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1 Person Centered Thinking© Trainer Credentialing Process Handbook Board Approved - 2016

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Page 1: Person Centered Thinking Trainer Credentialing Handbookpersoncenteredpractices.org/pdfs/Person-Centered-Thinking-Trainer... · • Answering questions, facilitating learning • Effective

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Person Centered Thinking© Trainer

Credentialing Process Handbook

Board Approved - 2016

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Getting Started Congratulations on taking this step towards becoming a Person Centered Thinking© (PCT©) Trainer. This designation is an internationally recognized level of achievement within The International Learning Community for Person Centered Practices (ILCPCP).

Please review all the material set out in this handbook to ensure that you have the information you will need to continue on. Contact a Mentor Trainer with the ILCPCP for suggestions on how to fulfill the Foundational Requirements and Prerequisites and to make arrangements for their support throughout the credentialing process. Approved Mentor Trainers are listed on the ILCPCP website at www.learningcommunity.us

Person Centered Thinking© Trainer Certification is required to also train Person Centered Thinking© Coaches, and/or to be certified as a Person Centered Plan Facilitator Trainer.

Note: This credentialing process is related to certification for the 2 Day Person Centered Thinking curriculum. Person Centered Plan Facilitation, PCT Coaches Training, PCT Family Training, and People Planning Together, each have credentialing processes and requirements. Check the ILCPCP website for more information on these certifications.

Foundational Requirements Prerequisites The Person Centered Thinking© Trainer Candidate:

• Must have lived experience either through their personal life or work with the target audience/sector for which they are becoming Trainers.

• Must have participated in a full 2-day Person Centered Thinking© Training, and be using the skills in day-to-day work.

• Must have the commitment to the time and effort needed to master the skills and develop the ability to train effectively.

• Must have passion for supporting people in a person centered manner, and willingly share that passion with others.

• Must be willing to contribute to The International Learning Community for Person Centered Practices and attend a Gathering.

• Must be willing to become a member in good standing with access to the ILCPCP Trainer’s section of the ILCPCP website.

• Must be familiar with and have a willingness to embrace and support the ILCPCP Board’s Vision, Mission and Plan.

Competencies The Person Centered Thinking© Trainer Candidate must have skills sufficient to communicate effectively with the training audience. This includes having the skills to use verbal enhancers that more fully communicate and explain essential concepts and information, including examples and illustration, creative phrasing, analogies, quotation, rhetorical questions, and comparing and contrasting concepts. He/she must have demonstrated experience with training groups of adults.

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The Person Centered Thinking© Trainer Candidate must know strategies to engage and involve participants who display resistance or lack of involvement, or who exhibit disruptive behaviors that interfere with the development of constructive group process. He/she must have demonstrated experience with managing group dynamics.

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Detailed Credentialing Process ACTION SPECIFIC STEPS PURPOSE TIME/$$

REQUIRED PRE-

REQUISITE Attend a 2-day Person Centered Thinking training AND put your learning to immediate practice

Begin using the tools you have learned with the people (or person) you support. These experiences should be captured on the Person Centered Thinking© Trainer Candidate Portfolio (section IV of this document)

Real-life, on-going use of the tools is required of every certified trainer.

-2 full days + practice -Registration fee

Ask yourself ! Am I familiar with the ILCPCP Board’s Vision, Mission and Plan

! Am I committed to supporting people in a person-centered manner?

! Can I effectively communicate that to others? ! Do I have experience training groups of adults? ! Do I have experience managing group dynamics? ! Am I willing to commit to the time & effort required to

become certified? ! Am I willing to contribute to The International Learning

Community for Person Centered Practices and attend a Gathering?

! Am I willing to become a member in good standing with access to the ILCPCP Trainer’s section.

! Do I have my employer’s support for the time and resources needed in obtaining and maintaining my certification or am I committed to absorbing the costs myself?

