person centered thinking day 1 presented by: penny seay amy sharp the institute on person centered...
TRANSCRIPT
Person Centered ThinkingDay 1
Person Centered ThinkingDay 1
Presented By:
Penny Seay
Amy Sharp
The Institute on Person Centered PracticesA Collaborative Partnership with
The Center on Disability Studies at the University of Texas and
The Center on Disability and Development at Texas A&M University
http://person-centered-practices.org/
cdd.tamu.edutcds.edb.utexas.edu
The Learning Community for Person Centered Practices envisions a world where all people have positive control over the lives they have chosen for themselves. Our efforts focus on people who have lost or may lose positive control because of society's response to the presence of a disability. We foster a global learning community that shares knowledge for that purpose.
Person Centered Thinkingunderlies and guides respectful listening
which leads to actions, resulting in people who:
– Have positive control over the life they desire and find satisfying;
– Are recognized and valued for their contributions (current and potential) to their communities; and
– Are supported in a web of relationships, both natural and paid, within their communities
What are person centered thinking skills?
A set of skills that reflect and reinforce values that:
– Propel the learning cycle– Help us support rather than fix– Work for humans– Work at every level in the organization– Build the culture of learning, partnership, and
accountability– Affirm our belief that everyone can learn
Help people get better livesNot just better paper
Purpose of the day
Learn how to
1. Use person centered thinking skills to gather a deeper understanding of the people we support
2. More easily organize that learning to inform our efforts to help people get the lives they value
How Today Works• Work in groups
• Learn methods that anchor person centered practices
• Organizing Concept: Important TO and FOR and finding the balance between them
• Managing our support role using the Donut
• 3 Problem solving SKILLS that help us use what we are learning every day
• 4 + 1 Questions• Learning Log• Working/Not Working
Working Agreements for the Day
Cell phones on vibrate
Misery is optional
Respectful listening
All questions are valid
Only share what you are comfortable sharing
Introducing the Core Concept:
important to
and
important for
AND
The balance between them
Important TO
What is important to a person includes those things in life which help us to be satisfied, content, comforted, fulfilled, and happy. It includes:
• People to be with /relationships
• Status and control
• Things to do and places to go
• Rituals or routines
• Rhythm or pace of life
• Things to have
Important FOR (Part One):
• Issues of health: ― Prevention of illness ― Treatment of illness / medical conditions ― Promotion of wellness (e.g.: diet, exercise)
• Issues of safety:― Environment ― Well being ---- physical and emotional ― Free from fear
Important FOR (Part Two):
• What others see as necessary to help the person:
― Be valued
― Be a contributing member of their community
Moving from Service Life to Community Life
ServiceLife
CommunityLife
• ‘Important for’ addressed
• No organized effort to address ‘important to’
• ‘To’ and ‘for’ present
• Active circle of support
• Included in community life
• ‘To’ and ‘for’ present
• Closest people are paid or family• Few real connections
A Good Paid Life
Focus on connecting, building relationshipsand natural supports‘Important to’ present
‘Important to’ recognized
Wkbk pg 5
Moving from Service Life to Community Life
A Good Paid Life
ServiceLife
CommunityLife
• ‘Important for’ addressed
• No organized effort to address ‘important to’
• ‘To’ and ‘for’ present
• Active circle of support
• Included in community life
• ‘To’ and ‘for’ present
• Closest people are paid or family
• Few real connections
Discontent is the first necessity of progress. -Thomas Edison
Discontent is the Engine of Change
• Anything you are happy with, you want to stay the same
• You are only interested in change when there is discontent
There are there are 2 kinds of discontent Cynical
Optimistic
We have too much cynical and not enough optimistic
Cynical Discontent
When you have discontent without hope you get cynical discontent.
