Person Centered Thinking Person Centered Thinking Day 2 Day 2 Developed by Michael Smull with Bill Allen, Marc Archembault, Sherrie Developed by Michael Smull with Bill Allen, Marc Archembault, Sherrie Anderson, Mary Lou Bourne, Amanda George, Cherie Goss, Julie Malette, Anderson, Mary Lou Bourne, Amanda George, Cherie Goss, Julie Malette, Michael Steinbruck, and Nolda Ware Michael Steinbruck, and Nolda Ware
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Person Centered Thinking Day 2 Developed by Michael Smull with Bill Allen, Marc Archembault, Sherrie Anderson, Mary Lou Bourne, Amanda George, Cherie Goss,
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Person Centered ThinkingPerson Centered ThinkingDay 2Day 2
Person Centered ThinkingPerson Centered ThinkingDay 2Day 2
Developed by Michael Smull with Bill Allen, Marc Archembault, Sherrie Developed by Michael Smull with Bill Allen, Marc Archembault, Sherrie Anderson, Mary Lou Bourne, Amanda George, Cherie Goss, Julie Malette, Anderson, Mary Lou Bourne, Amanda George, Cherie Goss, Julie Malette,
Michael Steinbruck, and Nolda WareMichael Steinbruck, and Nolda Ware
1.1.What is important to the person?What is important to the person?
2.2.What is important for the person?What is important for the person?
3.3.Is important for addressed in the context of what is important to?Is important for addressed in the context of what is important to?
4.4.Is there a “good” balance between important to and important for?Is there a “good” balance between important to and important for?
5.5.What does the person want to learn, what do we need to learn?What does the person want to learn, what do we need to learn?
If the person is to get the balance described and we are to learnIf the person is to get the balance described and we are to learn::
6.6.What needs to stay the same (be maintained or enhanced)? What needs to stay the same (be maintained or enhanced)?
7.7.What needs to change?What needs to change?
7 questions that you should be able to 7 questions that you should be able to answer for each person you supportanswer for each person you support
Gathering informationGathering informationGathering informationGathering information
Questions to considerQuestions to consider::
• Who should you talk to; who should you listen to?Who should you talk to; who should you listen to?
• Who knows what?Who knows what?
• What is the best way to get their information?What is the best way to get their information?
• How can you best support the person and those How can you best support the person and those closest to the person in doing this work?closest to the person in doing this work?
Amanda’s Morning RitualAmanda’s Morning RitualAmanda’s Morning RitualAmanda’s Morning Ritual7:00 am Alarm goes off, clock says 7:15 a.m. Music ONLY no buzzer hit snooze once or twice (depending on how late I went to sleep) get up at 7:09 or 7:18 a.m. If up late skip breakfast
Stand in closet, with door shut so light won’t wake husband and decide what I’m going to wear for the day.
7:15 am Take clothes to bathroom, turn on water in shower-must be hot, remove pj’s, get in shower, 1st wash body with MILD
soap, then wash hair-mild shampoo, rinse, sometimes shave legs
7:25 am Get out of shower, use 100% cotton towel that is not ‘slick’, dry off hair 1st work down to ankles. Feet dry on their own. Spray conditioner (Paul Mitchell) leave in and comb through
Wash face with Clinique-mild soap, no wash cloth, use clarifying lotion and remove eye make-up with Clinique make-up remover
Put on deodorant and powder-antiperspirant (only if really hot). Put on underwear, then top. put on eye liner and
7:45 am Go into kitchen fix breakfast: Bran cereal w/skim milk, banana, OJ. Eat breakfast in living room while watching the Today Show and the Weather Channel on the 8’s sometimes
7:48 am Give cereal bowl to Oreo the cat
8:00 am Go back to bathroom, blow dry hair: Use big brush and spray gel to hold
8:17 am Brush teeth, put on slacks or skirt. Find shoes
8:23 am Quickly kiss husband good-bye and decide if coming home for lunch. Look for keys and purse, run out the door get in car, leave for work
Good Day/Bad Day – Good Day/Bad Day – Part 1Part 1Take a new sheet of paper, divide it in half so it looks like this:
It is a work day, start with getting up, end with going to bed. Write down a composite of all the good moments you have had on a work day and all of the bad moments.