Delivering PCT© training is more than just standing in front of an audience and delivering a canned speech with a PowerPoint. Rather, it is teaching tools to a diverse audience with varying backgrounds, interest levels, and interests. We are invested in ensuring good training that helps people have better lives, not just better paper.

-Your time and personal introspection 6-10 hours

Contact a Mentor Trainer

Mentors are listed on the following website: http://www.learningcommunity.us (click on a country, then a state/province and look for names of mentor trainers)

Certification is not possible without a Mentor Trainer. Failure to contact a Mentor early in your process may mean you have to repeat steps unnecessarily.

-The price of a phone call or an email and your time

STAGE 1 Agreement & Practice

Enter in agreement with Mentor Trainer to embark on the credentialing process Document your Practice – begin Portfolio

The agreement may be a formal (typed and signed agreement) or informal (verbal) based on the Mentor Trainer’s practice and own employment requirements. Document the ways you use the tools and what you learn from your practice. For each tool, capture detailed information in a word document (use the chart as your guide of the information needed) and add checkmarks to the portfolio chart as you complete each component. Submit the completed tools and detailed notes along with your portfolio to your Mentor.

The Mentor will ensure that you have taken the necessary steps to begin the certification process. We don’t want you wasting time/effort unnecessarily. The Mentor will review each tool to ensure that you fully understand the tools and how to use them. They will provide you with feedback as well as mentoring if needed.

- Mentoring Fee for entire process - all Mentor travel expenses or conference call/long distance calling costs 20-40 hours

STAGE 2

Preparing to Train

Observe PCT© Training " Trainer Candidates

can work in pairs. Talk with your Mentor about working with a Co-

Your Mentor will provide you with the Two-day Person Centered Thinking© Trainer’s Guide and other training materials. You will have opportunity to discuss your questions and review your observations with Mentor after the session. * Take note:

" Training techniques

This stage provides you the opportunity to observe the training thru the trainer’s eyes, with the scripted curriculum in front of you. See how questions are answered, time frames are managed, and activities are facilitated.

-Trainer’s Guide (materials fee) -2 days to observe training +discussion/question & answer time with mentor – Trainer

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Trainer Candidate.

" Examples, stories, & activities " Effective management of questions and concerns " Time management

Review & discuss with Mentor after session.

Candidate & Mentor

Meet with Mentor to prepare for your first Training demonstration

" Develop your learning plan " Receive support preparing for your 1st demonstration " Determine if you will be delivering the training alone, with

another trainer candidate or with the Mentor " Review logistics requirements, including registration

process for participants, location, materials preparation and printing, electronic equipment i.e. lap top, projector, speakers, etc.

" Determine when/how your Mentor will support you and assist with the actual training session if needed

The devil is in the details! You will do a minimum of 2 demonstrations prior to credentialing. Good preparation will make each demo easier to deliver.

- Meet in person, or via phone/email - 3hours – 1 day (as needed)

Self-study of materials, notes and logistics

" Expand your knowledge of material, sequence, learning objectives, and time frames

" Organize your materials " Gain insight into the training activities and how to

facilitate them successfully " Familiarize yourself with The International Learning

Community’s website " Practice delivering the training and facilitating the

exercises (in front of friends, family, a few co-workers, in front of a mirror, by video-taping yourself, etc.)

" If you are co-training, work with your Co-Trainer to determine which sections will be trained by whom and have this reviewed and agreed by your Mentor

" With your Co-Trainer, determine how transitions will occur and how you will support each other

Your familiarity with the script, logistics, training materials, and how to facilitate the stories and activities will be a critical component to your success when it’s time to deliver the training.

