Person Centered Planning 2

Sonja Chatfield Peetz Author

02/15/2017 Added

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PCP Webinar Part 2

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[00:00:01.293]The answer is false.
[00:00:03.072]Person centered planning can be used in numerous ways
[00:00:06.250]and have multiple outcomes.
[00:00:08.784]So what are the next steps in a futures map
[00:00:11.590]or a futures planning meeting?
[00:00:13.998]Setting the date seems pretty easy, right?
[00:00:16.568]Well, actually, that's the most important step.
[00:00:18.984]It's very important to allow at least 90 minutes
[00:00:21.599]for this meeting to take place,
[00:00:24.184]so finding a 90-minute time block
[00:00:26.686]where everyone can be uninterrupted
[00:00:28.912]sometimes can be very difficult,
[00:00:30.766]especially if you have a lot of key team members
[00:00:33.010]or players that are going to come to the table.
[00:00:36.034]Then, identifying those key players
[00:00:37.906]with the parents' and the students' input,
[00:00:40.151]identifying who are the important players
[00:00:42.328]to have at the table.
[00:00:44.504]Then, we will send out an agenda
[00:00:46.308]or the map, actually, in advance
[00:00:48.106]so that participants can have time
[00:00:49.690]to think about the responses and be able to be prepared
[00:00:52.460]on what their answers are going to detail.
[00:00:55.506]Think about how your going to structure the room
[00:00:57.886]or the environment for maximum participation.
[00:01:01.033]Are you going to bring treats?
[00:01:02.492]Are you going to incorporate breaks in that 90 minute?
[00:01:05.380]What's that going to look like?
[00:01:07.048]I know, as a parent, it's also very unnerving
[00:01:08.916]to come to a meeting where there's lots of participants
[00:01:11.731]and everyone is sitting at the table when you come in.
[00:01:15.565]It's also important to think about that,
[00:01:16.993]as you're going to have everybody stand up
[00:01:19.269]and have informal just conversation
[00:01:22.501]before a parent sits down at that meeting?
[00:01:24.999]What do you want that environment to look like?
[00:01:29.641]So, the purpose of planning
[00:01:31.545]is what we need to have listed first on the agenda.
[00:01:34.587]The purpose of the meeting is to gain insight
[00:01:36.795]into the events of yesterday, review our current plan,
[00:01:40.553]and map a road to the future.
[00:01:42.765]Part of this could be establishing group norms
[00:01:45.634]or part of what we call establishing ground rules.
[00:01:48.799]An example of some ground rules might be
[00:01:51.822]to be respectful of the group, that no jargon is used.
[00:01:56.501]In fact, you can assign a jargon-buster
[00:01:59.176]that will ask whenever you use acronyms,
[00:02:01.615]like we tend to do in the field of special education.
[00:02:04.489]Whenever we use the word IEP,
[00:02:06.819]the jargon-buster would call that out
[00:02:09.094]and ask them to use, instead of the acronym,
[00:02:13.515]use the words individualized education plan.
[00:02:17.405]They can also have a no fixing policy, no obsessing.
[00:02:22.985]We can have the rule that we're supposed to have fun.
[00:02:26.585]Another thing is that it begins and ends on time.
[00:02:30.941]You do what you need to do to be here.
[00:02:33.097]For example, if you need to get up and go to the bathroom,
[00:02:35.397]you do that.
[00:02:36.417]You don't need to stop and ask for permission,
[00:02:37.992]or if you need to get a drink.
[00:02:40.032]Whatever happens in the room stays in the room.
[00:02:44.868]One of the other things is to listen,
[00:02:47.498]to really listen and ask for what you want.
[00:02:51.206]Contribute when you feel like you have
[00:02:53.976]the need to contribute.
[00:02:56.034]Contribute to that meeting.
[00:02:58.142]So, it's very purposeful to create those group norms,
[00:03:01.097]an example of those ground rules,
[00:03:02.880]and also rules and responsibilities
[00:03:05.078]such as the jargon-buster.
[00:03:06.527]Perhaps you'll have a time-keeper
[00:03:08.449]that keeps the meeting moving or the facilitator.