Cynical discontent results in:
Optimistic Discontent
Requires hope based on trust that is created when there is:
• A history of acting on things that can be changed
• Honesty about those things that will take time to change
• Progress in acting on the things that take time
Where cynical discontent is dominant…
…trust must be created
Any changes an organization makes to it’s practices, structure or rules that result in positive differences in the lives of people.
Level 1
Level 2
Level 3
Any change that results in a positive difference in the lives of people who use services or in your own work life.
Any change in practice, structure and rules made at the system level. These changes have an effect on many organizations, and therefore many peoples’ lives.
Levels of Change
Overview
Day 1 and Day 2
• Day 1 – working in groups
• Day 2 – working in pairs
Important To Important For &
The Balance Between
Don
ut
Matching
4 + 1
?s
Learning
Logs
Work
ing
Not Work
ing
Relationship
Map
Routines &
Rituals
Good Day
Bad Day
2-Minute Drill
Reputation
Communication
Discovery/Listening Skills
Management Skills
Everyday Learning Skills
Sorting Important to from Important for
Important To Important For
(and finding a better balance between them)
Discovery/Listening Skills
Relationship Map
Rituals and Routines
Good Day/Bad Day
Two Minute Drill
Communication Chart
Reputations
6 methods for collecting information
People Map for:Family
People who support me at work or school
Friends
People whose job is to support me at home and other places
The “Relationship Map”1st Discovery Skill
Rituals and Routines
Rituals guide us through our days and bring consistency, comfort and control
• Morning • Bedtime• Mealtimes• Transition• Birthday• Not Feeling Well
• Cultural/Holiday• Spiritual• Vacation• Comfort• Celebration• Grief/Loss
Good Day/Bad Day
What is a good day like for this person?
What is a bad day like for this person
(or a stressful or really difficult day)?
Listening to Behavior…
What is happening
_____ does We think it means
And we should
A Communication Chart
Everyday Learning Skills
• 4 + 1 questions
• Learning Log
• Working/Not Working (also called “What Makes Sense/Doesn’t Make Sense”)
4 + 1 Questions
• Using the “4 questions” to focus on learning and acting on that learning –– What have we tried?– What have we learned?– What are we pleased about?– What are we concerned about?’
• And then the “+1” question - – What should we try/do based on
what we have learned?
Learning Log
Date
What did the person do?
(What, where, when, how long, etc.)
Who was there? (Names
of staff, friends,
others, etc.)
What did you learn about what worked well? What did the person like about the activity? What needs to stay the same?
What did you learn about what didn’t work well? What did the person not like
about the activity? What needs to be different?
Using the learning log to replace typical progress notes
What works/makes sense
What doesn’t work/doesn’t make sense
Management Skills
• Donut Sort
• Matching
The Donut Sort
NOT OUR USUALRESPONSIBILITY
Core Responsibilities
Creativity & Judgment
Defining Staff Roles and Responsibilities
A Matching Profile For each person – what are . . .
Supports Needed Skills Required PERSONALITY
CHARACTERISTICS
NICE TO HAVE (SHARED INTERESTS)
These two columns are related.
Important To Important For &
The Balance Between
Don
ut
Matching
4 + 1
?s
Learning
Logs
Work
ing
Not Work
ing
Relationship
Map
Routines &
Rituals
Good Day
Bad Day
2-Minute Drill
Reputation
Communication
Discovery/Listening Skills
Management Skills
Everyday Learning Skills
Beginning
•Practicing Person Centered Thinking Skills
•Applying What We Learn
Day One
Have our own dreams and our own journeys
Have opportunities to meet new people; try new things; change jobs;
change who we live with & where we live
Have what/who is important to us in everyday life; people to be with; things to do, places to be
Stay healthy & safe (on our own terms)
Each of us want lives where we are supported by & contribute to our communities
Terminal Irritation
* Used with permission from Dave Coverly, Speedbump Comic
Importance Of Environments
• Causes significant aggression or depression.
• What is toxic to one person many not be toxic to someone else
• Results in Power Over as we try and control the aggression or withdrawal
• People are depressed, have given up.