-Mentor Trainer available via phone/email Minimum 20 hours

STAGE 3

Practice

Deliver PCT© Training with Mentor Trainer OR with another Trainer Candidate. " Candidates are

required to deliver the training TWO times (more may be required based on level of competence and readiness)

Must be observed by a mentor trainer " Demonstrate knowledge of materials and presentation

methods " Demonstrate skills:

• Communicating instructions • Managing diverse audiences, backgrounds, and

interest levels • Answering questions, facilitating learning • Effective time management

" Discuss & review with Mentor trainer at the end of each session (or as needed)

" Mentor will provide written comments and recommendations

Effective delivery of this material requires a strong knowledge of the Two-day Person Centered Thinking© Trainers’ Guide, Linked Exercises and plenty of experience in the practical application of the tools. Practicing your delivery will give you opportunities to:

" Address typical sticking points for participants and help them through the learning.

" Answer challenging questions from participants.

" Adjust timeframes as needed " Experience the intricacies of using

the training activities

-4 Full days + lunch discussion and review at the end of the session – Trainer Candidate & Mentor Trainer

Meet with Mentor Trainer (in person or by phone/email) to review and evaluate your progress.

" Review current status and ensure all steps have been completed to Mentor’s satisfaction

" Review requirements for ongoing certification " Complete/Update your Trainer’s One Page Profile " Review and sign Standards of Practice declaration

An opportunity to ask any further questions, to address any concerns, and to review the requirements for continued certification beyond your first year.

- 1-3 hours (in person, or via phone/email) – Trainer Candidate & Mentor

The checklist found on the following pages can be helpful in keeping track of your credentialing process.

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Maintaining PCT© Trainer Certification

All PCT© Trainers who desire to maintain their credentials as a Person Centered Thinking© Trainer must:

! Write 2 One Page Profiles per year that meet best practices. (resource attached)

! Deliver the full 2 days of Person Centered Thinking© Training at least 2 times per year and/or use all curriculum components to train in a context suitable to own circumstances at least 2 times per year. There are many possible ways to facilitate PCT© training outside of the traditional boxes. You must keep a log of each curriculum component delivered including the date it was delivered.

! Stay current by completing one or more of the following each year: o Attend a Gathering endorsed by The International Learning Community for Person

Centered Practices that includes a Trainers’ session and/or o Attend a session with a Mentor Trainer to obtain updated training curriculum and

ILCPCP information as well as have an opportunity to further develop skills/knowledge through activities/exercises. This could be done in person or remotely and includes an opportunity for questions, discussion and networking with the mentor and possibly other trainers and/or

o Have individual discussions with Mentor Trainer on changes to curriculum/materials/supplies/etc.

*Please note that Mentors may need to charge a fee for this in order to cover their expenses and time.

! Be a member in good standing by: o Meeting the requirements to stay current as described above o Reading and sign the Standards of Practice declaration o Paying your annual Trainer’s fee to the ILCPCP. The fee gives you:

" Access to the current PCT© curriculum " The right to list your information on the ILCPCP website " The right to belong to the Trainers’ subgroup on The International Learning

Community website. " Permission to continue delivering the training

! Share with the ILCPCP knowledge, experience, innovation and learning gained throughout

the year. This can be done by making a contribution in the following ways: o Share your information or ask questions via the ILCPCP website o Upload your best practice resources to the ILCPCP website o Get involved in a ILCPCP gathering by presenting or helping in the

organization/planning of the gathering

! Contribute to requests for comment on new exercises/trainings/learning methods developed

Regaining Status After It Has Elapsed

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If a Trainer has not met the yearly trainingrequirements to maintain their credentials, the Trainer needs to be observed by a Mentor Trainer delivering the latest 2-day curriculum and demonstrate knowledge and skill in order to regain their credentials.

