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Person-Centered Integrated Employment Planning

Person-Centered Integrated Employment Planning. Dedra Hafner Janet Estervig Laura Owens. What do we plan to accomplish?. Expectation of each participant is to let go of what you know about assessment Understand the values behind the discovery process Learn to evaluate assessments

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Person-Centered Integrated Employment Planning

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  1. Person-Centered Integrated Employment Planning Dedra Hafner Janet Estervig Laura Owens

  2. What do we plan to accomplish? • Expectation of each participant is to let go of what you know about assessment • Understand the values behind the discovery process • Learn to evaluate assessments • Provide tools to create a profile • Provide tools to write a person-centered functional employment assessment

  3. Introductions • Thank you to Tammy Hofmeisterfor her work in organization this event! • Thank you to the following co-sponsors: • Department of Health and Family Services: Bureau of Long Term Support • Department of Workforce Development: Division of Vocational Rehabilitation • WI APSE: The Network on Employment • Department of Health and Family Services: Pathways to Independence • RCEP Region V

  4. Introductions • State your name and your first job • Candy Bar Bingo Game Circulate around the room until you find a person who fits the description – have the person sign his/her name in the appropriate slot

  5. Four Phases of Supported Employment Person-Centered Functional Assessment Employment (Job Development) Systematic Instruction (Job Coaching) Ongoing Support

  6. 10 Myths to ShatterAbout People with Severe Disabilities and Employment • People with disabilities need to be with “their own kind” • People with disabilities pose a greater liability risk to businesses • People with disabilities need structure • People with disabilities need constant supervision • People with disabilities need to do repetitive tasks Myths

  7. 10 Myths to ShatterAbout People with Severe Disabilities and Employment • People with disabilities cannot learn to perform complex tasks • People with disabilities should bepaid according to their productivity • People with disabilities don’tunderstand the value of money • Supported employment takesaway choice • Vocational evaluations can predict success on the job Myths

  8. Person-Centered Functional Assessment • Supported employment requires knowledge of the individual.It is necessary to take a close look at the person’s life, through person-centered functional assessment process • Functional assessment provides the foundation information on the applicant that is used to individualize job development

  9. Person-Centered Functional Assessment • Requires getting to know the individual in a variety of environments (home, work settings, community settings) • A process that involves getting to know the individual and helping them get to know themselves • Requires spending time with the individual instead of testing or evaluating them

  10. The Art of Assessment The process of providing someone with a compass from which to chart their own course of action rather than laying out a detailed map from which they dare not deviate.

  11. “Old School” Vocational Assessment • Screening device to select or reject for vocational services • Results in exclusion of many individuals from labor market • Deems individuals as “job ready” • Generally occurs in artificial/simulated settings • Reliability & validity data lacking

  12. Killer Concepts in Assessment • Ready • Realistic (No reality police!) • Never

  13. “Old School” Vs Person-Centered Assessment Old School Centered What is the Problem? Where? Solution Who is in Charge? Info focus? Outcome? Person Centered

  14. Activity Time • Age • Job title • Model car they drive • Allergies • Number of siblings • Handedness • Favorite TV show • Zodiac sign • Height • Shoe size • Vitamins they take • City/state of birth • Learning style preference • Favorite pastime • High school or college GPA

  15. Activity (cont.) Write one employment goal for your partner based solely on the information shared.

  16. Activity (cont.) • What is your employment history? • What are your goals in life? • Why do you want to work? • What are your employment fears/concerns? • What is your passion in life? • What are your strengths, gifts, abilities? • If you were to pick your work hours, what would they be?

  17. Activity (cont.) • Write one employment related goal based on this information… • Which was easier? • Why?

  18. Person-Centered Functional Assessment Skills Perception Creativity Observation Assumptions

  19. Who is Jim Doe? Has a lot of behavioral challenges Unable to read or write Speech is difficult to understand Scares children when he tries to hold them Very distractible by things in his environment Has unrealistic expectations of his skills Will run off if unsupervised – safety is an issue Difficulty focusing on tasks Intense support needs – staff ask for only ½ day when working with him

  20. Who is John Doe? Traveled to Spain and Turkey Works two jobs Volunteers at Humane Society Has many friends Very dedicated and reliable Loves being around people – has a passion for life His dream is to get married and have children Enjoys caring for animals (especially horses) People enjoy spending time with him Very polite and respectful Loves his family – has close knit family

  21. The Power of Language • Charles has excessive-compulsive tendencies Charles is very particular about how books are placed on his shelf – all books are in alphabetical order and aligned to the end of the shelf • David destroys anything that is paper/books/magazines David is great at purging files • Mary talks excessively with people she knows and does not know Mary always has a friendly greeting and makes people feel welcome

  22. Activity Time

  23. Activity Time Count the F’s Feature films are the result of years of scientific study combined with the experience of years

  24. Activity Time • What color is stripe directly under blue field on American flag? • What building is shown on $5 bill? • Which king on standard playing card deck is shown in profile? • How many matches are in a book ? • Where does the letter “A” fall on telephone pad? • What are the 6 colors on the Campbell’s Soup Can? • In which had is the Statue of Liberty’s torch? • Do books have even number pages on the right or left side (don’t look at a book!)?

  25. Activity Time • Receptionist • Waiter/Waitress/Hostess • Cable TV installer • Light assembly worker • Security guard • Forklift driver • Classroom instructor • Legal blindness • Dyslexia • Hearing impairment • Cerebral Palsy • Cognitive Disability • Bipolar • Paraplegia

  26. Profile Matrix

  27. Basics in Writing • Person first language • Respectful phrasing of information • Use of jargon/terminology

  28. What’s in a Name? • Perceptions • Attitudes • Beliefs • Actions

  29. Language & Labels • Use “person first” language • “Brian has Down Syndrome” • “She has autism” • “I work with someone who has a disability” • Labels that are dated & may be considered derogatory • The CD kid • High level or low functioning • That autistic man • He can join the group of “regular” education kids • She’s bipolar

  30. Activity • Think back on some of your own experiences with others. How have you been “labeled” in a way you did not like? What was your “label”? ________________________________ • Why didn’t you like that label? _____________________________________________ • How did that label affect you? (How did you feel?) _____________________________________________ • What do you wish happened instead of being labeled? _____________________________________________

  31. Curse of Jargon… JARGON

  32. What’s the problem? “The disabled, though not truly normal, should be applauded for their courage in admitting their handicaps and daily struggle to just get by. Whether they be deaf, mute, crippled, mentally defective, mongoloid, retarded or are crippled with CP or MS, their defects deserve our most sincere pity. Though many are confined to wheelchairs, they are all God’s children, their deformities can only serve as an inspiration to us all in their attempt to become healthy, whole and normal persons. 22 of them!

  33. Evaluation of Assessments • Small groups • Different color highlighters, highlight information from the assessment provided: • Pink = assumptions (note: is information obtained from individual or others? ) • Green = positive descriptors of person • Yellow = negative descriptors of person • Purple = examples to justify statements • Orange = distracting information/terminology

  34. Remember! You are the leaders you’ve been waiting for. Mabel Thomas

  35. Assignment • Weekly email responses • Read chapters 1 and 2 of the Job Developer’s Handbook • Using the concepts discussed today and in the readings, outline your discovery process for an individual with a disability from your agency. Have enough information to present in your small group about this individual for the next meeting. This information will be used to develop an assessment during the next session.

  36. Resources WI Department of Vocational Rehabilitation Technical Specifications www.dwd.wisconsin.gov/dvr/service_providers/tech_specs WI APSE: The Network on Employment www.wiapse.org National APSE: The Network on Employment www.apse.org

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