• We see “learned helplessness”
• May have been toxic but people feel powerless
• There is no (or very little) growth
• In a supportive setting there is growth.
• People have moved from toxic or tolerated “blossom.”
• There is Power With.• The minimum for
everyone.
• Needed for some people wounded by toxic or tolerated settings
• Focus is on restoration and wellness. There is a need to partner with clinical supports
Implementation of Person Centered Practices is:
A Promise to listen
•To listen to what is being said and to what is meant by what is being said
•To keep listening
A Promise to act on what we hear
•To always find something that we can do today or tomorrow
•To keep acting on what we hear
Implementation of Person Centered Practices is:
A Promise to be honest
• To let people know when what they are telling us will take time
• When we do not know how to help them get what they are asking for
• When what the person is telling us is in conflict with staying healthy or safe and we can’t find a good balance between important to and important for
UnderstandUnderstand
Look/ListenLook/Listen
What you see/hear depends on what you are looking/listening for
This is an awareness test…
Important TO and Important FOR
and
the BALANCE between them
And a core skill
The Core Concept
Sorting Important To from Important For (and finding a better balance between them)
Important To Important For
What is important to a person includes those things in life which help us to be satisfied, content, comforted, fulfilled, and happy. It includes:
• People to be with /relationships
• Things to do & places to go
• Rituals or routines
• Rhythm or pace of life
• Status & control
• Things to have
Important TO
• Includes what matters the most to the person – their own definition of quality of life.
• What is important to a person includes only what people “say”:
― with their words
― with their behavior
When words and behavior are in conflict, pay attention to the behavior and ask “why?”
Important TO
– Issues of health: ―Prevention of illness
―Treatment of illness / medical conditions
―Promotion of wellness (e.g.: diet, exercise)
– Issues of safety:―Environment
―Well being ---- physical and emotional
―Free from Fear
– What others see as necessary to help the person:―Be valued
―Be a contributing member of their community
Important FOR
• ‘Important to’ and ‘important for’ influence each other
• No one does anything that is ‘important for’ them (willingly) unless a piece of it is ‘important to’ them
Balance is dynamic (changing) and always involves tradeoffs:
– Among the things that are ‘important to’;
– Between important ‘to’ and ‘for’
Important To and For are Connected
• We all make tradeoffs between the many different things that are important to us.
– Some people may love living in a particular place.
– And are willing to make the tradeoff when living there means a longer commute to the work they love.
• We also make tradeoffs between what is important to us and what is important for us. These tradeoffs can be temporary OR long term solutions.
― Fun time with my friends is important to me. Having a clean house is part of being valued by my friends. House cleaning occasionally comes before having fun with friends.
― Expressing personal opinions and speaking my mind is important to me, but not cussing in front of my neighbors is important for me
Finding the Balance
Important FORImportant
FOR
Important TO
Health and Safety Dictate Lifestyle
Importa
nt
FOR
Importa
nt
TO
All Choice No Responsibility
Important FOR
Important TO
Balance
What works/makes sense What doesn’t work/doesn’t make sense
• Shopping daily for favorite things• Having lots of jewelry and no one
getting into them without my OK• Having my sister Joanne in my life• Lots of blue, red and black clothes• Polished nails, many colors & layers• Living with Teddy, the Yorkshire
Terrier• Sleeping on my bed• Snacks from my plate• In my lap when I watch TV
• Staff don’t let me drink what I want
• Teddy leaving me during mealtimes
• Having no work to do at WAC, Inc.
• Staff not letting me buy things I want
• Favorite people doing activities with her, especially John Dandy
• Keeping Julie from falling – reminders to use her walker
• Level blood sugar – staff knowing signs of low and high blood sugar
• Joanne is active in Julie’s life• Planning before Julie goes shopping
• Julie is less steady on her feet and falling more than she used to
• If you don’t make a plan with before shopping, Julie will want to buy more than she has money for – Julie may get very upset which can alter her blood sugar
• Julie gives Teddy food off her plate
What is important to Julie? What is important for Julie?
