RAISE The Standard, September 2023, v.9 n.8 | | |
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Person-Centered Planning
In this issue of RAISE The Standard, we look at person-centered planning and how it can improve the transition process.
“A person-centered plan can help those involved with the focus person see the total person, recognize his or her desires and interests, and discover completely new ways of thinking about the future of the person.”
— Beth Mount & Kay Zwernik, 1988
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Nothing About Me Without Me | |
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The phrase "Nothing About Me Without Me" is both political and personal. It became a political rallying cry in the 1970s and 1980s, as people with disabilities began to demand a voice in policies and decisions that impacted their lives. The movement challenged the practice of decision-making on behalf of individuals with disabilities without their input. The phrase reminds those in the system that decisions and actions should not be made without the direct involvement of those affected.
On a personal level, it serves as a foundation to person-centered planning and a basis for self-advocacy. Here are its key principles:
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Empowerment: "Nothing About Me Without Me" reflects the notion that empowerment comes from having a voice in decisions that directly affect one's life. When individuals are given the opportunity to participate in discussions and decisions, they gain a sense of ownership and agency, leading to better outcomes.
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Diverse Perspectives: Including diverse perspectives in decision-making processes enriches the quality of those decisions. Different backgrounds, experiences, and viewpoints contribute to a more comprehensive understanding of complex issues and help avoid unintended consequences.
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Respect for Human Dignity: Recognizing an individual's right to be heard and respected is a fundamental aspect of this concept. It acknowledges that every person has inherent value and should not be treated as a passive recipient of decisions made by others.
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Accountability and Transparency: Involving those who are affected by a decision fosters a sense of accountability and transparency among decision-makers. When stakeholders are directly involved, it becomes harder to ignore the personal consequences of decisions or to neglect the needs of marginalized groups.
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Person-Centered Planning
Person-Centered Planning is a process that has transformed the ways in which families and providers engage with and empower people with disabilities. It has gained traction as a departure from traditional top-down service models, emphasizing collaboration, choice, and self-determination.
Person-Centered Planning (PCP) is a structured, collaborative and individualized approach to support and empower individuals with disabilities in making decisions about their own lives. It focuses on the person's strengths, preferences, and goals, while involving them in the planning and decision-making process. At its core is the belief that everyone has the right to direct their own lives and make informed decisions about the services and support they receive.
Person-Centered Planning begins by engaging the person and the people they choose to be involved. This might include family members, friends, clergy, neighbors, teachers, paid and unpaid caregivers, and staff. Every person involved should want to be there – no one is doing this simply because it is their job. The process, well facilitated, can produce a fun and lively conversation. Notes are taken on a large flip chart, often as pictures or diagrams.
The steps in Person-Centered Planning can vary slightly depending on the specific model or approach being used, but here is a general outline:
Preparation and Introduction:
- Identify the person who will be the focus of the planning process.
- Introduce the concept of person-centered planning to the individual and their support network (family, friends, professionals).
- Explain the purpose, benefits, and goals of the planning process.
Gathering Information:
- Collect detailed information about the individual, including their strengths, preferences, interests, values, needs, and aspirations.
- Gather insights from the individual and their support network.
Developing a Vision:
- Based on the gathered information, work with the individual to develop a vision for their future. This could include personal, social, vocational, and other goals.
- Encourage the individual to express their hopes and dreams for their life.
- If the individual does not use language to communicate, consider other ways to identify the person’s likes, dislikes, and preferences.
Identifying Supports and Strategies:
- Identify the supports, resources, and strategies needed to help the individual achieve their goals and vision. This process often means “out of the box” thinking and problem solving.
- Consider the individual's existing network, community resources, and available services. Explore creative ways to provide supports – perhaps outside of the traditional service system.
Creating the Plan:
- Collaboratively create a plan that outlines specific steps, actions, and timelines to achieve the individual's goals.
- Ensure that the plan is realistic, flexible, and adaptable to changing circumstances.
Implementation:
- Put the plan into action by enlisting the support of the individual, their support network, and professionals.
- Monitor progress and make any necessary adjustments to the plan.
- Regular Review and Updates:
- Schedule regular review meetings to assess the individual's progress toward their goals.
- Modify the plan as needed based on the individual's evolving preferences, needs, and achievements.
Maintaining Communication:
- Maintain open and ongoing communication between the individual, their support network, and professionals.
- Address any challenges or concerns that arise and make necessary adjustments.
Celebrating Achievements:
- Acknowledge and celebrate the individual's accomplishments and milestones.
- Reinforce the importance of their active involvement in the planning and decision-making process.
