person centered thinking day 2

Outcomes

Presented By:Person Centered ThinkingDay 2TLC-PCP 2012 www.learningcommunity.usPURPOSE: This slide is here so that people coming into the room see that this is Person Centered Thinking training Day 2. Also credits The Learning Community for Person Centered Practices as well as indicates TLCPCP has rights to the material.

TIPS:Music always helps set the tone for the day. Consider having some music playing as people are coming in and getting settled.

TIME: 10-15 Minutes prior to beginning of training

NOTES: Put this up on the screen right away and leave it up while people are coming into the room.

1TLC-PCP www.learningcommunity.usPurpose of the dayLearn how togather information that leads to a deeper understanding of the people we support

2. organize and use that information to help people get the lives they value

TLC-PCP 2012 www.learningcommunity.usPURPOSE: Provide a visual as you explain in simple terms the overall purpose of the day and have a discussion about information gathering and organization.

SCRIPT:As we go thru our days we are usually balancing many demands-but when it comes to thinking thru how to develop effective supportive relationships we usually find ourselves engaged in:

Getting to know the person (Information Gathering) - Whether just meeting the person or learning more from someone we know well 2. Figuring out how to organize and use what we are learning to support people to get the lives they value.

Yesterday you developed the skill of sorting important to and for. Today you will apply that skill with your partner.

TIPS:

TIME: 5 minutes

2TLC-PCP www.learningcommunity.usHow Today WorksYou will be asked to use discovery tools and share what you have written with a learning partnerDont use these methods till youve tried them on yourself.

TLC-PCP 2012 www.learningcommunity.usAnd organize that information to keep the person at the center of everyday support and planning .Relationship MapRoutines and RitualsGood Day /Bad Day

2-Minute DrillCommunication ChartReputation Exercise Learn how to gather information using:PURPOSE: To explain to people what to expect todaySCRIPT: The methods you learned yesterday and will learn today can be powerful if used well. Today is organized to help you understand not only how to use these method but to also understand their impact. Also these methods are not simply for people with disabilities.

TIPS: One thing we are Not doing today is teaching how to facilitate a plan, that is a different training. What you will learn ,if regularly used, helps develop and support consistently good relationships, personal support and organizational practices. In addition to helping us create consistency in our own everyday practices; people have used these methods to prepare for and implement person centered plans. **Slide is animated to highlight key items on the slide.

TIME: 2 minutes

3TLC-PCP www.learningcommunity.usWorking Agreements For the DayCell phones on vibrateMisery is optionalRespectful listeningAll questions are validOnly share what you are comfortable sharing

Today you will not be asked to explore important for . To ensure you are comfortable learning and have positive control; we will not ask you to share your own issues of health and safety.

TLC-PCP 2012 www.learningcommunity.usPURPOSE: This slide is here to help the group think about the working agreements they might like to establish for the day. To remind you to be sure to include the agreement re: Only share what you are comfortable sharing.

SCRIPT: Usually the group has created some working agreements on Day 1, post those agreements in the room adding Only share what you are comfortable sharingDiscuss with the group the reasons for adding this guideline. Ask that people not be pressured to share, that we respect each others boundaries.

Also discuss why we wont be addressing their important fors

TIPS:Slide is animated.

TIME: 3 minutes

NOTES:

4TLC-PCP www.learningcommunity.us

Learning about Support Fixing vs. SupportingPower OverPower With

TLC-PCP 2012 www.learningcommunity.usPURPOSE: To provide a visual while you help people have a conversation about the differences between fixing and supporting.

SCRIPT:Yesterday we discussed how to identify what is important to people and for people and the desired balance between.Now we will take some time to think thru what is meant by support.

Most of us dont recognized the support we get and the support we need - usually because we have the illusion we are competent adults..and your partner is more likely to suggest something to fix you rather than support you.

For Example:Some of us probably had not getting up on time as a characteristic of a bad dayIf your partner suggests say setting 3 alarm clocks to go off at 15 minute intervals to ensure you get up...your partner is trying to fix you---

Conversation with the group:

How many of you have felt a pressure to address difficult situations as demands to fix it? Where is the power if we are fixing ? Fixing has a coercive quality, it is more about power over than power with.

For example: Remember yesterday we talked about environments -Toxic; Tolerated: Supportive; Healing. What type of environment would you be most likely to find fixing as the predominant form of help?

What is most likely to happen to our suggestions that fix it? Right, they are most likely to be ignored. People just dont work this way; good solutions are not found this way.

However supporting you when late means recognizing that support means different things for different people

How many of you want people to go aha! Late again!..ORAct as if you are not late and let you slide into work-ORGive you an opportunity to ventWhich one feels better? Which one might help you get thru the frustration?

Tips:Slide is animated.

Time: 5 Minutes

5TLC-PCP www.learningcommunity.usQuestions That Help You Get to Support Rather Than FixingWhat can other people do to help you be successful with what is important to or important for you?When things were not working for you, did anyone ever do something that helped you to cope?What did they say or do?When you were having a bad day did anyone do something that made the day a bit better?When you were having a good day did anyone do something that made the good day even better?What support would you like?

TLC-PCP 2012 www.learningcommunity.usPURPOSE:A visual reminder of questions that can help them explore support when having a conversation.

SCRIPT:Read a couple of the questions.

Some support helps to improve the situation. For example: When a colleague calls me to help firm up an agenda and shares important information about issues that I may want to prepare to help the group manage.

Some situations cannot prevented -then the questions are more about comfort. Knowing more about a persons comfort rituals would be very useful. For example: I needed to fit in an additional meeting at a persons home towards the of a long day in the middle of a busy week. Unexpectedly when I arrived I smelled fresh brewed coffee and was invited to have a cup. Though still tired, I relaxed and I think I did a better job of working thru our agenda as a result of their hospitality.

Tips: Develop your own stories to help distinguish between desired support that helps to improve the situation and Support that soothes or comforts-helps us cope

Time: 3 Minutes

6TLC-PCP www.learningcommunity.usWhat is important to the person?What is important for the person?Is the connection between important to and for addressed?Is there a good balance between important to and important for?What does the person want to learn, what do we need to learn?

If the person is to get the balance described and we are to learn:What needs to stay the same (be maintained or enhanced)? What needs to change?7 Questions you should be able to Answer for each Person you SupportTLC-PCP 2012 www.learningcommunity.usPURPOSE: To remind people what we are trying to do todaylearn skills and tools that help us to answer these questionsSCRIPT:Tell the participants that if we are successful in spreading person centered thinking skills then everyone who is part of a persons life should be able to answer these questions about them. You might have to explain the questions, but everyone should be able to answer them. Ask the participants to think of someone who uses services and to see if they can answer these 7 questions for that person. Then read them 1 at a time with a brief pause in between each. When explaining whats meant by Important For in the context of Important To, remind participants that there has to be an important TO hook for someone to do something thats important FOR them.Use a long-term marriage as an example of how there is always more to learn. A couple who have been married for 20+ years will tell you there are still things that they dont know about their partner, or things they just dont get about that partner. To say that there is nothing new to learn about an individual we support is never acceptable. There is always more to learn.The last 2 questions should be driving outcomes.

TIP: We introduced and did some learning about quesitions 1-4 on day 1

TIME: 6 minutes

7TLC-PCP www.learningcommunity.usPerson Centered DescriptionDeveloping aTLC-PCP 2012 www.learningcommunity.usPURPOSE: A transition slide helps transition peoples attention from introductory information about the days structure, roles and overall content to the work of the day, gathering and organizing information into their own person centered description.

SCRIPT:A personal description, if done well, should tell us what others like and admire about the person, what is important to them, and how to best support them.

As has been indicated, today we will learn by using a series of tools on ourselves. This gives us the opportunity to learn the tools to use them with others once we return to our everyday work. To help us see how the concepts and tools work together, we will develop our own personal description working with a partner.

TIPS:

TIME: 2 minutes

NOTES

8TLC-PCP www.learningcommunity.usWe Use a Personal DescriptionTo create a positive picture of who the person is and how to best support (including any challenges). To create a shared understanding of good support between person, family and providers.To inform action planningTo recruit and select providers/staff who are well matchedAnd.TLC-PCP 2012 www.learningcommunity.usPURPOSE: Defines the reasons for doing a Person Centered Description

SCRIPT:Why do a Person Centered Description? There are lots of reasons; here are just a few. Think about all the paper we generate around supporting a person. How much of that paper truly makes a difference in the persons life? The tools we are teaching, and the way we use those tools to create a Person Centered Description have the ability to do all of these things and more.