What else do you need to learn/know?
Wrkbk pg 17
Julie
Julie – Answer SlideWhat is important to Julie? What is important for Julie?
What else do you need to learn/know?
• Relationship with Teddy
• Having some control –
• Over what happens with Teddy
• What she buys/wears
• Her things
• Shopping a lot
• Her sister & John Dandy in her life
• Staying busy at the day service
• Drinking as much as she wants
• Keeping diabetes under control
• Monitoring blood sugar, giving insulin
• Weighing her food
• Controlling amount she drinks
• Helping her stay calm
• Supporting her relationship with Teddy
• Keeping her from falling
• Planning in advance/
• budgeting in advance for shopping
• What about “no work to do at WAC, Inc” bothers her?• Is John Dandy really important to her?
What works/makes sense
What doesn’t work/Doesn’t make sense
• Her relationship with Teddy• Feeding Teddy from her plate
(food = love)• Feeding Teddy the same food
she is eating (people food)
• Staff removing Teddy during meal times
• Teddy barking and being upset at being locked in the back room
• Feeding Teddy dog food in his own bowl
• Julie’s relationship with Teddy• Removing Teddy from the dining
room during meals; monitoring Julie’s food/drink intake accurately
• Julie feeding Teddy from her plate• Inaccurate monitoring of Julie’s
food/drink intake when she feeds Teddy from her plate
• Teddy barking in the back room and upsetting Julie and other residents
• Teddy’s long-term health if he eats too much “people food.”
Example of Working/Not Working Focused for Action
Management Skills
Donut Sort
• Matching
Sorting Important TO and FOR is a skill that works with all the other SKILLS
If I had an hour to save
the world, I’d spend 55
minutes defining the
problem.~ Albert Einstein
Ask Yourself “What do we know?” Before asking “What do we do?”
www.learningcommunity.us© TLC-PCP 2014
Inside a Person’s Life
NOT OUR USUALRESPONSIBILITY
Core Responsibilities
Creativity & Judgment
Defining Staff Roles and Responsibilities
Wrkbk pg 20
Harry
What is important to Harry? What is important for Harry?
What else do you need to learn/know?
What else do you need to learn/know?
To attract women
To spend his money as he wants
To have George’s permission
To learn what to wear that will cause
minimal pain and embarrassment
To learn to manage his money
What does Harry understand about –
• Managing his money
• Attracting women, dating
• Where it is appropriate to wear what
Harry – Possible AnswersWhat is important to Harry? What is important for Harry?
Not usually our responsibility
Use judgmentand creativity
Core responsibilities
Wrkbk pg 21
Harry – George’s Donut
Not usually our responsibility
Whether or not he buys the shirt.
Use judgment & creativity
What you do/try to help Harry makean informed choice
about –
The odds againstthe shirt being a “chick magnet”
Spending ½ his money for 2 weeks on
1 purchase
Core responsibilities
To help Harry makean informed choice –
About the shirt
About his money
Starts with asking why he wants
the shirt
Harry – Possible Answers
…The Rest of the Story
Harry…
What is important to Harry? What is important for Harry?
What else do you need to learn/know?
• To be around this woman, have her “recognize” that she wants him. To have control and power over her.
• To know the legal consequences of stalking
• To stop stalking
• To understand that stalking doesn’t work to get an intimate relationship
• More about the past history of this or similar behavior?
• How dangerous is he?
• Does he get what we think he gets out of stalking?
• Has he ever had a “regular adult” relationship?