Continual Improvement:
- Reflect on the effectiveness of the person-centered planning process and make improvements based on feedback and outcomes.
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Asking Good Questions
Person-Centered Planning shifts the conversation away from looking at what is available, toward what might be possible. Having an open mind to all of the student’s aspirations or desires is fundamental, regardless of how small or unlikely those desires may seem to be.
Person-Centered Planning invites some new and unique questions:
- How can we look at this student in a different way?
- How can we support this student in gaining control over their own life?
- How can we increase opportunities for participation in the community?
- How can we recognize the student’s desires, interests, and dreams?
- How can we develop a plan to turn dreams into reality?
As part of Person-Centered Planning, questions can be used to gather information, understand the student’s preferences and goals, and develop a comprehensive plan tailored to their needs. Here are some questions that can be useful during different stages of the planning process:
1. Gathering Information:
- What are your strengths and abilities?
- What activities do you enjoy doing in your free time?
- What are your hobbies and interests?
- What makes you feel happy and fulfilled?
- What challenges do you face in your daily life?
- How do you communicate your needs and preferences to others?
2. Developing a Vision:
- What do you want your life to look like in the next year? In five years?
- What are your long-term goals and aspirations?
- What kind of relationships do you want to have with friends, family, and the community?
- How do you envision spending your days?
- What achievements would make you proud?
3. Identifying Supports and Strategies:
- Who are the people in your life who support you or could support you?
- What community resources or services do you currently use or would like to access?
- How can your environment (home, community, workplace) be modified to better support you?
- What strategies or accommodations help you manage challenges effectively?
4. Creating the Plan:
- What specific goals do you want to work towards?
- What steps can you take to achieve each goal?
- What resources or support do you need to achieve your goals?
- What barriers might you encounter, and how can they be addressed?
- How can we break down your goals into smaller, achievable tasks?
5. Implementation:
- How can your support network (family, friends, professionals) contribute to your plan?
- What actions can you take to start working towards your goals?
- How can you track your progress and stay motivated?
- What adjustments might be necessary as you work towards your goals?
6. Regular Review and Updates:
- How are you progressing towards your goals?
- Are there any changes in your preferences, needs, or circumstances?
- What parts of your plan are working well, and what needs adjustment?
- Are there any additional supports or resources you require?
7. Celebrating Achievements:
- What milestones have you reached since starting your plan?
- How do you feel about your accomplishments?
- What steps can we take to celebrate your successes?
8. Continual Improvement:
- How can the planning process be improved to better meet your needs?
- Are there any new goals or aspirations you'd like to incorporate into your plan?
- How can we ensure that your plan remains aligned with your evolving preferences and goals?
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In this issue of RAISE, meet Open Doors for Multicultural Families. Their Youth Transition Program provides culturally and linguistically appropriate information about transition, post-secondary resources, and services for culturally & linguistically diverse (CLD) youth with developmental & intellectual disabilities (DD/ID) and their families. They serve Alaska, Oregon, Washington, Hawai’i, American Samoa, Guam and Commonwealth of Northern Mariana Islands (Region D1).
Click here to learn more.
Their guide, “Life After High School: A Guide for Culturally and Linguistically Diverse Families of Youth with Disabilities” can help families and their youth with disabilities who are preparing to transition from high school to adult life.
Click here to access the guide, offered in 9 languages.
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Tools and Strategies for Independent Living Advocates Mentoring Families of Children with Disabilities
Se ofrecerá interpretación al español y ASL (lenguaje de señas americano)
Monday, September 25th, 2023 from 3pm - 4:30pm ET
Click here to learn more and register.
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Collaboration • Empowerment • Capacity-building | |
RAISE The Standard enewsletter identifies and shares resources that the Rehabilitation Services Administration Parent Training and Information Centers (RSA-PTI) can use and share with families. | |
The RAISE Technical Assistance Center is working to advance the accessibility of its digital resources, including its websites, enewsletters and various digital documents. | |
RAISE, the National Resources for Access, Independence, Self-Advocacy and Employment is a user-centered technical assistance center that understands the needs and assets of the RSA-PTIs, coordinates efforts with the Technical Assistance provided by PTI centers and involves RSA-PTIs as key advisors and partners in all product and service development and delivery. | |  |
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The RAISE Center is a project of the SPAN Parent Advocacy Network and is funded by the US Department of Education's Rehabilitation Service Administration. The contents of this resource were developed under a cooperative agreement with the US Department of Education (H235G200007)). However, the contents do not necessarily represent the policy of the Department of Education and should not assume endorsement by the federal government.
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