Remind participants that descriptions and plans done with people who have significant challenges need to introduce the person in a positive way but also accurately describe how to effectively support the person. There are specific techniques to help people do this but it is not covered in this training

TIP: Youre just setting the stage for learning here. Dont feel obligated to spend too much time.TIME: 5 minutes

9TLC-PCP www.learningcommunity.usA Description Requires ExpertsThe person who knows how to develop a description is a Process Expert The person(s) with the information that goes into the description are Content Experts

TLC-PCP 2012 www.learningcommunity.usFor Todays Training:The trainer is the Process ExpertYou are the Content ExpertsPURPOSE: To introduce the concepts of Content and Process Experts. These concepts help to identify a valuable role for everyone who participates in these conversations as well as to clarify the general area of expertise for each person consulted and the expertise of the person initiating the conversation (facilitator) as information is being gathered and organized.

SCRIPT:There are two kinds of experts when we are gathering and organizing person centered information: Content and Process Experts. As we work with people who are content experts over time we can often help them become process experts.Slide is animated.Process ExpertsThose people who know something about person centered processes such as yourselves after you learn and practice these methods. When you initiate one of the conversations you will learn today with a person and their family, you are the facilitator the process expert. The family and person are the content expert.Content Experts: The person him/herself Those people who know and care about the person.like family, other people who know the person well and have a good relationship with him/her.TIPS: Slide is animated so that you can make each point and be clear about the Experts in plan facilitation and the Experts for todays training. TIME: 5 minutes

10TLC-PCP www.learningcommunity.usPurposeFirst ThinkTLC-PCP 2012 www.learningcommunity.usPURPOSE: Leads to the next slide that provides more detail.

SCRIPT:.Before we begin gathering information for planning, we should always have a reason for doing so. What is the purpose?

TIPS:

TIME: 1 minute

NOTES:


Answer these questions firstWhat is the purpose? How will it be used?

12TLC-PCP 2012 www.learningcommunity.usA great description that is not used is worse than a mediocre one that isPURPOSE: To underscore that before using the methods taught in this training, the facilitator must first clarify the purpose for using the tool and think thru how to help ensure the information collected will be used.

SCRIPT: If we are successful with this training, after you leave the room, you will want to try out some of the methods and tools youve learned.

Before you initiate any of these conversations with someone you support ask yourself - What is the purpose for using this particular tool with this person? What do you want to learn? What does/will the person want to achieve as a result of this conversation? How will the information be used? Have the people who will use the information been included in the conversation? Remember that these methods imply a promise to follow thru.

As we develop our own personal description we will also learn how the different tools work together


TIME: 2 minutes

12

TLC-PCP www.learningcommunity.us

Important To Important For & The Balance Between DonutMatching4 + 1 ?sLearning LogsWorking

Not WorkingRelationship

Map

Routines &RitualsGood Day

Bad Day 2-Minute DrillReputation CommunicationDiscovery/Listening ToolsManagement ToolsEveryday Learning ToolsTLC-PCP 2012 www.learningcommunity.usPURPOSE: A visual for to use to help people follow along as you have a brief conversation about how the tools work together

SCRIPT:

Yesterday you practiced sorting important to and for. The stories we shared provided you with specific information that you used to practice and develop these skills.

Today you will learn some discovery tools and other skills to build a meaningful (and useful) understanding of what is important to and for each other using your own real life information.

TIPS:Slide is animated

TIME: 3 minutes

NOTES:

13TLC-PCP www.learningcommunity.usNot just better paperHelp people get better livesTLC-PCP 2012 www.learningcommunity.usPURPOSE: Visual to help you underscore this point

SCRIPT: We are learning this to think thru and improve our own practices so we can help people get better lives and address any challenges. While we are practicing we help grow the capacity of our organization to continue to do the same. Not just developing paper.

TIPS:

TIME: 1 minute or less

NOTES:

14TLC-PCP www.learningcommunity.us__________s Person Centered Description

Date of the 1st plan________________________________________________

Dates description changed __________________________________________Purpose of the descriptionTo learn how a variety of structured conversations can be used to develop a person centered description that can be used to drive action.Developing your own person centered descriptionTLC-PCP 2012 www.learningcommunity.usPURPOSE: To give people a visual so that they know what they are looking for in their workbook SCRIPT: Ask people to find this page in the workbook. Page #? (Add workbook page number to the slide)Then add their own name and today's date.

Recall that each time a person centered thinking method is used the purpose is clarified first. For today the purpose is for the people present to share enough and practice enough so that they learn how a variety of structured conversations can be used to develop a person centered description.

TIPS: : TIME: 2 minutes or less


Relationship MapRituals and RoutinesGood Day/Bad DayTwo Minute DrillCommunication Chart Reputations

TLC-PCP 2012 www.learningcommunity.usDiscovery Tools

6 methods for collecting informationPURPOSE: A transition slide. Lets participants know that you will be looking at 6 methods for collecting information.Highlights the first tool we will be looking at and learning.

SCRIPT:

We are going to look at a series of Discovery Tools - 6 tools that help us gather information in new and engaging ways and that provide far more information than our usual methods. The first of the tools is the Relationship Map. TIPS:

TIME: 2 Minutes

NOTES:

16TLC-PCP www.learningcommunity.usThe Relationship Map1st Discovery Tool

People Map for:

FamilyPeople who support me at work or schoolFriendsPeople whose job is to support me at home and other placesTLC-PCP 2012 www.learningcommunity.us17SCRIPT: Let people know that they will only have five minutes to fill this out, so they may not have time to be thorough or thoughtful. Tell them this is training and we want you to know how the various pieces work but you will not have time to finish everything.Then Ask people to start with their name in the center and only share what you are comfortable sharing.Let people know that it is emotional distance that determines where names go, not how close the blood relationship is. Note that if you changed how you feel about someone their name could move closer to the center or further away. Also note that this is more about emotional connectedness and strength of feelings toward a person vs. how much time they spend with themWhen people start to struggle with the quadrants for people who are paid ask them where they would put their doctor, the person who cuts/does their hair. Other people that they see regularly and pay. Remind them that people who are paid to support people go into a paid category. After they have completed the relationship map (or run out of time) ask them: If someone was doing a plan with me, who should they be sure they talk to? Have them put a star or an asterisk next to those names. Then ask Are there names on your relationship map that didn'tt get a star? Shouldn'tt it be the same for the individuals we are planning withthat they get to say who we make sure we talk to as we plan?When they are done (or out of time) note that this Gives us a picture of who is in someones life and who they care aboutGives us ideas about who we should talk in order to develop a good picture of what is important to the personIt doesn'tt tell us who to listen to. If you want to know who to listen to, ask these 3 questions:What do you like about the person?What do you admire about the person?Whens the last time you had fun together and what did you do?Asking those 3 questions will help you figure out quickly who has a true relationship with the individual and who has nothing more than a working relationship. People who have a working relationship will have difficulty answering those questions, or will answer from a human service perspective. For example: What do you like about the person? He has good hygiene.Ask how their map would compare with that of the people who use our services Keep in mind that this is one of the areas where you could spend 5 minutes or 25 minutes. Some people will not have time to complete it. Part of what you want people to see is how their maps are rich in friends and have few people who are paid, whereas the maps of people who use services are often the reverse.The relationship map belongs to the individual completing it. If God is someone important in their life, God can show up on the relationship map. Same with the dog.Names should only show up in one quadrant. When the same names are several places, it can be misleading about how many people are in this individuals life.Give people a moment to be sure they are on this page. Acknowledge that this map helps them to organize the people in their lives into a snapshot of now. Also times when you shouldn'tt do oneif just started in recovery from significant mh issuesno one likely to be therereminding people they are profoundly lonely is not helpful..On the other hand helping people to see who is there who they can count on who they can trustA number of uses primary is re: who should contribute?Who is in your life-Can help you reflect-Put a star by the person that you would like people to contributeTime: 10 minutesPURPOSE: This slide is here to give people a visual for the format they will be using to begin to collect information about the people in their lives. Talking thru a persons relationships with them helps us to learn who is in their lives and who they value. Also, to make the point that anytime we have a person centered conversation we think about who the person would like to invite into a conversation and who should be included to ensure the information gathered is used. If there is time you can offer them the opportunity to see how different the relationships are in their lives when compared to the typical person who uses services

TIME: 10 minutes

ReflectTLC-PCP 2012 www.learningcommunity.us

PURPOSE:A transition slideCloses the training on the Relationship Map. Encourages participants an opportunity to review their learning and consider how it might be used in their daily lives/work.

