Little Ones Have Big Dreams Too: Person-Centered Planning for Young Children

1. Little Ones Have Big Dreams Too:Person-Centered Planning for Young Children NECTAC Conference, Washington, 2/7/05 Ann Donoghue Dillon, M.Ed., OTL Institute on Disabilities/ UCED, University of New Hampshire aedillon@unh.edu, 603-862-4320

2. Welcome! • Introductions • Poll – • Experience with PCP? • Any parents? • Several hats

3. Outcomes for Today • Clarify different types of planning • Increased knowledge and awareness of PCP process • Increased skill in facilitating

4. When we do it alone, it is only a dream. When we do it together, it is the beginning of reality. -Unknown

5. Changing Assumptions(Mount and Zwernik) • History: • Out of institutions into community • Not deficiencies • Not trying to find “fixes for deficits” • New: • Strength based • Based on needs, abilities, choices • Supporting participation in community • Coordinating around individuals, not systems/staff/ services available • Recognizing ability of ordinary citizens to provide support

6. Types of Planning • MAPS • PATH • Person-centered planning • Define, purpose, for whom, benefits, challenges, facilitator’s role, alliance, amplifying voice

7. Systems-Centered Planning: • structured, formal process • regulated by paperwork • professional setting • focus on developmental needs • professionals implement

8. Person-Centered Planning • Reflective, creative process • Not regulated • Collaborative • Focus on dreams and vision • Circle of support transforms vision to reality • Not professionally directed • Equal proportion of professional and community members

9. Research on PCP • PCP - an important strategy for increasing active participation of students and families in IEP/transition (1997, Miner and Bates) • Positive changes in the lives of the focus persons, all participants were satisfied with process (2000, Everson and Zhang) • Difficult to quantify the process and outcomes of PCP but measuring process is important; misapplied methods; quality of life outcomes but also team practices and structure, team participation and practices and roles, responsibilities of staff might change(2000, Holburn et al) • Individual implementation issues: role of focus person in directing, preparation and training of facilitators. Broader vision of what is possible and re-connections in personal relationships. (1996, Hagner et al)

10. When is PCP a GOOD idea? • When people (organizations) are in transition • When someone wants to build a circle of support • When the person, parent, or advocate wants something different • When resources are available for flexible services

11. When is PCP NOT a good idea? • When people are satisfied with the status quo • When there is not a small group willing to make a commitment over time

12. Stone Hearth and Cookies • Invitation - parents invite • Choice - parent choice of who comes • Environment - most comfortable • Support - review what will happen, facilitator role, welcoming by parent, food logistics

13. Sibbets and Drexler Model(TP1993 Drexler and Sibbet, www.grove.com) • Team Performance Model Adapted for PCP • Orientation • Trust Building • Goal/Role Clarification • Commitment • Implementation • High performance • Renewal

14. PCP • Pre-Planning • Orientation • Explaining the PCP process • Who Is Here? • Ground Rules • Timeline or Bio-graph • Relationships Map • Purpose and Invitation

15. PCP • Trust Building • Preferences • Routines • Places • Skills • Summary (pie)

16. PCP • Goal/Role Clarification • Vision • Outcomes • Roles, Responsibilities and Timelines

17. PCP • Commitment • Resource Matrix Map

18. PCP • Implementation • Review, update and revise previous Outcomes maps

19. Tips for Facilitators • Neutrality - should not manipulate the meeting to bring about a particular outcome • Good Listening Skills - use reflective listening and strategic questioning • Respect for the participants • Assertiveness - prevent/resolve conflict, practice “sharing the air” technique • Clear thinking and observation - pay attention to process and content

20. Tricks of the Trade • Prepare titles of maps ahead of time • Painter’s masking tape, doubled up paper, or big flip-chart post-its are helpful • Be clear and on track about time • Be flexible about the maps • Verify marker color use if you designate colors • Keep the atmosphere informal, positive, and capacity focused • Consider a facilitator and a recorder working as a team

21. Tricks of the Trade (cont.) • If you facilitate alone, try not to talk when you are drawing • Practice drawing symbols to use in the process (e.g. star people, buildings, phones) • Create a “parking lot” for bigger issues • Develop transition phrases to bridge from one map to the next • Create sense of future together and encourage re-visiting or re-doing the process • Set agenda and date for follow-up meeting

22. How Does it Work? • Find a partner • 5 min – one facilitates a Vision Map for the other person • 5 min - trade places • As large group – Debrief with Ann using preferences map

23. Implementation in Your Role • Find a new partner • Discuss how you can use PCP in your life, wearing different hats, if appropriate. • Debrief with Ann using “Take-away Tips” map

24. Wrap -up • Future Dreams for Person-Centered Planning for families who have a young child with disabilities….Personal Coach Model • Resources • IOD materials • (Cotton, Patti, Elements of Design) • Dillon, Ann, PCP for Young Children: A guide for Facilitators, in press • Contact info: IOD 603-862-4320