[00:03:11.491]You will assign a note-taker,
[00:03:13.431]who will be responsible for taking notes on the meeting.
[00:03:16.473]Another thing that you'll want to be doing
[00:03:18.581]is then identify on the agenda
[00:03:20.399]the different types of maps that you will be discussing.
[00:03:24.769]For example, you'll be discussing the relationship map,
[00:03:28.437]the places map,
[00:03:30.137]and the where I've been map.
[00:03:31.946]Those will be the first three maps
[00:03:33.454]that we'll be discussing on the agenda.
[00:03:37.890]The second part of the agenda would talk about
[00:03:40.012]the rest of the maps that would be covered
[00:03:41.758]during the meeting,
[00:03:43.770]meaning the preference map, the futures map,
[00:03:46.925]which is the fears, hopes, and dreams of the parents
[00:03:49.258]and perhaps the students,
[00:03:51.366]and then the action plan, the opportunities and obstacles
[00:03:54.785]as far as how we are going to achieve
[00:03:56.843]what we have done in this meeting.
[00:03:59.309]So the first map that we're going to dive into
[00:04:01.158]is called the relationship map.
[00:04:03.350]The purpose of this map is to visually identify
[00:04:06.615]the different support and assistance and opportunities
[00:04:09.387]that that family has to build friendships.
[00:04:12.533]This is what we were talking about earlier
[00:04:14.345]when we were building the relationship map,
[00:04:16.425]to also think about those supports
[00:04:18.425]and how we can decrease stressors in that family's life.
[00:04:23.121]This is what the relationship map would look like.
[00:04:26.403]You start with the target person in the middle.
[00:04:29.327]Then, you have a note-taker or the relationship map drafter,
[00:04:34.391]whoever's going to be writing for this particular map,
[00:04:37.247]would start filling in the names
[00:04:39.015]of the individuals that this person has a relationship.
[00:04:42.895]This gives us a visual representation
[00:04:44.949]of how many relationships that student has
[00:04:47.737]and whether or not support needs to be happening
[00:04:50.335]and how to make those relationships
[00:04:52.292]or sustain relationships.
[00:04:54.620]It's a great visual representation
[00:04:56.359]of whether that student has a lot of friends
[00:04:58.685]or very few friends, and that also gives us insight
[00:05:01.691]into the social relationship that this student has
[00:05:04.315]as far as support in the community.
[00:05:08.291]This map is called the places map,
[00:05:10.599]and the purpose of this map
[00:05:12.067]is to visually represent and describe
[00:05:14.665]the pattern of life that this individual has.
[00:05:17.520]It talks about the places they go
[00:05:19.819]and what the routines of their life is.
[00:05:25.907]So this is what the places map would look like.
[00:05:28.875]In the center circle would be home.
[00:05:31.461]That is where the student spends most of their time.
[00:05:34.925]The second circle would be places that they visit daily.
[00:05:37.985]Perhaps it would be going to school.
[00:05:40.843]The third circle are places that they might visit weekly.
[00:05:44.847]Perhaps they go on a weekly shopping trip
[00:05:46.937]to the grocery store or maybe they go to
[00:05:50.763]someplace to rent a movie or a video game,
[00:05:53.161]and they might go there weekly.
[00:05:54.482]That place would be listed in the weekly circle.
[00:05:57.581]Then, the next one is places they would visit monthly.
[00:06:01.625]Perhaps they belong to a civic organization
[00:06:03.850]or a group that visits someplace monthly
[00:06:06.625]or maybe they go to the library.
[00:06:09.055]Those are different examples of what that student
[00:06:10.923]might be able to participate in.
[00:06:13.747]The next one would be places that the student
[00:06:16.294]might visit infrequently.
[00:06:18.741]This is where you would put examples like
[00:06:21.259]the doctor's office or the dentist's office
[00:06:24.183]or places they might not go on a very regular basis,
[00:06:27.637]but we want to have them represented.