Other Credentialing Options

Training in A New-To-You Sector If a 2-day Person Centered Thinking Trainer is in good standing and wishes to train in a sector that is new to them i.e. Aging, Mental Health, Homelessness, etc. they need to gain context knowledge and develop their experience by:

! Spending time with a Mentor Trainer who has experience in this sector and can share examples and stories that are more suited for the target audience as well as provide insight in terms of context for this sector

! Researching this new sector to gain understanding of current context, issues, practices, etc. This can be done by discussing the following with the organization that is asking for the training:

o What are their learning objectives? o What is the general knowledge base of the group regarding Person-Centred

Thinking and Planning? o Is there a sense of optimistic or cynical discontent about change in the

organization? ! Collaborating with someone who has expertise in this sector to fully understand the needs

of the target audience. This can be done with the organization requesting the training or another organization providing the same type of supports and can include:

o Meeting people supported by the organization o Learning some of the language used in this service sector

1 Day Curriculum for E-Learning If a 2-day Person Centered Thinking© Trainer is in good standing and wishes to become credentialed in the 1-day curriculum that is part of an e-learning, they need to:

1. Complete the e-learning 2. Spend time with a 1day curriculum Mentor Trainer to review the curriculum and be

observed presenting the 1-day workshop by a Mentor Trainer 3. Create a One Page Profile as a PCT© Trainer 4. Follow the requirements to stay credentialed and be in good standing as a 2 Day PCT

Trainer.

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What's Your Learning Style? (This is an optional discovery about your learning style. Completion of this is not required as a part of the routine 2 Day PCT Trainer certification process.)

Learning styles refer to the ways you prefer to approach new information. Each of us learns and processes information in our own special ways, though we share some learning patterns, preferences, and approaches. Knowing your own style also can help you to realize that other people may approach the same situation in a different way from your own.

Take a few minutes to complete the following questionnaire to assess your preferred learning style. Begin by reading the words in the left-hand column. Of the three responses to the right, circle the box that best characterizes you, answering as honestly as possible with the description that applies to you right now. Count the number of circled items and write your total at the bottom of each column. The questions you prefer will offer insight about how you learn.

1. Concentration Does seeing clutter or movement distract you? Do you notice things around you that other people don’t?

Are you distracted by sounds or noises? Do you control the amount and the type of noise around you?

Are you distracted by activity around you? Do you shut out conversations and go inside yourself?

2. Visualizing Do you see clear, detailed pictures in your thoughts?

Do you think in sounds and voices?

Do the images you see in your thoughts involve movement?

3. Talking Is it hard for you to listen for a long time? Do you often use words such as see, picture, and imagine?

Do you enjoy listening? (Or, maybe, you’re impatient to talk?) Do you often use words such as say, hear, tune, and think?

Do you like to gesture and talk with your hands? Do you often use words such as feel, touch, and hold?

4. Contacting people Do you prefer direct, face-to-face, personal meetings?

Do you prefer the telephone for serious conversations?

Do you prefer to talk while walking or participating in an activity?

5. Meeting someone again

Do you forget name but remember faces? Can you usually remember where you met someone?

Do you tend to remember people’s names? Can you usually remember what you talked about?

Do you tend to remember what you did together? Can you almost feel your time together?

6. Relaxing Do you prefer to watch TV, see a play, go to a movie?

Do you prefer to listen to the radio, play music, read, talk with a friend?

Do you prefer to play sports, make crafts, build something with your hands?

7. Reading Do you like descriptive scenes? Do you pause to imagine the storyline?

Do you enjoy the conversation most? Can you “hear” the characters talk?

Do you prefer action stories? (Or, maybe don’t even enjoy reading for pleasure?)

8. Spelling Do you try to see the word in your mind? Do you imagine what it would look like on paper?

Do you use a phonetics and spelling rules to sound out the word? Do you hear it in your thoughts or say it aloud?

Do you write down the word to find out if it feels right? Maybe you run your finger over it or type it out?

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9. Doing something new at work

Do you like to see demonstrations, diagrams, and flow charts? Do you seek out pictures or diagrams?

Do you find verbal and written instructions helpful? Do you like talking it over? Do you ask a friend or someone sitting next to you?

Do you prefer to jump right in and try it? Do you keep trying? Do you try different ways?

10. Putting something together

Do you look at the picture and then, maybe, read the directions?

Do you like reading or talking with someone about it? Do you find yourself talking aloud as you work?