SCRIPT:

TIPS:

TIME: 3 MInutes

NOTES:

18TLC-PCP www.learningcommunity.usDiscoveryGathering Discovery InformationTLC-PCP 2012 www.learningcommunity.usBefore we try this with each other

Facilitation Skills are necessaryPURPOSE: To provide a visual for you to help people make the transition from purpose to learning about discovery

SCRIPT: Discovery is what happens before we build a description of what is important to and for a person or how to best support him or her. Discovery conversations add depth and meaning to our understanding of what is important to and for a person.

Discovery is central to individualizing support

The discovery conversations you will learn today are in fact tools that have been intentionally organized to help you ensure you gathering information that deepens your understanding of the person and can be used to build person centered support.

Click to the next slide to list the 6 discovery conversationsTIPS:Slide is animated.

TIME: 2 minutes

19

TLC-PCP www.learningcommunity.usFacilitation Skills Used By Process Experts To:Have meaningful conversations

Ensure that the person we plan with remains in charge as we learn

TLC-PCP 2012 www.learningcommunity.usPURPOSE: Help people in the room understand that these are two of many facilitation skills that help to ensure core person centered values are present when using these methods.

SCRIPT: Review the slide.

Remind people we want you to be comfortable today so dont tell us anything you dont want to sharebut we are not going to ask you about issues of health and safety..

TIPS:TIME: 1 minute

20

TLC-PCP www.learningcommunity.usTLC-PCP 2012 www.learningcommunity.usLinear:

Branching:

Having a conversationNot an interview (or an interrogation)PURPOSE: To describe 2 different ways of having a conversation Learning from others is about having meaningful conversationsSCRIPT: The best way to learn important information is to have a conversation with the person and those who care about the person. There are 2 basic ways to have a conversation that to share with you today-

Linear walking through time, e.g. what time and how do you get up, and then what happens?Branching as you walk through time, branching off then coming back to where you were in time. (e.g. everyday breakfast is followed by favorite breakfast, leads to favorite meal, to favorite restaurant, to special occasions, to who would be there and then back to what happens after breakfast.)

Demonstration Keep it short but demonstrate -Engage someone in linear conversation (you control the direction of the conversation, ask set questions , dont follow up to get more information; simply ask the next question.)Then demonstrate branching show how you ask a question and then listening to the responses you ask a question to follow up with something you have heard. Show how you dig deeper for those detailsPoints to make: We are showing you some starting points to help you and the people you are talking with have a conversation -not an not an interrogationWhat is written is a place to starta way to begin to get details that are more likely to get you and the person to meaningful information for both of you

TIPS:If people want more information refer them to the article 3 ways to have a conversation on www.learningcommunity.us and tell them where on the website they can find it.

The next slide will provide examples of ways to dig deeper.

TIME: 3 minutes

NOTES:

21TLC-PCP www.learningcommunity.usTLC-PCP 2012 www.learningcommunity.usQuestions that help us learn more of what we need to knowSo tell me more about thatWhat do you like aboutWhat is it about thisWhat is happing for you then?Are some mornings better than othersWhat do you take in your coffee

PURPOSE: Provide examples of questions that helps us have a conversation

SCRIPT: Here are just a few examples of questions that help us have the conversation:

So tell me aboutorAre some mornings better than others, what makes for a good morningWhat do you take in your coffeeTell me more about thatWhat is it about thisWhat is happens next?

TIPS: Consider posting this on chart paper

TIME: 2 minutes

NOTES:

22

TLC-PCP www.learningcommunity.usTLC-PCP 2012 www.learningcommunity.usOur Mantra for the Exercises

Guess:look at what is written and guess in your head

Ask: ask your partner if your guess is correct, have a conversation

Write:write down what you learnPURPOSE: Our Mantra for the DayReminds participants that we never assume that we know Nothing is written down without checking with the person first

SCRIPT: This is one of the slides where it helps to read it out loud.

This simple 3 word pattern of guessing in our head, asking the person and THEN writing can help us develop a conversational habit that will help to keep the focus person in control and comfortable while helping us to learn more about him/her. In addition this habit helps to prevent us from diving into solutions when we need to be listening and learning.

TIPS:Encourage participants to just ask question without worrying if they are right or not. The wrong guess frequently gives us more information than the right guess. When we guess correctly, our partner might say yes, thats right. But when we guess incorrectly, our partner is likely to go into more detail (no, its not that at allIt has more to do withetc etc)Put this up on flipchart paper for the day.

TIME: 2 Minutes

NOTES:




6 methods for collecting informationPURPOSE:A transition slide. Lets participants know that you will be looking at 6 methods for collecting information.Highlights the second tool we will be looking at and learning.

SCRIPT:Lets look at another tool for your toolbox, the tool we call Rituals & Routines. It is the second of our set of Discovery/ Listening Tools.

TIPS:

TIME: 1 Minute

NOTES:


Morning RitualTLC-PCP 2012 www.learningcommunity.us25SCRIPT:How many of you are of the spring from the bed cheerful people?How many are the Dont talk to me until I talk to you persuasion? What would happen if the spring-from-the-bed cheerful people were staff for the dont-talk-to-me-until-Italk-to-you- people? Would if the staff came bounding into the room and said today is the 1st day of the rest of your life. What would you say?How many of you shower in the morning? How many shower in the evening? How many will shower in the evening even if theyve already showered in the morning? So is it about being clean or is there more to that?What about washing your face? How many wash it first? How many wash it last? Second? Over the sink? How many use cold water to brush their teeth? How many people use warm water? (This usually will get a reaction from the people who only use cold water and cant imagine using warm). Tell them: People who use warm usually do so because they have sensitive teeth, and cold water hurts. Knowing that information could really make a difference for a person you support.We all get dressed in the morning, but there are 2 kinds of dressers: Phase dressers and All-at-Once dressers. How many are the Phase dressers? All-at once? Does having a guest in the house mess up the phase dressers routine?

TIPS:The next several slides are aids for this exercise, but do not take the place of the linked exercises.Instead of doing your own Morning Ritual or in addition to it consider doing a warm-up exercise to set the stage for Morning Ritual Activity:. See questions in the SCRIPT.Ask people to write their ritual on flip chart paper on the wall. (Remember you will need 1 sheet of flip chart paper and marker per participant. If you dont have space on the wall, doing the whole day on table top works as well.Another option have participants write their routines on a sheet of paper and trade with someone else at their table.

For most of us there is at least one particular product name brand that is a critical part of our morning (deodorant, shampoo, dental floss, coffee brand). Encourage participants to be specific when writing up their own morning rituals.TIME: 5-10 minutes

PURPOSE: This slide is here to provide a visual as you initiate the exercise designed to help people start thinking about their own morning rituals The purpose of the exercise is to:help people learn the importance of rituals and routinesbegin to learn how to have conversationsTLC-PCP www.learningcommunity.usTLC-PCP 2012 www.learningcommunity.us__________ S MORNING RITUALLook at the example Morning Ritual in your workbook.

PURPOSE: A visual to help participants find this page in their workbooks.

TIME: 10 seconds

NOTES:

26TLC-PCP www.learningcommunity.usTLC-PCP 2012 www.learningcommunity.usDevelop Your Own Morning Ritual Write down your morning ritual

Start with how you wake up and end with leaving or when you feel your morning routine is completed.

Include favorite products you use. For example: shaving cream? Soap? Hair products? Tea? Coffee black? Soda? Quiet time?

Include as much detail as you are comfortable with-do ensure you include enough details so that you can learn how to collect sufficient information

Tell us how long it takes indicate what time it starts and what time it ends.

SCRIPT: Read and emphasize the instructions for participants.

Then ask people to write their morning ritual. Encourage participants to be specific. Remind people not to include information they dont want other people to read.

If people are using chart paper and you see that some have finished writing and they have sufficient detail; encourage them to walk around and read the rituals of others noting differences, similarities. Then go stand in front of their own ritual.

Once people have finished writing or you have called time; for those working table top ask them to pass their morning routine description over two people. If doing this via chart paper as people to move clockwise and stand 2 or 3 rituals over. Tell them this is their new ritual. After people have had a chance to react, the facilitators should ask how many people are pleased, distressed, desperate, etc. and why. Lead a brief discussion about what this teaches people about the importance of every things in quality of life and the implications for life when quality in life requires significant support from someone else. For example: the disability system, senior care systems; nursing settings; mandated services.

TIPS:This can be done table top using the form in the workbook OR can be done using a page of chart paper on the wall. Which ever method you use, table top or chart paper, plan to do the next discovery exercise-Good Day Bad Day in the same manner. This will help to keep people organized for step 2 learning to pull information from both Morning Ritual and Good Day Bad Day into Important TO and Best Support.