Good Day/Bad Day – Good Day/Bad Day – Part 2Part 2
Work with your partner. Read their good day/bad day list. Arrange your papers to look like this:
Then using the “guess, ask, write” process, add to the what is important list. As you add each item, ask “Is there something that other people need to know or do to support you with that?”
Divide a sheet of paper in half and write ‘Positive Divide a sheet of paper in half and write ‘Positive Reputation’ on the top-left side and ‘Negative Reputation’ Reputation’ on the top-left side and ‘Negative Reputation’ on the top-right.on the top-right.
POSITIVE REPUTATIONPOSITIVE REPUTATION
Do not write on this – you can write on another Do not write on this – you can write on another person’s positive reputation, but not your own.person’s positive reputation, but not your own.
NEGATIVE REPUTATIONNEGATIVE REPUTATION
Write down 3 Write down 3 mildmild negatives, for example: negatives, for example:
1. Are their circumstances in which the negative is a positive?
If yes, add the positive to the list.
2. Does the negative reflect something that is important to the person?
If yes, add it to the important list.
3. Is the negative sometimes really a negative?
If yes, what do other people need to know or do to support the person when it is a negative? Add it to the “what others need to know or do to support list”.
Reputation Exercise – Part Reputation Exercise – Part 22
An example using An example using ‘stubborn’‘stubborn’
Look at what others wrote on your positive listLook at what others wrote on your positive list
•What would you like to see listed on your description as your What would you like to see listed on your description as your introduction?introduction?
•Move those items that make sense to you to your planMove those items that make sense to you to your plan
•Add or change things as it makes sense to youAdd or change things as it makes sense to you
•How did that process feel?How did that process feel?
Reputation Exercise – Part Reputation Exercise – Part 33
Imagine you have contracted a new disease from a mosquito bite
• The bite causes a rash and then 2 weeks of paralysis• During the paralysis you will need personal care for everything
Now you are looking for the person to provide your care, so you send me a list of characteristics to look for and to avoid
• Look at your list of characteristics• Circle those that must be present and those that must be absent• Add any that are missing• Clarify any that are too general to allow me to match you with the person providing the care
Because there are a lot of people who have been bitten, the demand for personal care services is high. I tell you that you will just have to accept whoever I send.
The person that comes will keep you healthy and safe but has the characteristics that you said needed to be absent. Remember, except for being able to talk, you are paralyzed.
• Take a look at what you and your partner wrote, your descriptionTake a look at what you and your partner wrote, your description
• Put the pages in the following order –Put the pages in the following order –
•Cover page, relationship map, introduction, important to, Cover page, relationship map, introduction, important to, characteristics, and know and do to supportcharacteristics, and know and do to support
• How does it look?How does it look?
• Would someone who has never met you know –Would someone who has never met you know –
•Who you are?Who you are?
•What is important to you?What is important to you?
•How you need to be supported?How you need to be supported?
•Who you would want to provide that support? Who you would want to provide that support?
Looking at your descriptionLooking at your description
Learning personality ‘characteristics’ thatneed to be Present or Absent in supportersLearning personality ‘characteristics’ thatneed to be Present or Absent in supporters
To learn the characteristics that need to be present, ask:
To learn the characteristics that need to be absent, ask:
•Who is closest to the person?
•Who enjoys spending time with the person?
•Who helps make good days happen for the person?
•What characteristics do these people have in common?
•Who does the person avoid?
•Who dislikes spending time with the person?
•Who helps the person have bad days?
•What characteristics to these people have in common?
