Person Centred Thinking
Person Centred Planning ‘Process of continual listening and learning focused on what is important to a person now and in the future and acting on this in alliance with friends and family’ Person is at the centre
Helen Sanderson 1990 In partnership with friends and family
Focuses on what is important to a person, their capacities and what support they require
On-going listening and learning
Person centered planning is a set of promises A Promise to listen to listen to what is being said and to what is meant by what is being said to keep listening
A Promise to act on what we hear to always find something that we can do today or tomorrow to keep acting on what we hear
Š The Learning Community for Essential Lifestyle Planning, Inc. 2006
All Choice No responsibility
What is important to a person includes only what people are “saying”: • with their words • with their behaviour Where what people say is different from what they do the bias is to rely on behaviour
All choice: No responsibility
Health and Safety Dictates Lifestyle
Important for What is important for people includes only those things that we need to keep in mind for people regarding– • Issues of health or safety • What others see as important to help the person be valued members of their communities
Health and Safety dictate life
Balance
What does this mean? Just because something is important to you doesn’t mean you are going to get it, and just because it is important for you doesn’t mean we do it to you – we have to work out where the balance is and how we can accommodate it.
Balance means
Josh Josh is 9 years old and lives at home with his mum and younger sister Chloe. Dad is a long distance lorry driver so only sees the children for short periods of time when he’s home. Unfortunately his visits are sometimes just for the odd night when he doesn’t get to see them at all, just a quick kiss when they are asleep. Josh finds this very distressing as he’s a real ‘boy’ and would love to do things with his dad whom he idolizes. He’s fanatical about rugby and football, riding his bike and playing on his play station – especially the Fifa football game! Josh is having some difficulties at school – aggression towards other children and refusing to co-operate. He gets frustrated with any written tasks as he finds these particularly difficult, saying that he finds them boring. Josh struggles with reading and his hand writing is untidy. When doing a creative writing task, Josh is able to generate ideas but has difficulty organising them into a coherent story. The ALNCo has discussed Josh’s difficulties with the Educational Psychologist, and consequently is now providing additional support for Josh to target his literacy and organisational skills. School is monitoring his ongoing behaviour with a view to further intervention if necessary. He does well at sport and PE where he is very competitive but has little patience for others in his class who are not so sporty. He responds well to the male PE teacher who although has lots of fun with the children has very firm boundaries and rules. Outside school Josh goes to swimming lessons once a week and plays junior rugby – training on a Thursday evening and playing on a Sunday morning. Mum tries hard to keep him busy and engaged with the sort of activities he likes. She is also worried that he spends too much time on the play station which makes him tired and edgy but she finds it hard to take the game away. Josh has had a few real blow outs with her when she tried to do this. Josh seems to need very little sleep, which can also be exhausting for the family. Mum is considering taking him to the GP in order to address this. He has a number of friends he plays with regularly but he can be overpowering with them, and mum is concerned about him becoming a bully. Sometimes Josh doesn’t recognise when other children are fed up with him. This can lead to arguments which are now beginning to escalate in school. Josh is close to his sister Chloe and is very protective towards her. However, Chloe is perfectly capable of fighting her own battles, and does not welcome Josh’s interference in her play time activities.
Important to – Important for
• What makes life worth living for you, what makes life pleasurable and fun? • What do you know you ought to do? Maybe because you know it is good for you? What do you get nagged to do more/less of. • How would it feel if you only had the things you mentioned in 2 (imp for) and none in 1 (imp to)
• How would it feel if you only had the things you mentioned in 1 (imp to) and never had to do any of 2 (imp for)
Important To
Important For
If I had an hour to save the world, I’d spend 55 minutes defining the problem. -Albert Einstein
Whats Working / What’s Not Working
Who
Will do what
By when?
Help people get better lives
Not just better plans‌
Š The Learning Community for Essential Lifestyle Planning, Inc. 2006
Rituals – Part 1 • Write down your chosen ritual – • Include as much detail as you are comfortable with • Tell us how long it takes – indicate what time it starts and what time it ends
© The Learning Community for Essential Lifestyle Planning, Inc. 2006
Rituals – Part 2
• Work in pairs, look at each others routine and learn what is important to your partner • Take a sheet of paper & begin to consider “what is important to (partners name)” •
Read your partner’s routine and then –
© The Learning Community for Essential Lifestyle Planning, Inc. 2006
Good Day
Bad Day
Positive Reputations
Communication Chart When this is happening (or just happened)…
I do this….
It usually means….
And I want you to…
•In the environment •What’s just gone on •The “trigger”
•The behavior •What others notice •Can be seen, heard, and felt by others
•Meaning of the behaviour •What the emotions and feelings are •What’s going on inside
•What other people should do in response •Or not do…..