While people are writing wander around and encourage detail.

Please note the more elaborate instructions found in the linked exericises. It helps to reread the scripts for the exercises the day before you are doing them again or the morning before if a routine has little detail and the response is this is all the detail there is, encourage them to go ahead a share an additional ritual. TIME: 20 min 10 minutes for people to develop their rituals; 10 minutes for directions and follow discussion to think about implications.

27PURPOSE: To let people know what to do next. Some people dont listen attentively or may feel overwhelmed by instructions. This slide assists them in knowing what to do by giving a visual version of the instructions that they can check as they are working on their own ritual. Usually people will appreciate leaving this slide up while they work.TLC-PCP www.learningcommunity.usRituals and RoutinesRituals guide us through our days and bring consistency, comfort and control

Morning Going to bedMealtimesTransitionBirthdayCultural/Holiday

Not Feeling Well Spiritual Vacation Comfort Celebration Grief/LossTLC-PCP 2012 www.learningcommunity.usSCRIPT:

Engage people by asking over and over how many of youGoing to Bed- check the door and windows before you go to bed? Mealtimes- eat dinner at the same time every Sunday? have a particular way to set the table?Transition have to organize your day before it starts? Birthday think it should be a national holiday? hope that no one notices? Cultural/Holiday Traditions What is your favorite holiday? What food has to be on the table for it to be that holiday? Spiritual Are religious services, prayer, or meditation important?Vacation Are there things that need to be present in order for it to be a real vacation? When does the ritual start talking and planning in advance or not until it actually begins?Comfort for a bad day What helps you feel better when you are having a bad day? How many of you find exercise shopping chocolate a drinkcomforting. How many of you find cleaning comforting? How many would fins it punishment? Celebration What do you enjoy or need to have happen to feel that you have celebrated? Not feeling well How do you cope with not feeling well. How many of you are like a cave bear and hide when you are ill. Leave us alone and throw food in once in awhile. How many of you want to be taken care of, want to be babiedGrief and loss When you have experienced a significant loss how long did it take you to work yo uway through?

Tips: You could spend all day on this. You need to move through them within the 6 minutes alloted. If you have more time you can go into more detail. E.G. -

Grief/loss What are all the rituals for coping with grief and loss- that are in the room? Methodist upbringing service in the church sanctuary, luncheon in the church basement; as opposed someone who is IRISH Catholic -sit up late tell stories and have an adult beverage (or many)Jewish -Sitting Shivafor 7 daysOthers -cover the mirrorsstop the clockbring comfort food when they visitparade of callers24 hour candle lite at anniversary of someone's death

Time: 6 minutes

28PURPOSE: Remind participants that there are other rituals besides morning ritualshelp them close the discussion of routines and rituals act as a future reference for people who will want to address another ritualTLC-PCP www.learningcommunity.usReflectTLC-PCP 2012 www.learningcommunity.us

PURPOSE:A transition slideCloses the training on Rituals & Routines. Encourages participants an opportunity to review their learning and consider how it might be used in their daily lives/work.

SCRIPT:

TIPS:

TIME: 3 MInutes

NOTES:




The Tools Work TogetherPURPOSE:

A transition slide. Lets participants know that you will be looking at 6 methods for collecting information.Highlights the third tool we will be looking at and learning.Points out the fact that the Discovery Tools can be used in isolation but also work together.

SCRIPT:You have practiced some discovery with Rituals & Routines and learned some things that are Important To yourselves and your partners. Now we will learn a new tool, the tool we call Good Day/Bad Day.

You will practice how to use this tool, and then I will show you how to take the information youve gained with the 2 tools combined and organize it as well as use it to determine supports.

TIPS:

TIME: 1 Minute

NOTES:


Bad DayGood DayTLC-PCP 2012 www.learningcommunity.us31PURPOSE: A visual to introduce the Good Day Bad Day exercise. The purposes of this exercise are to:Obtain information about what is important to and for. Practice having conversations. To learn how to go from making a list to having a conversation.Learn about support and emphasize that people need to be supported rather than fixed.

SCRIPT: Use the written exercise again the slides that follow are aids, not a substitute for the written exercise.TIPS: See linked exercises.

TIME: 1 Minute

TLC-PCP www.learningcommunity.usGood Day Bad DayWrite Your Name__________________________ TLC-PCP 2012 www.learningcommunity.us

32PURPOSE: A visual to help people find the form or create it in a wall chart. SCRIPT: Ask people to find the form in their workbook or if using chart paper to move their Morning Ritual over in order to use the next sheet.Tell people to write their names at the top of their sheet or chart paper. If using chart paper also ask them to draw a large capital T to divide their paper; and write Good Day on one side and Bad Day on the other, like this slide.

Let them know after they do this you will give them further instructions.

TIPS: Time: 2 minutes

TLC-PCP www.learningcommunity.usGood Day at WorkBad Day at WorkA really good day / A day that is too challenging It is a work day. Write down a composite of the good moments your partner has had on a work day and bad moments.Good Day/Bad Day What happened that contributed to your good day?What do you look forward to doing?Who do you look forward to seeing? What happens that gives you energy to deal with difficult situations? What motivates and interests you at work.What threw your day off?

Made the day bad for you?

Made you frustrated? Bored?

Took the fun out of it?

Be sure to include those daily frustrationsTLC-PCP 2012 www.learningcommunity.us33SCRIPT:

Tell people to trade workbooks with their partner. If using chart paper. Ask the partners to switch places so they are standing in front of the paper with their partners name on it.

Tell them - for today we will focus the good day/bad day conversation on their work day- they will be having a conversation with their partner. - One partner will be the thinker. The other partner will be the facilitator who will help the thinker describe what makes a good/bad day at work.The facilitator will write on the thinkers paper.to decide now who will be the facilitator first. Wait a minute for them to decide.-You want them to have a conversation with their partner to describe a composite of events that have actually happened across time that contributed to a good day at work for their partner. Similarly, what actually happened across time that contributed to a day at work that was too challenging or a bad day.-Note that there are questions on the slide to help people explore.Tell them to take 15 minutes to have this conversation for one partner. Then switch roles-the other partner will be the thinker and the other will facilitate to help them think and will write on their paper for them.Remember our earlier guess ask write conversation and if you are going to guess at something or write something that your partner has not explicitly saidask first .then write.

Slide is animated.TIPS:

As with the morning ritual exercise, some people find detail easy and some find it difficult. If you are confronted with someone who says I do not have bad days ask for bad moments.

Walk around to listen to conversations and answer questions if needed.

Optional: look for a morning routine and good day bad day description that will make a good example when it comes time to sort into the personal descriptions. That you can use to illustrate the guess, ask, write activity inherent in sorting into important to and support. Make sure that it is OK with the participant and will work for you. This means that you read the routine and good/bad day being written, pick an item (or a pattern), guess, ask discuss with the person, and say what you would write if you were the persons partner.

TIME: 1 Hour for exercise

Purpose: A visual: to help guide people as they are gathering information about their partners good days and bad days. To provide some sample exploratory questions.TLC-PCP www.learningcommunity.usOrganizing Discovering InformationInto the Person Centered Description1st Learn what is Important TO your partner from their Morning Ritual and Good Day Bad Day.

Then practice pulling Best Support from discovery information in consultation with your partner.

TLC-PCP 2012 www.learningcommunity.us34PURPOSE:to help people learn from information collected in the two discovery tools Morning Routine and Good/Bad Day AND organize their learning so that it can be used in everyday life.

SCRIPT: . Discovery conversations yield a great deal of useful information

Organizing that information into Important TO and Best Support makes it possible for others to use what youve learned

Today we are only sorting into Important TO and Best Support. However when you are having these conversations with other people you will also clarify and record Important For.

Let people know that you will talk them thru each step of this exercise. Ask that dont start writing until they have all the directions.

TIPS: Slide is animated to allow you to highlight each of the steps in organizing information

Time: 1 hour for the exercise

TLC-PCP www.learningcommunity.us Morning Ritual

Get up two hours before leaving Morning coffee aloneTalk with kids over breakfast ___Important To__For Example - Organizing Discovery Information Into Important TO Good Day Bad Day___Not being rushed.Having time to focus on myself andmy family before I start work

15 minutes alone before first meetingDemands for consultation NOW.To organize my work before starting my work TLC-PCP 2012 www.learningcommunity.us35PURPOSE:to help people learn from information collected in the two discovery tools Morning Routine and Good/Bad Day AND organize their learning so that it can be used in everyday life.