THINGS WE NEED TO COMMUNICATE WITH KYLEWe want to let Kyle
knowTo do this we Then support/encourage Kyle
to
It’s time to get up (if Kyle is not already awake).
Knock on Kyle’s bedroom door and then open it.
Continue Kyle’s morning routine. See “to be successful”.
It’s time to have a bath. Run bath while Kyle is in his bedroom and when bath is run open his door.
Kyle will get into the bath unsupported.
It’s time to have a shave. Show Kyle his razor and shaving cream.
Apply shaving cream and have a shave.
It’s time to have hair washed. Show Kyle shampoo. Apply shampoo and have his hair washed.
It’s time to get dressed. Show Kyle his clothes. To dressed by letting him know what he needs to do. For example, pointing and tapping his leg to lift, etc.
Breakfast/lunch/dinner is ready.
Show Kyle his meal. Encourage Eric to go into dining room.
Sit at the table and eat his meal.
It’s time to take medication. Show Kyle the syringe. Sip his medication.
It’s time to have teeth cleaned.
Show Kyle his toothbrush. Come and sit in the kitchen and havehis teeth cleaned.
It’s time to go to the toilet. Show Kyle incontinence pad/leg bags/enema.
Walk to the bathroom by pointing and guiding him by his elbow.
It’s time to go out. Show Kyle his boots. Put his boots on and walk to the door.
It’s time to go for a walk. Guide Kyle past the car to the gate. Walk at his own pace.
It’s time to go out in the car. Show Kyle the car keys or rattle the car keys.
Walk to the car.
It’s time to go to the pub. Show Kyle his pint pot glass. Support Kyle to go to the pub.
It’s time to buy chocolates. Show Kyle a chocolate wrapper. Support Kyle to shop and buy chocolate.
Recording learning for Eric What we have learned about what is:
IMPORTANT TO IMPORTANT FOR
For people to listen/understand what he For people to listen/understand what he sayssays
Help Eric maintain and enhance his Help Eric maintain and enhance his current range of motion by wearing current range of motion by wearing splints, using crawligator, spending splints, using crawligator, spending time out of his chair, and following his time out of his chair, and following his positioning schedulepositioning schedule
To not wear his splintsTo not wear his splints
Family (staying in touch with them via Family (staying in touch with them via email)email)
To be part of what’s happening, not miss To be part of what’s happening, not miss out out
Stay in his chair, not on the crawligatorStay in his chair, not on the crawligator
A quiet life (without sudden/loud noises)A quiet life (without sudden/loud noises)INSTRUCTIONS FOR SUPPORTORS: If Eric is to have a good balance between important to and important for, what do other people need to know or do? Distract/entertain him while in crawligator or doing work out of his chair. Help Eric with computer (sending/receiving email from family). When you do not understand what Eric is saying, take the time to figure it out, ask others, don’t give up.What do we need to learn or figure out?How to help him have and wear splints that are comfortable or at least less uncomfortable. What works to distract/entertain him when out of his chair? Can we have a positioning schedule that works for better for Eric and is more flexible?How do we help him communicate better? Is there a communication device that will work for him? How to help new people learn how he communicates faster? Is there a way for him to use the computer more independently?
Tools for building Person Centered DescriptionsTools for building Person Centered DescriptionsTools for building Person Centered DescriptionsTools for building Person Centered Descriptions
In pairs4 minute turns for all 4 questionsListener gives good attentionThinker talks 4 minutesSwapShare ‘freshest thinking’ with the group in a roundPost 1-2 of the ‘best’ ideas per question
Adapted from Kline, Nancy. (1998). Time to Think: Listening to Ignite the Human Mind. Cassell Illustrated.
Shared TalkShared Talk
What did you learn?
What will you try based on what you learned? (what will you start on right now?)
What do you think you can accomplish?
What will your challenges/obstacles be?
What did you learn?
What will you try based on what you learned? (what will you start on right now?)