person centered thinking skills

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Person Centered Thinking Skills. Prepared for the Center on Long Term Care January 3, 2006. Skills needed to support people. Supporting Dreams. Supporting Relationships/ Community Connecting. Working/Not Working The 4 Questions Learning Log. Being “Mindful” and Recording Learning:. - PowerPoint PPT Presentation

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  • Person Centered Thinking SkillsPrepared for the Center on Long Term CareJanuary 3, 2006

    ELP Learning Community 2006

  • Supporting DreamsBeing Mindful andRecording Learning: Recognizing/Sorting Important To and Important For Finding the Balance Between

    Skills needed to support people

    Defining Staff Roles and Responsibilities Matching Staff and Those Using ServicesLearning, Using and Recording Communication Supporting Relationships/ Community ConnectingWorking/Not Working The 4 QuestionsLearning Log

    ELP Learning Community 2006

  • Important to

    What is important to a person includes only what people are saying: with their wordswith their behavior

    Where what people say is different from what they do the bias is to rely on behavior.

    ELP Learning Community 2006

  • Important for

    What is important for people includes only those things that we need to keep in mind for people regardingIssues of health or safetyWhat others see as important to help the person Be valued members of their communities

    ELP Learning Community 2006

  • Important to ..Important for .What else do you need to learn/know?What is -

    ELP Learning Community 2006

  • Important to/important forFor the personHelps people get more of what is important to them without ignoring important for

    Identifying what still needs to be learned

    Helps people make critical decisions only when the relevant information is presentFor the organizationTeaches critical thinking

    Reinforces think before you act

    Helps people feel listened to

    Supports an active learning culture

    ELP Learning Community 2006

  • ExExamples fromInside Libbys LifeMichael & Libby

    ELP Learning Community 2006

  • Defining roles and responsibilities using the donut For the person -Makes it more likely that those things that are most important (to or for) will happenPeople will be creative in supportThose paid will keep their noses out of those things that are not their paid responsibility For the organization -Builds a culture of accountabilityClearly delineates who is responsible for whatSupports being creative without fear

    ELP Learning Community 2006

  • Person centered thinking skills - 3For each person what are

    ELP Learning Community 2006

  • Matching staff with those who use services For the person -Because staff find more pleasure in their work they stay longer (more stability) Where there is a good match People who use services are more likely to have what is important to them New learning about what is important to people is more likely to happen For the organization -Reduces turnoverMakes those who use and provide services feel valued/respectedHelps support real relationshipsDecreases likelihood of incidents

    ELP Learning Community 2006

  • Person centered thinking skill 4 Where people communicate more clearly with their behavior

    ELP Learning Community 2006

  • Communication chart For the person -Use of the communication chart in day to day support insures that -There is an increase in the presence of what is important to the personPeople using services feel listened toThere is a decrease in frustration and the behaviors that go with it For the organization -Recognizes learning done by those who supportReinforces learning cultureProvides new/relief staff with a quick way to get off to a good startDecrease in challenging behaviors and therefore a decrease in incidentsIncreases/reinforces observational skills

    ELP Learning Community 2006

  • ELP Learning Community 2006

  • What makes sense, is working, the up side, right nowWhat doesnt make sense, is not working, the downside, right nowYour guess about the persons perspectiveyour /staff perspective Given the medication that someone is taking

    ELP Learning Community 2006

  • Mindful learning:Working/not working For the person -Results in greater clarity about what needs to stay the same and what needs to change in each persons lifeHelps in determining goals/outcomes that help the person move toward a desired life For the organization -Teaches critical thinkingPromotes better problem solvingLeads to clarity about what needs to change and what needs to stay the sameSupports a learning culture

    ELP Learning Community 2006

  • ELP Learning Community 2006

  • Learning Log

    ELP Learning Community 2006

  • Mindful learning:learning log For the person -Because people are recording what is working and not working in support More of what is working and Less of what is not working will occur For the organization -Those doing the work feel listened toLearning done by those doing the work is recordedProvides a vehicle for learning to be synthesized and recordedHelps with problem solving/hypothesis testingCreates good paperReinforces a learning culture and teaches critical thinking

    ELP Learning Community 2006

  • # 5 Mindful learning 4 + 1 questionsUsing 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 thenWhat should we try/do based on what we have learned?

    ELP Learning Community 2006

  • Mindful learning:4 plus 1 questions For the person -Provides a record of those things that have been tried and their efficacyThose who support are less likely to continue to do those things that are not working in supportFiguring out better ways to support people are likely to happen faster

    For the organization -Everyone has a voice and feels listened toCollective learning/knowledge is gathered efficientlyMore effective use of meeting timeFacilitates effective problem solving

    ELP Learning Community 2006

  • Use the tools to create living descriptions of how people want to live and what we need to do to support them

    ELP Learning Community 2006

  • ELP Learning Community 2006

  • ELP Learning Community 2006

    Go over the next slides quickly if people have already seen them just remind them of the concepts. If the slides are new to the audience spend the time needed for people to get the concepts. But keep in mind that they will be practicing using the concepts for most of this training.Emphasize that this is about humans not about disability -As it is easier to see in others ask people to think about their own relationships do they have a good friend, a partner who in some area of their life says one things but does another. E.G. Words about wanting to lose weigh and behavior that results in weight gain. For people who use disability services -We often need to look at behavior because we have done a really good job of training people to tell us what we want to hearNote that when people have given up hope, where there is no real trust, people will tell us what is really important to them as trust is created and hope is restored.

    Ask If you were working with someone who needed insulin injections but hated them and the finger sticks that go with them would diabetes management be important to or important for?

    Read the slide then askYou are working with someone who dresses appropriately for the weather, but you show-up to take them to church and they are wearing a tank top, shorts and flip-flops. Do you say something or just take them to church?

    Given an example from your life e.g.Michael doesnt decide when he gets haircuts-his wife doesTell the participants that when they came up with the Teddy plate answer they gave an answer which provides a balance between important to and important for. To better see how this works they are going to do the important to and important for sort for Julie. Point out that the page where you are asking them to do the sort has an extra question what else do we need to know. This question should always be there because we never know everything and recognizing what we dont know is often critical in our efforts. Have copies of this slide for everyone. Break them up into groups and have them fill it out based on what they saw. Either put Julies wms slide back up or give out copies.

    After people are done show them the Julie answer slide. Give everyone a copy. (Be sure that you have your handouts organized so that people dont get the answers before they do the work.) If someone comes up with a great answer that isnt on the sheet acknowledge it and move on. On a number of the answer slides there could be more written but there isnt room on the slide.Libby is an articulate self-advocate who lives in California her own apartment. She is fiercely independent and helps to plan a 1,200 person conference every year. She also is someone who has a form of cerebral palsy known as rag doll syndrome and most of what happens has to be done for her. Tell people that she has a very clear idea about how all of these things should be done and expects them to be done that way.Illustrate with a story for each area. The following give some ideas -Core - She uses a g-tube because anything going into her mouth is likely to end-up in her lungs. If there is skin break down where the g-tube goes through the skin the person responsible would be fired.Judgement & creativity her support person thought she might be able to dust. Put a cloth on her hand and her hand on the counter. She drove the wheelchair and dusted. Tried vacuuming-she can really maneuver the wheelchair. Hooked-up the vacuum cleaner to the wheelchair, but the power cord on the vacuum got caught-up in the wheelchair-didnt work. But we tried.Not our paid responsibility -Doesnt want advice/meddling in her love life; if you are paid you shouldnt be involve yourself in it. But if she were to take up with the lo