NOTES:Ask people to stop and remember our earlier conversation about two facilitation skills Having conversations and Guess Ask Write.Demonstrate with the sample Morning Ritual- ask people what they think about what would is important to me if this were my morning ritual? As people guess, confirm or help them see what is important. Then show them what would be written.

Repeat for Good Day/Bad Day.


TIME: 30 minutes for this part

NOTES:

TLC-PCP www.learningcommunity.usHave a conversation and using the guess, ask, write process, add to the support list. As you add each item, ask Is there something that other people need to know or do to support you with that? Important ToWhat other peopleneed to know or do Learning about SUPPORT from Important TO Example

Not being rushed -Having time to focus upon myself and my family before work

Example

Dont rush me, dont ask me to move faster. Give me time to myself when Im organizing my workTLC-PCP 2012 www.learningcommunity.usTime to organize my work before beginning my work36PURPOSE: to help people have conversations about support from Important TO.

SCRIPT:

Demonstrate using guess ask write and support based questions to get to support.

For example: If not being rushed is important to mewhat would questions would you ask me to learn more about how to support me? Forward slide to work thru the conversation.

When people are finished ask one or two to share something from their own important to and support.

TIPS:This slide is animated to help you both provide the group with a demonstration and examples and directions for how to sort information into important to and support.

Sample questions that can spur support conversations:What do you need in order to have that in your days?Is there something someone else needs to do to help that happen?What do others need to do (or not do) in order for you to get this?

TIME: 1 hour for the exercise

TLC-PCP www.learningcommunity.us Add to your person centered descriptionIhImportant TO meWhat others need to know and do to best support meTLC-PCP 2012 www.learningcommunity.us

PURPOSE: To give people a visual of the form they will be using in their workbooks

SCRIPT: Tell people they are now going to add to their person centered description.Ask people to find this form.

TIME: 30 seconds

NOTES:

37TLC-PCP www.learningcommunity.usReflectTLC-PCP 2012 www.learningcommunity.us

PURPOSEA transition slideCloses the training on Good Day/Bad Day. Encourages participants an opportunity to review their learning and consider how it might be used in their daily lives/work.

SCRIPT:

TIPS:

TIME: 3 minutes

NOTES:



TLC-PCP 2012 www.learningcommunity.usDiscovery/Listening Tools

6 methods for collecting informationPURPOSE:A transition slide. Lets participants know that you will be looking at 6 methods for collecting information.Highlights the fourth tool we will be looking at and learning.

SCRIPT:At this point, you have added 3 of the Discovery/Listening tools to your toolbox. Lets add another, the one we call the 2 Minute Drill. This tool is a good way to get at some of the most significant of a persons Important TOs and FORs quickly

TIPS:

TIME: 1 Minute

NOTES:

39TLC-PCP www.learningcommunity.usYou know the person best and you have a 24 hour flu. You have to have someone else provide support for 1 day.It is someone you trust but who doesnt know the person.You want to give them an overview, a summary in 2 minutes of what they need to know to support the person successfully.What would you say?

2 Minute Drill-

Imagine thatTLC-PCP 2012 www.learningcommunity.usPURPOSE:Create the premise that is used for the 2 minute drill

SCRIPT:Create the scenario that is outlined on the slide without reading the slide verbatim.

TIPS:Describe to participants how they might use this tool. E.G. If in a planning meeting with others at the table you might put chart paper on the wall, create the scenario, and allow people to write on it as they are ready. The question can also be posed in the framework of a conversation that includes other discovery tools.

TIME: 5 Minutes




6 methods for collecting informationPURPOSE:A transition slide. Lets participants know that you will be looking at 6 methods for collecting information.Highlights the fifth tool we will be looking at and learning.

SCRIPT:Time for another new tool for your toolbox!

.

TIPS:

TIME: 2 Minutes

NOTES:

41TLC-PCP www.learningcommunity.usTLC-PCP 2012 www.learningcommunity.usCommunication ChartListening to BehaviorRecording CommunicationThe Communication Chart supports discovery and informs action. PURPOSE: Introduces the Communication Chart Sets the stage for how the Communication Chart is used.

SCRIPT: The Communication Chart helps us listen to what a person is communicating with his/her behavior ANDHelps us record what we learn in a way that directs support.


TIME:

NOTES:

42TLC-PCP www.learningcommunity.usWhen we listen Communication becomes more complex

People become more interested in other ways of communicating

A few people who didnt use words begin to do soTLC-PCP 2012 www.learningcommunity.usPurpose: to support your conversation with the group about listening to what people show you

SCRIPT:Experience has shown what happens when we listen to behavior as communication:Communication becomes more complexPeople become more interested in other ways of communicatingA few people who didnt use words before begin to do so.

TIPS:Slide is animated to help you make each point.

TIME: 5 Minutes

NOTES:

TLC-PCP www.learningcommunity.usWhat is happeningI DoIt MeansYou ShouldCommunication ChartTLC-PCP 2012 www.learningcommunity.us44Purpose: To give people a visual of the form you want them to find in the workbook

SCRIPT:

Ask people to find this form in their workbook.

TIPS:

TIME: 1 minute

NOTES:

TLC-PCP www.learningcommunity.usIn the environment

Whats just gone on

The triggerThe action

What others notice

Can be seen, heard, and felt by othersMeaning of the the action

What the emotions and feelings are

Whats going on insideWhat other people should do or say in response

Or not do or say..Communication ChartWhen this is happensI do thisIt usually meansAnd I want you to#1

#4

#3

#2

TLC-PCP 2012 www.learningcommunity.us45Purpose: To give a visual of the way you think thru the communication chart.

Script:Read the headings and what they mean.As you begin the communication chart, there are a couple of things to keep in mind. First, look for easy, simple, and clear communication e.g. Think about a time recently when you had a strong emotion. What did you do or say in response to what you were feeling? What did you mean by what you did or said? What had happened? What did you want others to do in response?

Notice in Column 4-The purpose of this column is to help us to think about how we should respond -Given what the person is telling us, what do we want to do? What are we saying with our words or actions?

Tips:

At this point people may be slowing down. Encourage people to complete at least 2 lines. Getting it started is relatively easy; keeping it alive is the challenge. It needs to be used and revisited on a regular basis.

Time: 10-15 Minutes

TLC-PCP www.learningcommunity.usWhat Is HappeningWhat The Person DoesWhat It May MeanWhat We Should DoCarl has friends staying at his apartmentQuit bathing, shaving, brushing teeth, wearing clean clothing, missing work, missing appointments with support staff, missing medicationsCarl is being distracted usually by friends who try to tell him how his life should be like: you dont need meds, you can get a better jobstart reminding him about why he wants to take his medicine (can be1:1, small group, or big meeting); ask if he needs help with his friendsCarl is living his lifecall/page people says everything is going wrong and wants to talk to yaMore than likely he had a fight or has a problemAsk questions to find out what everything really means and offer adviceWhen he wakes upHes grouchy (snap at you or tell you to lay off or wont talk)Hes really tired or hasnt taken his medsLet him be or if he needs to talk just talk to him, check to see if he has taken his medication and remind him if he hasntIn conversation discussing something about his lifeHe says TrueHe agrees with you and will work on the issueHave him confirm what he is going to do and then follow up to see if he did what he said he would. Tell him youre proud of himCommunication Chart For CarlTLC-PCP 2012 www.learningcommunity.usPURPOSE: To show an example for a person who is living independently with some support and who does use words to communicate.

SCRIPT:For the next few slides use the samples to have a conversation about why we say listen to behavior

Have a brief conversation by calling on one or two people from the group. Start a conversation by posing one or two questions to the group that will help them identify for themselves the kind of information they can learn from a communication chart

Continue with your conversation with the group-How would this communication chart help you have a better relationship with Carl? How would it make learning to support Carl easier?

Tips:

TIME: 3 Minutes

NOTES:

46TLC-PCP www.learningcommunity.usWhat Is HappeningWhat The Person DoesWhat It May MeanWhat We Should DoIt is SundayCalls afterhours and leaves you a voice mail that includes scripture or singing of a gospel song Chuck had a great day at church!Do nothing. Anytime other than Sunday.Calls and leaves you a lengthy voice mail that sounds like a sermon.Chuck might be having some mental health issues. He may have forgotten to take a dose of medication. Call Chuck and ask if he remembered to take his medication, he will likely check and then tell you yes, he forgot. For the next few days, call Chuck in the morning and offer supportive reminders to take his meds.AnytimeMakes any mention of Ruby Red Lights, even just a passing reference. Chuck is experiencing auditory hallucinations. (Ruby is deceased and by history is one of the voices Chuck hears when he is hallucinating) Drop by and see Chuck. Check his med box. Stick around and chat for awhile (be on the look-out for any signs that he may be experiencing hallucinations or delusions. Contact his Psychiatrist and take recommended next steps. (Schedule an appointment, increase visits to daily, etc.)AnytimeStops eating and tells you that his food has been poisoned or that there is blood in his food.Chuck is experiencing delusions and auditory hallucinations.This is an EMERGENCY! Call the Mobile Crisis Unit and support Chuck in being assessed for possible admission. Stay with Chuck until they arrive. Offer reassurances that you are there to help keep him safe. Do NOT try and convince him that his food is not poisoned.Communication Chart For ChuckTLC-PCP 2012 www.learningcommunity.usPURPOSE: to provide an example for that includes an emergency response.