Do you usually ignore the directions and figure it out as you go along?

11. Interpreting mood

Do you mostly look at facial expressions?

Do you listen to the tone of voice?

Do you watch for body language?

12. Teaching people Do you prefer to show them? Do you prefer to tell them? Write it out?

Do you demonstrate how it’s done? Ask them to try it?

Total Visual:

Auditory: Tactile/Kinesthetic:

The column with the highest total represents your primary processing style. The column with the second-most choices is your secondary style.

Your primary learning style: Your secondary learning style:

Now that you know which learning style you rely on, you can boost your learning potential when working to learn more. For instance, the following suggestions can help you get more from reading a book.

If your primary learning style is visual, draw pictures in the margins, look at the graphics, and read the text that explains the graphics. Envision the topic or play a movie in your thoughts of how you’ll act out the subject matter.

If your primary learning style is auditory, listen to the words you read. Try to develop an internal conversation between you and the text. Don’t be embarrassed to read aloud or talk through the information.

If your primary learning style is tactile/kinesthetic, use a pencil or highlighter pen to mark passages that are meaningful to you. Take notes, transferring the information you learn to the margins of the book, into your journal, or onto a computer. Doodle whatever comes to mind as you read. Hold the book in your hands instead of placing it on a table. Walk around as you read. Feel the words and ideas. Get busy—both mentally and physically.

More information on each style, along with suggestions on how to maximize your learning potential, is available in the book Learn More Now (Hoboken, NJ; John Wiley & Sons, 2004).

(c) Marcia L. Conner, 1993-2005. All rights reserved.

See the latest assessment at http://www.agelesslearner.com/assess/learningstyle.html

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SECTION IV: Complete your portfolio

PERSON CENTERED THINKING© TRAINER CANDIDATE PORTFOLIO Trainer Candidate Name: Date portfolio started:

For each tool/skill, place checkmark in each column completed.

Person Centered Thinking© Skill/Tool

Focus person’s name

Background info re: person and situation (brief)

Why this skill/tool was chosen

Who was involved, how you used the skill/tool

The outcome – what worked / didn’t work

What you learned what you will do differently next time

Date sent to Mentor Trainer

Your Trainer Candidate one-page profile

Your Learning Style results

Important to/for

Doughnut

Relationship circle

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Person Centered Thinking© Skill/Tool

Focus person’s name

Background info re: person and situation (brief)

Why this skill/tool was chosen

Who was involved, how you used the skill/tool

The outcome – what worked / didn’t work

What you learned what you will do differently next time

Date sent to Mentor Trainer

Matching staff

Communication chart – I communicate with you

Communication chart – You communicate with me

Learning log

Working/not working – different perspective

4 +1 questions

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Capturing your learning Use the 4+1 to capture your learning regarding preparing for delivering the training and for your experience of delivering the trainings.

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PCT© Trainer Candidate Observation/Feedback Form –

This feedback will assist you in covering all the important points listed in the ‘Script’ section of your trainer guide. Areas that will be commented on include presentation of material, communication of content and facilitation of participants learning. This tool can also aid in offering feedback on specific areas where you and your mentor have discussed you would like to work on (ex: not saying ‘um’ or not speaking loud enough). As with all Learning Community products, your feedback on this tool is welcomed and expected. Presentation –

• Voice carries and not monotone • PowerPoint and other visual aids used well • Directions clear • Trainer candidate knows where they are in the training (not lost)

Communication of content

• Is the trainer candidate communicating what is supposed to be communicated in that part of the training clearly and in an easily understood manner?

• Are they following the script or the intent of the script (but not reading it)?

Facilitating learning • Is the trainer candidate watching the faces of the learners and picking up on people who

are confused? • Are the answers to questions responsive and helpful? • Is the trainer candidate using language and actions that are responsive to auditory,

visual, and kinesthetic learners? • Is the trainer candidate responding to those who challenge or are disinterested in a way

that is responsive to the issue presented and keeps the training moving for the rest of those in training?