[00:06:30.303]The last circle, then, would be places that
[00:06:36.080]we want to have represented that perhaps
[00:06:37.987]one time they went to the mountains with their grandparents
[00:06:40.707]or one time they went to the beach
[00:06:42.611]or maybe they've been fishing.
[00:06:44.261]So places that they've experienced,
[00:06:45.857]but it's not routinely in their schedule
[00:06:48.001]of places where they go on a routine basis.
[00:06:51.977]The last part of the places map, then, would be
[00:06:54.421]where they would like to visit
[00:06:55.981]but maybe haven't been to yet.
[00:06:57.937]Perhaps they would like to go Japan.
[00:06:59.995]Perhaps they would like to go to the ocean.
[00:07:02.344]Perhaps they'd like to go see the Epcot Center.
[00:07:05.231]This is where individuals and families can say,
[00:07:07.376]"These are things that we would really like
[00:07:08.885]"go and do and see, but we haven't had the opportunity
[00:07:11.741]"to do so yet."
[00:07:14.176]The where I've been map.
[00:07:16.080]This is to describe the history of social communication
[00:07:18.695]and academics to the team.
[00:07:21.161]A lot of times, teachers might have this individual
[00:07:24.036]for one year or two year,
[00:07:25.767]and they don't know all of the history of the struggles
[00:07:28.487]that individuals might have had
[00:07:30.714]when they learned how to communicate
[00:07:32.873]or even with their academic skills and how they've grown.
[00:07:36.940]So socially, five years ago,
[00:07:39.537]how did you interact with your peers and your families?
[00:07:43.277]Was the person very limited in their vocabulary?
[00:07:47.143]Did they have a difficult time finding the words to speak,
[00:07:50.462]or were they using a voice output device
[00:07:52.466]and now they do have functional language?
[00:07:55.456]Talking about where they have been with their language
[00:07:57.874]and where they've been socially.
[00:08:01.016]Then, you say, "Now I," and maybe now they are involved
[00:08:04.180]in a circle of friends group,
[00:08:05.898]and they've learned certain skills that have helped them
[00:08:08.210]to be more independent
[00:08:10.279]and to be able to get their wants and their needs
[00:08:13.546]communicated efficiently and effectively to others.
[00:08:17.010]The next part of that is academically.
[00:08:19.208]Where was I five years ago academically?
[00:08:21.656]What was I struggling with?
[00:08:23.918]Now I ....
[00:08:25.324]What do you still struggle with,
[00:08:26.616]or what has become your strengths,
[00:08:28.284]and where are you educationally or academically
[00:08:30.614]in your skills than where you were in the past?
[00:08:33.402]Where has your most growth occurred?
[00:08:37.295]The next map, then, is the personal preferences map.
[00:08:40.511]The purpose of this map is to identify personal supports,
[00:08:43.318]assistance, and opportunities to build those friendships
[00:08:47.706]that you might not already have.
[00:08:51.400]So the personal preference maps looks as such,
[00:08:54.442]where the student's gifts are listed
[00:08:56.092]underneath the student's name.
[00:08:58.436]For example, the student may be really good at video games.
[00:09:01.546]The student may have a love of horses.
[00:09:03.790]The student may excel at math.
[00:09:06.886]I wouldn't exclude if you have more gifts
[00:09:09.606]than you have bubbles to write in,
[00:09:11.490]expand it and write around.
[00:09:14.209]Have a very extensive list of what the student's gifts are.
[00:09:18.858]This may take some time for people to brainstorm,
[00:09:22.144]so allow them that extra time for thinking.
[00:09:24.370]It's okay to have wait time
[00:09:26.700]or some silent in-between waiting for people's responses.
[00:09:31.596]This preference map would list the student's challenges,
[00:09:34.620]things that are not so easy for the student to do.
[00:09:38.487]Things that the student would like to excel in
[00:09:41.269]or do better in or build their skills in.
[00:09:44.328]Again, it's time for brainstorming,
[00:09:46.659]allowing everyone's voice to be heard,
[00:09:49.175]and making sure that you're reflectively putting down the
[00:09:53.051]challenges as the individuals are
[00:09:55.091]discussing these student challenges.