SCRIPT:

TIPS:

TIME:

NOTES:

Guideline for trainersCan put in own examples and examples should demonstrate -

Uses wordsDoesnt use words but is clearly using behaviorComplex issues where understanding can be difficult but it is critical to do so

47TLC-PCP www.learningcommunity.usGreat Things About RhondaLovingAdaptableA good trainerPatient and tolerantA good listenerKnows what she wantsOutspokenLike & AdmireTLC-PCP 2012 www.learningcommunity.usPURPOSE: To share another dimension for Rhonda before sharing her communication chart.Sets the stage for how like & admire information can influence the way we view behavior and our supports.

SCRIPT:

Rhonda cannot be with us but we wanted you to meet her before we shared her communication chart.By the end of the day we will have learned how to incorporate positive introductions with our every day work.

TIPS:

TIME: 2 minutes

NOTES:

48TLC-PCP www.learningcommunity.usWhat is Happening

Rhonda does

We Think It MeansAnd We ShouldYou are pushing RhondaLocks her chairI dont want to go thereFigure out with Rhonda where she wants to goRhonda is at the front doorKicks the doorI want to go outHelp her outside (unless there is too much pollen, about to rain, etc.)Rhonda has stopped eatingCatches your eye, pulls down napkinIm done eatingTake leftovers away nowYou didnt remove her foodRhonda sweeps the food off her trayI told you I was finished and you didnt listenClean up and do better next timeTLC-PCP 2012 www.learningcommunity.usPURPOSE: To show people an example of a Communication Chart for someone who doesnt use words to communicate.

SCRIPT:Ask participants to look at both Rhondas introduction and her communication chart and tell you how the communication chart demonstrates that Rhonda is outspoken. What does the chart tell you about how Rhonda is training her supporters?

Make the point that listening to and responding to what Rhonda is telling us adds quality to her life and our relationship with her.

TIPS:Make the point that a Communication Chart should never be used to create a behavior plan or to manage behavior.

Time: 3 minutes

NOTES:


PURPOSE:A transition slideCloses the training on the Communication Chart. Encourages participants an opportunity to review their learning and consider how it might be used in their daily lives/work.

SCRIPT:

TIPS:

TIME:

NOTES:




6 methods for collecting informationPURPOSE:A transition slide. Lets participants know that you will be looking at 6 methods for collecting information.Highlights the sixth (and final) tool we will be looking at and learning today.

SCRIPT:Our last Discovery/Listening tool, the one called Reputations. Have you ever supported someone whose reputation preceded them? Lets look at how reputations can provide Important TO information as well as direct how we support.

TIPS:

TIME: 1 Minute

NOTES:


ReputationExerciseTLC-PCP 2012 www.learningcommunity.us52PURPOSE: a cue to start the Reputation ExerciseTo experience the power and pleasure of having people share what they like and admire about you.To learn how to develop your own "introduction".To learn how to address a negative reputation without having a negative reputation list.SCRIPT:Share the purpose of the reputation exercise as stated above. To learn from reputations and address negatives. To give people explicit instructions about how to learn from reputations and address negative reputation items for the people they support.Tell people that conversations and paperwork that trashes people with negative labels are unacceptable. But conversations and paperwork that glosses over important issues is also unacceptable. Both are likely to do the person harm.They are practicing this with each other so that they can do this with the people they support. Also so they can add to their personal description.

TIPS: Same as before, follow the script the slides that follow are aidsRemember to read the script in advance.TIME: 10 Minutes explain it, go to the next slide and then back to this slide

NOTES:

TLC-PCP www.learningcommunity.usTLC-PCP 2012 www.learningcommunity.usName: ___________________________________

PURPOSE: A visual to help participants find the workbook page

SCRIPT:

Find this page in your workbook.

NOTES:

TIPS:

TIME: 1 Minute

53TLC-PCP www.learningcommunity.us Write your name herePositive Reputation

3 Mild Negatives

Once you have your worksheet back, write down your own 3 MILD negatives.

Note: you will share this with a partner

Example:

WorkaholicStubbornLoses Things

Now is there something that others dont know that you would add? Do so.Cross out what doesnt ring true for you.

To begin with dont write In this section on your own worksheet.

First others will write on this section for you.TLC-PCP 2012 www.learningcommunity.us

PURPOSE: Provide instruction that people can read as you guide them thru this exercise.

SCRIPT:Positive ReputationAsk people to write their name at the top of the page.On the left side of the page write Positive Reputation.Fold the paper in half with the Positive Reputation side showingAt this point they dont know what they will be writing on the other side. Dont tell them yet.Ask them to put their paper in front of them on the table.Then take their pen and go around the room to write on others positive reputation sheet something they like and/or admire about themIf you are working with a group of people where trust is very low this exercise may not work.

When doing this with people who use services, help people avoid Disability Praise (e.g.: good hygiene, neat and clean, follows rules)

When people are done..give them a moment to read what others have written.Then instruct people to add something they think might be missing that others may not know. Tell them to cross out things that just dont fit. What was it like to read what your coworkers like and admire about you?3 Mild NegativesAsk each person to open up their paper to reveal both halves..the written on and blank side.Ask each person to write the word Negatives at the top of the blank half.Then write down 3 of their own MILD NEGATIVESRemind to only write what they are willing to share with their partner.

Proceed to next slideTIME: 10 Minutes for Exercise

54TLC-PCP www.learningcommunity.us Le Learning From and Addressing NegativesPositive Reputation

3 Mild Negatives

Thinking with your partners about the negatives they shared.

Address each negative one at a time.

There are 3 steps to addressing each negative.Important to

2nd Step

Is there something about the negative that tells us something about what is important to your partner?Write that in your description pg How to best support

3rd Step

If a negative is actually a negative at times; ask what do others need to know or do to support your partner at this time? Write desired supports in your description pg. .1st Step

For each negative ask, Is there something about this negative that is actually positive?Put that positive here.

TLC-PCP 2012 www.learningcommunity.us

PURPOSE: to provide step by step instructions to help people learn a systematic way to address and learn from negative reputations

SCRIPT:

Foreshadow with people that you will explain 3 steps that will help them learn a systematic way to learn from and address negativesshow them one samplethen they will practice this with their partner

Then come back to this slide after the example.When you come back to this slide; ask them to exchange sheets with their partner. Then have a conversation about each negative one at a time using the 3 steps.

Tell people this is another opportunity to practice suppporting and avoid fixing.

TIPS:example on next pagePeople are happy to answer the 1st question (to recognize negatives as positives). Make sure participants are not merely spinning a negative without purpose it must reflect a negative that can be a positive in certain circumstances. They tend to struggle with questions 2 and 3. Just as in the good/day bad day exercise you want them to answer all 3 questions for each item before they go on to another item. So go to the next slide and illustrate what you want, then come back to this slide and leave it up while people are working

TIME: 10 Minutes, continued

55TLC-PCP www.learningcommunity.us Learning From and Addressing NegativesAn ExamplePositive Reputation

1st Step

3 Mild Negatives

3 steps to address each negative

Example

Important to me

2ndStep

To both work and learn with like minded people from other states and countries even if it takes more time to do soHow to best support me

3rd StepTell me to balance my attention to work by scheduling regular time off for me and family. Strong Commitment to Work

Workaholic

TLC-PCP 2012 www.learningcommunity.us

PURPOSE: this slide is here to show people a completed sample

SCRIPT:Crosswalk people thru the example of learning from the negative characteristic workaholic using the 3 steps.Each step of the 3 steps to learn from and address negatives will come in on click.

Tell people if we have addressed all of the negatives the negative list is not important to preserve - it is what we learn from them and how to address them that matters. Then click one more time and the negatives fade out.

Now return to the previous slide to give people instructions.