Harry #2 – Answer Slide
Harry #2 – Possible AnswersNot usually our
responsibility
To help him getsex or keep him out
of jail at all costs
Use judgmentand creativity
Short term – Howyou keep the woman safe until you can get
him treatment
Longer term – howyou learn, acting on
what you learn,figuring out how he
can get what isimportant enough to
him that that hewill participate in
treatment
Core responsibilities
Short term -Keep the woman safe and in the process keep himsafe (and out of jail)
Longer term – teachrelationship SKILLS,figure out why he is
stalking, any pattern, and deal with it,seeking a way for
Harry to live safelyin the community
What is important to Bob? What is important for Bob?
What else do you need to learn/know?
Wrkbk pg 22
Bob
What is important to Bob? What is important for Bob?
What else do you need to learn/know?
• To be one of the guys• To keep his friends• To be in charge of his own life• To have a “typical” life• To stay healthy
• To stay healthy –• Take his medications as prescribed• Stay out of the hospital/not cycle• To be connected to his community
• How dangerous is it for him to go off medication and have a couple of beers?• Would it be OK for him to drink 1 or 2 beers and be on his medication?• Is there another medication where 1 or 2 beers would be OK?• How well does he understand the risks that he is taking?• Would he be willing to drink non-alcoholic beer? • What role does his girlfriend play in this?
Bob – Answer Slide
Wrkbk pg 23
Core responsibilities
Use judgmentand creativity
Not usually our responsibility
Bob
Not usually our responsibility
Whether or notBob drinks
What Bob’s psychiatristdoes in response to
the information
Use judgmentand creativity
What you do to meetyour core responsibilitiesaround helping him make
an informed choice –
Informing Bobof the risks
Educating yourself
Exploring alternatives
If part of the “problem”is the response of thepsychiatrist – helping
Bob find another
Core responsibilities
Helping Bob make an informed choice
Informing Bob of therisks of his behavior
Informing yourself of the actual risks and
alternatives
Making sure that Bob’s psychiatrist knows about
Bob’s drinking
Making an effort to explore with Bob
alternative ways to getwhat is important to
and important for him
Bob – Answer Slide
Moving from Service Life to Community Life
Service Life
• ‘Important for’ addressed
• No organized effort to address ‘important to’
• ‘To’ and ‘for’ present
• Active circle of support
• Included in community life
• ‘To’ and ‘for’ present
• Closest people are paid or family
• Few real connections
A Good Paid Life
Community Life
Bob
Moving from Service Life to Community Life
Service Life
• ‘Important for’ addressed
• No organized effort to address ‘important to’
• ‘To’ and ‘for’ present
• Active circle of support
• Included in community life
• ‘To’ and ‘for’ present
• Closest people are paid or family
• Few real connections
Bob moves from community life to the Special Pool Hall at
Day Hab
Community LifeA Good Paid
Life
Bob
Moving from Service Life to Community Life
Service Life
• ‘Important for’ addressed
• No organized effort to address ‘important to’
• ‘To’ and ‘for’ present
• Active circle of support
• Included in community life
• ‘To’ and ‘for’ present
• Closest people are paid or family
• Few real connections
Bob moves from community life to the
Special Pool Hall at Day Hab
A Good Paid Life
Community Life
Bob
Everyday Learning SKILLS
4 + 1 questions
• Learning Log
• Working/Not Working (also called “What makes sense/Doesn’t make sense)
4 + 1 What you have done to improve your health and safety?
+1 – Given your learning what will you do next?
__________________________________________________________________________
_________________________________________________________________________
What have you tried?
1
What have you learned?
2
What are you pleased about?
3
What are you concerned
about?4
Wrkbk pg 29
4 + 1 Pose the question you want people to answer
+1 – Given your learning what will you do next
_______________________________________________________________
__________________________________________________?
What have you tried?
1
What have you learned?
2
What are you pleased about?
3
What are you concerned about?
4
What did you do?
When did you do it?
Who else was there?
What did you learn from your efforts?
What did you like about what you tried?
What went well?
What worked for you?
What challenges did you encounter?
What didn’t you like about what you tried?
What didn’t work for you?
? ?