The methods of evaluation will be: Pass or Not Pass

• Pass is defined as having met the necessary requirements in a section taught. • Not Pass is defined as not having met the necessary requirements of a section taught

and will need to teach again.

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Day One Section/Part of training Presentation Skill Communication of content Facilitating learning Welcome/ Introductions/Agenda/rounds Presented on: Observed by: Evaluation:

Core Concept Presented on: Observed by: Evaluation:

Overview of the Tools Presented on: Observed by: Evaluation:

Terminal Irritation Presented on: Observed by: Evaluation:

Important To/For Presented on: Observed by: Evaluation:

Donut- Presented on: Observed by: Evaluation:

4+1 Presented on: Observed by: Evaluation:

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Learning Log Presented on: Observed by: Evaluation:

Working Not Working Presented on: Observed by: Evaluation:

End; Tool Summary, Close Rounds, Highs and Lows, Logistical reminders for day 2 Presented on: Observed by: Evaluation:

Day Two Section/Part of training Presentation Skill Communication of content Facilitating learning

Day Two Opening / Rounds Presented on: Observed by: Evaluation:

Person Centred Description Presented on: Observed by: Score:

Relationship Map Presented on: Observed by: Evaluation:

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Morning Ritual Presented on: Observed by: Evaluation:

Good Day Bad Day Presented on: Observed by: Evaluation:

Communication Chart Presented on: Observed by: Evaluation:

Reputation Exercise Presented on: Observed by: Evaluation:

Matching and Two Minute Drill Presented on: Observed by: Evaluation:

Your Description Presented on: Observed by: Evaluation:

End; Tool Summary, Close Rounds, Evaluation, Certificates, Communities of Practice announcement Presented on: Observed by: Evaluation:

Additional Comments (Date & Initial each comment)

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Gettingthem right

Is it detailed?Great one-page profiles go beyond one or two words, they explain how often,who with, when and where too. Instead of this – “cycling”It is better to write this - “My bike and the freedom it gives me. I aim to get outon it three times a week for a minimum of at least 20 minutes but a full hour ofcycling is best.”

Is it specific?Look out for the word ‘regularly’ – it couldmean daily, weekly, monthly or annually.Instead of this – “going swimming regularly”It is better to write this - “To go swimmingevery Monday evening with my friendSusan, and then to have a cappuccino inthe cafe afterwards for a good chat."

Could you use it?The 'how to support me' section shouldgive you good specific information, so that if you had to support thatperson, or be part of their team, youwould know exactly how to do this well."I do not like wasting time - if you aregoing to be late, please let me know.""I don't like to be rushed, so give metime to answer questions. If you think I haven't understood, ask me again, but use the same words.""When I am anxious I squeeze my handstogether tightly. If you notice this, giveme my stress ball and that will help me to relax."

ahshA good one-page profile makes you feel like youhave met the person, just from reading it. Check your one-page profile is the best it can be.

Sue Greenwood

Service Improvement Lead

Named Nurse for Safeguarding Children

Dementia Lead

Professional Practice

Clever

Good listener Compassionate

Caring Passionate about making a difference

What people appreciate about me�

� My family � my husband Chris, my daughters Emily, Hannah and Jessica and my grandchildren Liam and Lily Rose.

Chris and I have been married for 29 years and renewed our wedding vows last year.

� Hannah lives with us so we see her every day. I see Emily and the grandchildren about 3-4 times a month, we will

visit each others houses. I see Jessica 1-2 times a week, we meet for coffee outside of work or visit each other. Eating

Sunday lunch together as a family is a big tradition for us and we do this as often as we can.

� My friends Claire and Janine. I have known Claire a long time and although we lost contact for a while we have now

reconnected. I speak or text her everyday and we see each other 2-������������� ��������������

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see Janine as often, we speak 3-4 times a year but when we speak it will be as if we only spoke yesterday.