TIPS:Make your own sample of a completed positive reputation worksheetIn slide 25 place your own 3 mild negatives

Slide is animated step by step

TIME: 10 Minutes, continued

NOTES:


PURPOSE: A transition slideCloses the training on Positive Reputations. Encourages participants an opportunity to review their learning and consider how it might be used in their daily lives/work.

SCRIPT:

NOTES:

TIPS:

TIME:




6 methods for collecting informationPURPOSE: A transition slideCloses the section on Discovery Tools Prepares participants for the next set of tools

SCRIPT:Weve completed the set of Discovery/Listening Tools. There are others, but givne the time we have we are limited to teaching these six tools.

TIPS:

TIME: 1 Minute

NOTES:

58TLC-PCP www.learningcommunity.usManagement ToolsDonutMatching TLC-PCP 2012 www.learningcommunity.us

PURPOSE:A Transition slide. Focuses participants on a new category Management ToolsA visual reminder that we learned and practiced the first Management Tool on Day OneSets the stage for the second Management Tool Matching

SCRIPT:Remind participants that they learned and practiced the Donut on Day One. The Donut is the first of two Management Tools. Today we will learn the second Management Tool The Matching Tool.

TIPS:

TIME:

NOTES:


Matching2nd Management tool

TLC-PCP 2012 www.learningcommunity.usPURPOSE: a picture to use while introducing Matching. The purpose of the matching exercise is to demonstrate that the match between the person using services and the person providing services is important. The purpose of the Matching tool is to organize information that will aid identifying a good match for a particular person.SCRIPT: Ask participants:Have you ever worked with or provided support to someone you just loved? Someone you genuinely enjoyed spending time with? (show of hands). Then say What were those days like? Was it hard going to work? Did you dread going to work? Or did you look forward to going to work? Did the hours fly by? Did you find yourself going above and beyond what the job required?

Then ask:Have you ever worked with someone who rubbed your fur the wrong way? (show of hands) Then ask Were those days more difficult. Were there times the hours dragged by? You did what you had to do, but you didnt necessarily enjoy it. You got out of the job as fast as you could find another one that was a better fit?Point out that when there is a good match between the person being supported and the person providing supports, we are more likely to have happier staff, happier people, less turnover, and fewer issues with challenging behaviors.

This next tool, the Matching Tool, will show us how to achieve a better match.TIPS: The characteristics of staff exercise can be done as a stand alone or, as shown here as the closing exercise in this series. People generally find it fun to do and it doesnt require a high energy level from the participants for it to be successful. This exercise is simple enough to do from the script.

This is Andrew and his support staff Ben. TIME: 3 Minutes

TLC-PCP www.learningcommunity.usCharacteristics of peopleI like to work withCharacteristics of people I like to hang out withCharacteristics of people I dont like to work withCharacteristics of people I dont like to hang out withTLC-PCP 2012 www.learningcommunity.us61PURPOSE: A visual to help people find the work sheet for the Matching exercise

SCRIPT:Ask people to turn to this page in their workbook and begin to describe the characteristics of people they prefer for each quadrant. Give people 4 minutes at first, then as you wander around be prepared to add time. If they are having trouble with it ask them to think of the people they know that fit in each section and think about what their characteristics are.

Encourage people to get something written in all the boxes. Watch out for the people who get sidetracked into talking about who rather than writing about characteristics. Also watch out for the people who are stuck remind them that 1 of the rules is dont die over it

Sample the group for a few characteristics in each area.

TIPS:

Time: 10 minutes, continued

NOTES:

TLC-PCP www.learningcommunity.us

Imagine you have contracted a new disease from a mosquito bite.

The bite causes a rash and then 2 weeks of paralysis. During the paralysis you will need personal care for everything.

You have contacted my organization to provide your care, we are on the phone reviewing what is important for you

Friends and Family PicnicTLC-PCP 2012 www.learningcommunity.us62SCRIPT: Tell the participants You have just been to the Friends & Family Picnic and have been bitten by a mosquito. Go over the story with the participants. Take on the role and make it more personal for them. Tell them that you are the manager of a new personal care provider agency and you are very busy because this is an epidemic. You dont have time to talk with them on the phone about the characteristics of the person they want to provide the care you say just send me a fax telling me what characteristics you are looking for. You do not want the participants to take the time to make a new list, ask them to edit the list they have. Circle or put a star next to the things that must be present. Look over your list for the things you didnt include or might need to make more specific. For example, do you care if they smoke or not? If you have sense of humor on your list, are you talking about a dry sense of humor or do you prefer a slap-stick sense of humor? Does male or female matter? . Tell them that the paralysis has started and the person who will provide the care arrives. That perosn knows and does everything that keeps you health and safe but has all of the negative characteristics they wanted absent (that dont directly impact health or safety). When they complain you tell them Do you realize how busy I am recruiting and training staff? Do you realize how much training they have to have before I can send them to anyones house? I am not paid while people are in training. I dont have time for this foolishness about matching. I make sure people have the skills you need to stay healthy and safe and you should be grateful. If it is a small group, go around and ask each person what they would do. In a large group get a sample of opinions. Now ask them what they would do if it turned out that they had the more virulent version that results in 3 months of paralysis. What if it was for the rest of their lives? Ask them how they would feel.Talk about how much choice the people who use their services have in who works with them and if they know what characteristics that those who are using services would look for. Tell them that we have found that paying attention to match has several positive benefits Where there is a good match staff are much more likely to enjoy their work. Even though they are still paid inadequately, people who are paid inadequately to have fun stay longer than where there is a bad match and people are being paid inadequately to put up with.Where there is a good match, plans are more likely to be implemented as the inclinations of the supporters likely match what is found in the plan.A good match will decrease the frequency of challenging behaviors.TIPS: Their only input is the list they are creating. They need to think about whether or not you will get/understand what they mean and whether or not there are new characteristics (such as gender or someone who is gentle) that matter.When you did this exercise for the 1st time, what characteristics did you need to add or elaborate on? If it works, share a little of that to illustrate what you are looking for them to do.Where people are supported in groups matching may have to be done over time, as vacancies occur in staff and as who makes up the group is adjusted. In the mean time, if matching cannot take place for my entire support team, maybe it can occur for specific support activities i.e. who assists me with bathing, doing crafts, going shopping, etc. Slide is animated.

PURPOSE: To give people directions to read as they work thru this exercise.Supports wanted/ neededSkills requiredList here:* What supports do you need?* What do you need others to do for you while you are recovering?

List here: * What skills must the person we recruit have?

* Include those skills that must be taught and the recruit/s must agree to learn.

Personality characteristics needed (and to avoid)Shared common interests(* indicates important shared interests)List here:* What are the characteristics of the people in the your life who currently have the best relationship with you? * What characteristics do you think will best match you and the purpose this person will serve in your recover?

Patience is a personality characteristicList here:What interests do you want the person we recruit to share (have in common with you)?

* Think about things you enjoy that if better supported could help you have a better life or make your recovery easier to bear.

Matching TLC-PCP 2012 www.learningcommunity.us63PURPOSE: To provide people with a visual so they can find the form as well as written instructions as you guide them thru developing their first matching profile

SCRIPT:Briefly review the content and ask if there are questions

TIPS:

TIME: 2 Minutes

TLC-PCP www.learningcommunity.usTo learn the characteristics that need to be present, ask:To learn the characteristics that need to be absent, ask:Who is closest to the person?

Who enjoys spending time with the person?

Who helps make good days happen for the person?

What characteristics do these people have in common?Who does the person avoid?

Who dislikes spending time with the person?

Who helps the person have bad days?

What characteristics to these people have in common?Learning Personality Characteristics that need to be Present or Absent in SupportsTLC-PCP 2012 www.learningcommunity.us64PURPOSE: To show how a matching description is built with someone we serve regardless of severity of disability.TIME: 2 Minutes

SCRIPT: This slide shows a way to think thru how to develop a characteristics list with someone who uses services. If the reference to a people map (also known as a relationship map) will not make sense for your group, you may want to be able to show an example.