+1: Keep doing protein shakes; find someone local to cook occasionally; keep asking “what did you eat today, not just “did you eat today?”
What have weTried
What have welearned
What are wePleased about
What are weconcerned about
Healthy frozen meals
Daughter cooking a week’s worth of food for her
High protein shakes 2x a day
She doesn’t like processed food
Will almost always eat daughter’s home cooked food
Protein shakes work really well
If she is having a really bad day, might only drink one shake at best
She is steadily gaining weight
Found at least two options that work for her
She is committed to eating when she can
Stress on daughter to cook and drive 5 hours round trip every weekend
Only eating once a day
Will lose appetite again if depression comes back
What we have done to address Liz’s malnourishment
Everyday Learning Skills
• 4 + 1 questionsLearning Log
• Working/Not Working (also called “What makes sense/Doesn’t make sense)
Learning LogUsing the learning log to replace progress notes
Recording learning for Charlie: What we have learned about what is:
What do we need to learn or figure out?
wrkbk pg 27
PCT Trainer Candidate’s Learning LogUsing the learning log to replace typical progress notes
Using the learning log to show a family’s learning over time
Learning Log for Andrew (page 1)
Learning Log for Andrew (page 2)
• 4 + 1 questions
• Learning LogWorking/Not Working (also
called “What makes sense/Doesn’t make sense)
Everyday Learning Skills
Focus in on a specific issue or area of lifeHelps you dig deeper
Bridge to action planning • What needs to be maintained/enhanced? • What needs to change?
Negotiation Skill• All must feel listened to – accurately reflect perspectives • Start with common ground• Remain unconditionally constructive• Done in partnership
Working/Not Working
Per
son’
spe
rspe
ctiv
eS
taff
’spe
rspe
ctiv
e
USE THIS INFORMATION TO
BUILD THE
AGEND
A
FOR THINGS THAT ARE TO
STAY THE SAME
USE THIS INFORMATION TO
BUILD THE
AGENDA
FOR THINGS THAT NEED TO
CHANGE
Disag
reem
ents
What works/makes sense What doesn’t work/doesn’t make sense
93
© TLC-PCP 2014
Someone brings home a new puppy. Given your own experiences and those that you have heard from others, what does and does not make
sense about having a new puppy in the house.
What works/makes sense What doesn’t work/doesn’t make sense
Wrkbk pg 32
Use to organize perspectives about a specific Issue or to get a snapshot description of NOW
What’s Working What’s Not Working/What Could Improve
What does the person say is working?
What does the person say is not working or could be better?
What does the family say is working?
What does the family say is not working or could be better?
What does the staff person/teacher/therapist (etc) say is working?
What do they say is not working or could be better?
Julie – Answer Slide
•What about “no work to do at WAC, Inc bothers her?•Is John Dandy really important to her?
What is important to Julie? What is important for Julie?
What else do you need to learn/know?
Relationship with Teddy
Having some control –• Over what happens with Teddy• What she buys/wears• Her things
Shopping a lot
Her sister &John Dandy in her life
Staying busy at the day service
Drinking as much as she wants
Keeping diabetes under control• Monitoring blood sugar, giving insulin• Weighing her food• Controlling amount she drinks• Helping her stay calm
Supporting her relationship with Teddy
Keeping her from falling
Planning in advance/
budgeting in advance for shopping
• Her relationship with Teddy• Feeding Teddy from her plate
(food = love)• Feeding Teddy the same food
she is eating (people food)
• Staff removing Teddy during meal times
• Teddy barking and being upset at being locked in the back room
• Feeding Teddy dog food in his own bowl
• Julie’s relationship with Teddy• Removing Teddy from the dining
room during meals; monitoring Julie’s food/drink intake accurately
• Julie feeding Teddy from her plate• Inaccurate monitoring of Julie’s
food/drink intake when she feeds Teddy from her plate
• Teddy barking in the back room and upsetting Julie and other residents
• Teddy’s long-term health if he eats too much “people food.”