� My work � it is very important to me that my work involves working directly with people, making a difference in their

lives. I am passionate about offering people the highest quality care. I like connecting with people and working

collaboratively with lots of different organisations.

� I love to walk my dogs everyday and see the sea. If I can I will always walk the dogs on the beach. My favourite place

is Godrevey. Sometimes I go there and just sit in the car and read. I like to read self-help and self-discovery books

and books about leadership.

� I love cooking and I have a small business making cakes. I particularly like cooking character cakes and cupcakes. I will

never miss an episode of the Great British Bake Off.

� I have a gold necklace, which has a gold cross with a ruby set in it and a gold cameo. This used to belong to my

grandmother and is very precious to me. I wear it everyday and I feel secure when I wear it.

� Know that it is really important to me to connect with the people I work with and I hate to feel isolated at work if

people are not communicating well.

� Know that sometimes I can misinterpret the meaning or tone of an email or conversation and because I am

impulsive I will quickly react in a defensive way. Remind me to reread the e-mail and help me see what the real

situation is before I react in this way.

� At times I have experienced professional jealously directed at me because of my achievements. When this happens I

am inclined to not to speak about my achievements. Remind me that the problem lies with the other person and I

should be proud to share what I have achieved.

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OnePageProfiles

Now check…You know you have a great one-page profile, when you could take the name and photo off the profile and

people would still recognise the person from the information on it. Try it out and see for yourself!

For more information: [email protected]

Page 18: Person Centered Thinking Trainer Credentialing Handbookpersoncenteredpractices.org/pdfs/Person-Centered-Thinking-Trainer... · • Answering questions, facilitating learning • Effective

18

The International Learning Community for Person Centered Practices (ILCPCP) Trainer Standards of Practice

The preservation of the highest standards of integrity and ethical principles is vital to the responsible practice of Person Centered Thinking. Certified Trainers commit to these standards to preserve the highest standards.

! Be accountable to the ILCPCP o Maintain your certification o Contribute back to The International Learning Community (see core values on TLC website) o Hold fellow trainers accountable (address misinterpretations, misunderstandings, misuse of

materials and/or stories; offer a different perspective). ! Adhere to The International Learning Community for Person Centered Practices values (see values

on the website) ! Maintain Confidentiality

o Only tell stories you have permission to tell o Always change names and identifying details, even if the person says you don’t need to

(Some stories included in copyrighted curricula are fellow trainers’ stories. Don’t reveal their connection to those stories in training.)

! Connect & Participate o Website: www.learningcommunity.us o Local Communities of Practice o Coaches Meetings

! Be credible o Research and collaborate to acquire and develop subject matter knowledge and experience o Model person centered practices in your professional life

! Maintain integrity o Published curricula should be presented as published. o Honor trademarks and copyrights o Modifications made only by Mentor Trainers. o Any shortened teaser or overview training should be developed with a certified Mentor

Trainer with subject matter expertise

Failure to adhere to the spirit and purpose of these Standards of Practice may be considered unethical.

I, ____________________________________, commit to adhering to the ILCPCP Trainer Standards of Practice. My dated signature below reflects my knowledge of and commitment to these standards. It also declares my completion of the annual certification requirements. " I have written at least 2 One Page Profiles per year that meet best practices. " I have delivered the full 2 days of Person Centered Thinking Training at least 2 times this year

and/or use all curriculum components to train in a context suitable to own circumstances at least 2 times per year. I have maintained a dated log of each curriculum component delivered.

" I have stayed current by attending an annual Gathering endorsed by The International Learning Community for Person Centered Practices including a Trainers’ session and/or one of the other update options offered in the credentialing handbook. (see page 8)

" I have paid my annual Trainer’s fee to ILCPCP. " I share with ILCPCP knowledge, experience, innovation and learning gained throughout the year. " I contribute to requests for comments on new exercises/trainings/learning methods developed

____________________________________________ __________________________

Trainer Signature Date