TIPS:

TIME 3 Minutes

NOTES

TLC-PCP www.learningcommunity.usSupports wanted and neededSkills NeededPersonality Characteristics NeededShared common interests Diabetes ManagementUse agreed upon guidelines to help Kerri manage her diabetes Recognize and respond to symptoms indicating low blood glucose levels Chatty likes to talk about family

Demonstrates a kind and positive attitude most of the time. Doesnt take it personally if Kerri doesnt want to do what she had planned flexibleKeeps commitmentsScrapbookingComplex paint by numbersMaking puzzlesGoing to movies Home decoratingLooking good everyday Able to help Kerri with her personal cares .A good sense of style to share with her.Party PlanningWomens stylesHelp Kerri establish a welcoming homeAble to help Kerri develop her own home without taking control from her

Long walks with long conversationMatching Staff to Support KerriTLC-PCP 2012 www.learningcommunity.usPURPOSE: An example of Matching Staff

SCRIPT:Read out loud a couple of supports and interests of Kerri; then ask the group to read the entire slide.give them a few minutes. After they have finished reading, ask the group who would like to support and spend time with Kerri? (just looking for a show of hands right now); then ask who would rather not support or hang out with Kerri?, again looking for a show of hands. Now, pick a couple people who said theyd like to hang out and ask why and pick a couple people who said no way and ask why. Almost always the reasons are related to personality and shared interests. Point out to the group that their reasons were for wanting to work with Kerri are likely to be about shared interests..but what do we hire for? We hire for skills. But what if you are highly skilled but have the wrong personality?

TIPS:

TIME: 3 Minutes

NOTES:

65TLC-PCP www.learningcommunity.usSupports NeededSkills RequiredAssistance shopping (grocery, clothing personal, etc)Some knowledge of cost comparison, budgeting, and savvy shoppingAssistance with personal grooming (advice on clothing, reminders on grooming, assistance with shaving)Ability to use an electric razor and some knowledge of beard trimmingAssistance with housekeeping choresLaundryCleaning & organizing personal spaceBasic knowledge of laundry methods & use of high efficiency equipmentOrganizational skills, basic housekeeping skillsAssistance with management of lawn maintenance businessMaking phone callsMaintaining calendar of appointmentsManaging payments & record-keepingEnsuring quality control on lawn jobsAssistance with maintaining lawn maintenance equipmentOrganizational & record-keeping skills attention to detailgood interpersonal skills (for working with business customers)basic knowledge of lawn maintenance techniques - mowing, weed eating, and blowing, mulching, trimming. PERSONALITY CHARACTERISTICS NEEDEDOrganized, but not in a rigid kind of wayFlexibility, spontaneityNot afraid of the Texas summer heat!Good judgmentSense of humor the silly, funny kind (as opposed to a dry or sarcastic kind)Preferably male but not limited to the right female!NICE TO HAVE (SHARED INTERESTS)Knowledge of, interest in small engine repairDistance runningGhost hunting, watching the Ghost hunters showExperience with lawn maintenanceRiding dirt bikes Matching Staff for AndrewTLC-PCP 2012 www.learningcommunity.usPURPOSE: Another example of Matching StaffDemonstrates the importance of being very specificLeads to the next slide a help wanted ad based on this staff matching tool

SCRIPT:Take a look at Andrews matching staff page. Point out again that personality is key many people will have the skills required, but if they arent comfortable working in 100+ degree weather all day then they arent likely to be a good match.

TIPS:Note: Andrew does lawn maintenance. Summers are his busy season, but he lives in Texaswhich means it is HOT.

TIME: 3 Minutes

NOTES:


TLC-PCP 2012 www.learningcommunity.usPURPOSE: An example demonstrating how the matching staff tool can be used to create a help wanted ad

SCRIPT:

TIPS:

TIME: 2 Minutes

NOTES:


PURPOSE: A transition slideCloses the training on Matching. Encourages participants an opportunity to review their learning and consider how it might be used in their daily lives/work.

SCRIPT:

NOTES:

TIPS:

TIME:

68TLC-PCP www.learningcommunity.usTLC-PCP 2012 www.learningcommunity.usYour Personal DescriptionHow does it look?PURPOSE: A transition slide prompts you to have participants gather their pages to look at the work they have done today.

SCRIPT: TIPS:Slide is animated the words How does it look? will enlarge for emphasis

TIME: 30 seconds

NOTES:

69TLC-PCP www.learningcommunity.usTake a look at what you and your partner wrote, on your description

Put the pages in the following order Cover page, relationship map, introduction, important to, characteristics, know and do to support and communication chartHow does it look?

Would someone who has never met you know Who you are?What is important to you?How you need to be supported?Who you would want to provide that support? Looking at your DescriptionTLC-PCP 2012 www.learningcommunity.us70PURPOSE: To give the participants a chance to review the entire plan and see if it creates a picture of who they are and how they should be supported.SCRIPT: Ask the participants to reorganize their plans so that the pages are in the order that we usually see them in. (If you can then provide a paper clip or a staple, people will be able to keep them in order.) Then ask them to read through what has been written with the listed questions in mindFacilitate a brief discussion. What are their impressions? Are there parts that work and parts that would need to be changed/enhanced?Has it given them some ideas about how information is gathered and put into plans?If you handed this to someone tomorrow that was required to support you would it help? Remind them it is their description. If they see anything that is close but not really how they would express it, change it.

TIPS:Acknowledge that as you get to know people this description is likely to grow. Some things will also no longer be relevant and will be removed. For example: how many people do you know who loved a sportbowlingbaseball gamesor a restaurant.or had a significant relationship that became not so significant? These things would be removed from the important to description.

Slide is animated.

TIME: 7 Minutes

NOTES:

TLC-PCP www.learningcommunity.usUse a One Page DescriptionIn a specific situation, for a specific purpose

A positive way to introduce the person

Tells others key information about

What people like and admireWhat is most important toHow to best supportTLC-PCP 2012 www.learningcommunity.usPURPOSE: to help people make the transition from reviewing their person centered description to using the information they have gathered to develop a one page description

SCRIPT:

Now that they have learned to use discovery tools to collect important information and then organize it so it can be used. You can learn one easy and quick way to put the information to use right away.

The ONE PAGE DescriptionRepeat the information on the screen. Emphasize that in order to keep the one page description one page it must be focused for a specific situation and for a specific purpose.

Note that they have used several discovery tools to gather a multifaceted view of themselves. The one page description helps them pull the best information from the larger description for a specific more narrow purpose.

TIPS:

TIME:

NOTES:

71TLC-PCP www.learningcommunity.us s One Page DescriptionWhat is Important to

What People Like and Admire about

Supports Needs To Stay Happy, Healthy & Safe

Supports, continued

InsertPhoto HereTLC-PCP 2012 www.learningcommunity.usPURPOSE: Ask people to find this form in their work book-theirs will not be colored by the shapes will be the same.

SCRIPT:Ask them to take this page out.TIPS:There are two copies in each workbook so that people can feel comfortable scribbling and still have one to make a clean copy.

TIME: 1 minute

NOTES:

72TLC-PCP www.learningcommunity.usHow to Develop a One Page DescriptionPut your Name on Your One Page Description

Purpose: The Purpose of Your One Page Description is to introduce yourself to your co-workers and share the support you appreciate at work.

Using your Person Centered Description write KEY information about what Others like and admire about youWhat is Important TO you at workWhat support you appreciate at workTLC-PCP 2012 www.learningcommunity.usPurpose: To give people written instructions to read as you guide them thru this exercise.

Script:Use the direction aboveBe sure you have a sample of your trainers one page description to share as a sample.

Ask people to take 5 minutes and do a 1st draft of their 1 page profile.

TIPS:

TIME: 2 Minutes

NOTES:

73TLC-PCP www.learningcommunity.usTLC-PCP 2012 www.learningcommunity.us

PURPOSE: An example of a one page profile. Demonstrate the usefulness of a one page description as a stand-alone piece or as a table of contents for the full PCD.

SCRIPT:A One-page introduction should never be considered a complete description it is, instead, a starting placea way to introduce the person, to give an overview of who this person is. Elizabeth Kates one-pager introduces her beautifully, but it also serves a second purpose - as a table of contents that directs the reader to specific sections of her full PCD.

TIPS:Your audience might get a kick out of knowing that Elizabeth Kate created the square that has her picture and her name in it. Michael Smull asked if she would mind changing the font she used for her name to make it easier to read. Elizabeth Kate turned him down. Elizabeth Kates one page profile is exactly as she wants it.

TIME: 3 Minutes

NOTES:


What other's need to know to support me:Great things about me:Important to me:Things to figure out:Meet John K.PleasantOutgoingGood role modelDependableFriendlyCaringHard workingUnderstandingPositiveDeterminedConfident IntelligentCourageousfunnyI need to feel safe and secure.Ask me if I need your help before just doing something FOR me.Please give me your full attention when Im trying to talk to you.Please respect my routine and belongings.I enjoy being around people, but sometimes need some alone time.I enjoy people who have a sense of humor.I really need you to listen when Im upset & trying to explain why.I feel uncomfortable in tight spaces.Feeling safe.People not smoking around me.Doing needlecraft during

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