[00:09:59.227]The next map is called the fears.
[00:10:02.097]The purpose of this is to explore
[00:10:03.851]your inner thoughts and feelings
[00:10:05.211]and the fears that the student, that the family,
[00:10:07.827]has for their future.
[00:10:09.795]Fear about maybe being taken advantage of or being bullied.
[00:10:12.881]Fear of not being able to know how to manage their finances
[00:10:15.670]and being, (clears throat) excuse me,
[00:10:17.146]financially taken advantage of.
[00:10:19.426]This is a time for the families to really talk about
[00:10:22.568]the things that might be obstacles
[00:10:25.288]and their fears as far as going forward
[00:10:27.668]with plans for the future.
[00:10:30.061]At this time, it's very important to listen
[00:10:33.075]and be very supportive to the family,
[00:10:35.374]because their fears are very real.
[00:10:37.726]Just as the family has very real ...
[00:10:39.666]It's a very personal experience for them.
[00:10:42.214]Hopefully by the time that you've achieved this map,
[00:10:44.988]you've established some rapport
[00:10:46.856]and you've established a feeling of trust
[00:10:49.446]so that those fears can be expressed and valued by the team.
[00:10:56.592]Out of those fears, we also get to talk about the future
[00:11:00.107]and explore those fears
[00:11:02.264]and find out what our hopes and our dreams are
[00:11:05.887]for that individual.
[00:11:07.568]What are our hopes and dreams
[00:11:09.132]for the home life for this student?
[00:11:11.576]What are our hopes and dreams for
[00:11:13.929]what that student will work,
[00:11:15.728]and what that job would look like,
[00:11:17.243]and what type of community would that individual live in,
[00:11:20.266]and also what their personal life dreams
[00:11:22.392]that we have for this student might be.
[00:11:26.373]So this is what that visual representation might look like.
[00:11:29.433]You can have this on one big piece of chart paper
[00:11:32.181]or you may have a piece of chart paper
[00:11:33.748]for each one of those four individual areas.
[00:11:36.670]As parents and team members start talking about
[00:11:40.288]the future of this student and their hopes and their dreams
[00:11:43.280]and their aspirations, sometimes it's good to ask
[00:11:46.593]kind of those questions like
[00:11:48.796]what would you like his family to look like?
[00:11:51.759]Do you want him to get married?
[00:11:53.083]Do you wish for him to get married?
[00:11:54.819]Talk about grandchildren.
[00:11:56.401]You talk about work
[00:11:57.543]and if you want him to stay in the family business
[00:12:00.073]or if you want him to work in a field
[00:12:02.237]that he has already shown strengths and interests in.
[00:12:06.628]We talk about all the different dreams for the future
[00:12:10.029]and what that could look like
[00:12:11.359]as far as his community membership.
[00:12:14.300]A lot of times, it's very important for us
[00:12:16.594]to sit and really listen.
[00:12:18.698]Again, that no dream is too big and that no dream is wrong.
[00:12:23.530]There has to be a community of trust
[00:12:26.014]built within this point of the map
[00:12:27.795]so that when a parent might be saying some things
[00:12:31.046]that they really hope,
[00:12:32.163]it's not appropriate for someone else to say,
[00:12:34.292]"Well, that's not realistic."
[00:12:36.740]This is a dreaming session.
[00:12:38.284]This is a brainstorming.
[00:12:39.546]This is what if this student
[00:12:41.110]could have the best life possible,
[00:12:43.353]if we could dream up the very best life possible
[00:12:45.801]for this student, what would that look like?
[00:12:51.225]So the second question,
[00:12:53.390]the team has been working on the maps
[00:12:55.244]and you are approaching the 90-minute mark
[00:12:57.332]for the meeting end.
[00:12:58.916]As the facilitator, what should you do?
[00:13:02.160]Also, what is the best answer?
[00:13:04.827]A. Hurry to get through the material.
[00:13:08.093]B. Skip the less important maps.
[00:13:11.543]C. Refer to the group norms and adjust if necessary.
[00:13:16.495]D. Reschedule the meeting.

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