness by remaining calm or removing self from stressful situations. 2009 Oregon Technical Assistance Corporation/Growing Resources in Oregon DHS Seniors and People with Disabilities Section 3: Person Centered Approaches & Supporting Direct Care Staff Module 1: Person Centered Planning What It is and Why Our Work Should be Person Centered , McLean, 2009 This paper provides a brief review of how Person Centered planning became an integral part in Supporting people with developmental disabilities.

5 It also describes the PCP process. It addresses how staff who provide support can understand and value the Person using Person Centered planning, supports, and practices. The progression from Information learned about a Person from a PCP to the ISP and the FA/BSP is explained. o An example of the Person Centered Plan Process is included. (See Section 4 Positive Behavior Support) Bob s Person Centered Plan (An Example), McLean, 2009 This example shows how a Person Centered plan was developed for Bob. Bob s plan looks at o Gifts, Strengths, Capacities o What works o What doesn t work o Dreams and possibilities o Next steps what, who, when What is Person Centered Planning? This is a PowerPoint presentation. This presentation provides a brief overview of the different Person Centered Planning (PCP) processes and how PCP is an integral part of Positive Behavior Supports (PBS). Person Centered Planning What it is and Why Our Work Should be Person Centered How we perceive and think about people greatly affects our work with them and the type of supports we design.

6 Person Centered planning is a process to assist people with disabilities and the people who know and support them to plan for the future. The plan can help to pinpoint the types of environments and situations where the Person with a disability can experience success. The information gathered at Person Centered planning meetings, when implemented, can greatly influence environments, behavioral strategies, schedules and preferred events which can all lead to positive changes for the individual. Background Person Centered planning was developed by John O Brien, Jack Pearpoint and Marsha Forrest, with primary contributions from Beth Mount, Connie Lyle O Brien and Michael Smull. Coming out of the deinstitutionalization movement of the 1970s, it is deeply rooted in the notion of community inclusion and dedicated to making the lives of individuals as connected as possible to every day community life. These connections are based on individual interests and preferences with the development of supports that will enhance the life of the individual with a disability.

7 Personal Futures Planning (John O Brien and Beth Mount), Maps and PATH (Marsha Forrest, Jack Pearpoint and John O Brien) and Essential Lifestyle planning (Michael Smull) are the most common Person Centered planning processes seen in the Northwest. Person Centered Plan Process Each process is unique in its implementation but each involves developing a rich portrait of the individual through the collection of information from the individual and people who know and care about the Person . This information is collected across a variety of domains and from a range of people. A family member may know information about likes and dislikes or what constitutes an ideal day for a Person . A direct care worker may contribute a key strategy regarding ways to communicate; getting along with the Person or how to teach a new skill. Each piece of information provides valuable clues on how to better support and assist the Person .

8 If a direct care worker understands the preferences, interests and needs of the individual, he or she is more likely to establish rapport, engage in positive strategies and plan events or activities that will appeal to the individual. Knowledge of the intricate needs and interests of an individual allows for more effective interactions on a day to day basis. By understanding the individual in a very practical way, the direct care worker is less likely to engage in needless power struggles with the Person or to insist on schedules, foods, activities or situations that have not worked well in the past. This is especially useful when Supporting people with complex support needs. The clues to a positive future and a smoothly running present are often inherent in a good Person Centered plan. Person Centered planning usually involves a facilitated gathering of information about the Person that is based on capacity, rather than deficit.

9 This information can be used to create supports 2009 Oregon Technical Assistance Corporation/Growing Resources in Oregon 1 DHS Seniors and People with Disabilities and environments that will align with the unique needs of the Person . Even the smallest change in environment, schedule, and interaction can have a profound effect on the life of an individual. Traditionally deficit information is culled from the labels and symptoms that describe a Person when they receive a specific diagnosis. Words related to the symptom or the diagnosis are often used when introducing the Person , Bob is DD and he also has some mental health issues. Language derived from a Person Centered vantage point might describe Bob as a caring man with a great sense of humor. He loves music and taking walks. In collecting this information, it is not only people that are important to consider but also environments and situations.

10 As any Person moves through different environments and social settings he or she will behave and interact in different ways. A Person may behave one way when riding the bus or working in a community business and another way in church or at a coffee shop with friends. In addition the very roles that a Person plays in those situations influence their behavior as well. The roles and contributions that a Person is asked to play affect both the interest and focus of the Person and our perceptions of them as well. Example of Person Centered Plan Process Too often we find that the concept of the disability label overshadows or detracts from our experience of the actual Person . This overshadowing may dictate the kinds of options, programs and experiences offered to the Person rather than tailoring supports, opportunities and choices to fit the individual. For example, we may know that Bob is a Person with complex needs, autism and a history of self abuse.