What works/makes sense What doesn’t work/doesn’t make sense
Kath
leen
’spe
rspe
ctive
Mot
her’s
pers
pecti
veSt
aff’s
pers
pecti
ve
Wrkbk pg 35
What works/makes sense What doesn’t work/doesn’t make sense
Kath
leen
’spe
rspe
ctive
Mot
her’s
pers
pecti
veSt
aff’s
pers
pecti
ve• Relationships with friends• Having her scissors at home• Cutting Patterns• Dressing in her own style• Doing things where she stays clean• Sewing at home and making her own
clothes
• Kathleen has a place to go during the day
• Spending time with Kathleen• Sewing together• Kathleen is never left alone at home or
workshop
• Kathleen does what she is told• She has a behavior program• She uses whatever scissors she gets• She follows the rules most of the time• That she meets the “criteria” before
being considered for enclave work
• Kathleen will not follow the rules consistently
• That Kathleen insists on using certain scissors
• That Kathleen doesn’t want to get dirty• That Kathleen doesn’t like the other
jobs that are available.
• Her schedule has to follow the workshop’s
• Kathleen can’t bring her own scissors to work
• There is not enough pattern work for her
• Kathleen will open the door for anyone
• Not getting to use HER scissors• Getting dirty and doing jobs that
involve cleaning• Having to do bearings• Having to do work that she doesn’t like• Not being listened to
What works/makes sense What doesn’t work/doesn’t make sense
Beth
’s
Pers
pect
ive
Fam
ily’s
Pers
pect
ive
After a Change in Seizure Medication…
• She doesn’t have seizures
• Generic medicine is less expensive than brand name med
• We think she’s dizzy and afraid of falling
• She can’t walk as well as she did before the new medicine
• She’s often angry
• She is getting aggressive• She’s not herself – no longer a
sweet person• She’s afraid to walk, seems
fearful of falling• Behaviors started after
changing seizure med from brand name to generic – We think the generic isn’t working like the brand name did
Nothing
What works/makes sense What doesn’t work/doesn’t make sense
Pers
pect
ive
of
Pers
on
Support
ed
Your
pers
pect
ive
Superv
isor’
spers
pect
ive
Looking at how you are doing in your work...What works/makes sense What doesn’t work/doesn’t make sense
What makes sense, is working, the up side,
right now
What doesn’t make sense, is not working, the downside,
right now
Logan
Logan’s Mom -
Nancy
Logan’s Current Job
Job Coach -
Brenda
Supported Living Coord. -
Jackson
• Pay check-How much I earn
• Variety of stationary work & stocking tasks
• Co-worker’s support
• Riding the bus to/from work
• Getting off at 10 pm no energy to see live music
• Paperwork required for processing inventory
• Working Saturdays
• Mom driving me home on Friday and Saturday
• Logan developing new SKILLS
• Logan has more confidence making decisions, including making more friends
• Giving Logan rides home Fri & Sat. nights
• Concerned he rides the bus late at night
• Not spending as much time with family
• Complaining not able to see his friends as much
• Logan may get hurt using the stocking lift
• Good job SKILLS & good attitude toward work
• His hours 3-10 pm. Logan is a “night owl”
• Work provides natural supports on the job
• Has work friends
• Recently asking co-workers to do his paperwork
• Not as productive lately, takes more breaks
• Called in sick more this past month
• Getting write-ups for not helping customers
• Starting at 3pm allows Logan to sleep in
• Mondays off to assist with activities/tasks at home
• Logan complains no time to see live music
• Refusing support with medication prep and shopping for meal at work
Reflect
How did today go?
Liked, Learned, Change….
As we close…
Thank you!!!
Penny Seay
Amy Sharp
http://person-centeredpractices.org
www.learningcommunity.us
www.learningcommunity.us© TLC-PCP 2014
cdd.tamu.edutcds.edb.utexas.edu