Essential Lifestyle Planning
Facilitator Training - Day 2
Developed by The Learning Community for Person Centered Practices
GROUND RULES
Be Respectful
• In the meeting
• In the plan
• In future efforts
No Jargon
• No clinical or human service speak
• Use everyday language
• Remember who plans are written with
No Obsessing
• 5 minute rule
• “Parking” issues that are not resolved
No Fixing
• People are not broken
• Good solutions are rooted in listening
Checklist for Editing
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General Rules
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Thing To Figure Out
Administrative Section
Introduction: Great Things About This Person
What Is Important To The Person
Characteristics Of People Who Best Support
What Others Need To Know Or Do To Support
What Other People Need To Know Or Do To Help The
Person Stay Healthy And Safe
General Rules
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Use complete thoughts but not necessarily complete sentences
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Use common, everyday language rather than the terms and
abbreviations used by government and community agencies
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Each item listed has enough detail and/or examples that
someone new in the person’s life will understand what is meant
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No long “laundry lists” of items… things that go together are
grouped together, with a space between groups
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A heading or topic statement is used when four or more related
bullets are grouped together
Administrative Section
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Whose plan it is and when it was done?
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The purpose of the plan ?
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This section should briefly describe what is to be learned and
what the plan is assist in accomplishing
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Who contributed?
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Are the people who contributed the same people listed in the
relationship map? Are they listed as still to contribute. Who
on the relationship map did not contribute and why?
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Who else needs to contribute?
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Anything else that is required?
Great things about this person
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What other people like and admire about the person
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Things that we might like or admire about anyone of
roughly the same age.
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Does not include things that we only say about people
with disabilities or is “faint praise”.
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Uses the same type of language we use to introduce
new friends or neighbors.
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Related items should be grouped to make it more
likely that they all will be read.
What is important to the person
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It must not include items that others think should be important
to the person. Those are things that are important for the
person and may be listed in the Support section.
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It should only include those things that the person “tells” us are
important (with words or behavior).
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These should include what the person views as important in:
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Relationships
Things to do
Places to be
Rituals and routines
Rhythm or pace of life
Items to have available
Other things which are likely to contribute to the presence of more
good days than bad days in the person’s life.
Characteristics of People who Best Support
• Did you consider the people who currently
have a committed, good relationship with the
person? What characteristics seem to matter
the most?
• Did you consider what is different between
the person who currently demonstrates a good
relationship, and someone who doesn’t? What
is missing or present?
• Did you consider different types of support
for different situations?
What Others Need to Know or do to Support
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In this section, the reader learns what others need
to know or do, so that:
The person has what is important to him or her
The person has what is important for him or her
What is important for is looked at in the context of
what is important to; so that
There is a good balance between what is important to
and what is important for
Those responsible for providing the support will get it
right (this section of the plan must be written with
sufficient detail for this to happen)
What other people need to know or do to
help the person stay healthy and safe
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Information about the health professionals
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Support the person needs from others to stay safe
Information on medication and side effects
Information about allergies
Special instructions about swallowing, avoiding choking
A clear description of the degree to which the person can keep
him/her self safe
Any other health and safety issues to be aware of in order to
minimize risks
Things to Figure Out
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Keep track of issues you don't want people to forget;
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Write down questions that you know must be
answered, but that you don't want to stand in the way
of getting the "First Plan" written; and
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Think about what could help in complex or
complicated issues.
Staff’s
perspective
Focus Person’s
perspective
What works/makes sense
What doesn’t work/make sense
Person’s
perspective
What doesn’t
work/make sense
USE THIS
INFORMATION
TO BUILD THE
USE THIS
INFORMATION
TO BUILD THE
A
G
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N
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A
G
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N
D
A
Staff’s
perspective
What works/makes
sense
FOR THINGS
THAT ARE TO
STAY THE SAME
FOR THINGS
THAT NEED TO
CHANGE
Inside a Person’s Life
CORE
RESPONSIBILITIES
USE JUDGEMENT
& CREATIVITY
NOT OUR PAID
RESPONSIBILITY
© The Learning Community for Essential Lifestyle Planning, Inc. 2006
Examples from Inside Lisa’s Life
Core
responsibilities
Use judgment
and creativity
Not our paid
responsibility
Find things she can do
on her own, G-tube
care, she needs at least
1,500 ccs of fluid a
day and she doesn’t feel
thirsty (you keep
track), she wants to
have an occasional glass
of wine (drinks through
the g-tube), know how
she communicates and
to take the time to
communicate with her,
the last item of clothing
that she puts on must
be put on herself (she
wants to you to set it
up and let her do the
rest)
What you try! (e.g. put
on my sweater, cleaning
cabinet tops, etc.) Help
me find a meaningful
job. Help me find
other ways to
communicate with those
that can’t communicate
with me.
Don’t interfere with
the private time I
spend with my friends.
I don’t need an
interpreter. They are
my friends and we
communicate. Don’t
interfere with how I
choose to handle the
love interests in my
life. I will ask for any
advice I want from
whom I want.
© The Learning Community for Essential Lifestyle Planning, Inc. 2006
Donut
Core
responsibilities
Use judgment
and creativity
Not our paid
responsibility
© The Learning Community for Essential Lifestyle Planning, Inc. 2006
Tools for Growing Plans
• A working/not working analysis –
focused on one area of someone’s life
• A learning log (with 2 to 3 entries)
• A set of answers to the 4 + 1 questions
Learning Wheel
What needs to stay the same?
What needs to change?
Person
Centered
Description
Action
Planning
PCT Tools
Implementation
& Learning
© The Learning Community for Essential Lifestyle Planning, Inc. 2006