6. Now have a conversation together to find out from each
What’s important to you?
What matters to you?
You might need to flip the negative rant e.g. people don’t
listen - its important that people give full attention it
makes me feel valued
7. Referral Put in touch with / connect with
Assessment Talk with you about your situation
Service packages Let’s think about your support
Respite Have a bit of a break
Reablement Help you to be the best you can be
On going support Help when you need it
Outcomes What you want in the future
Review See how you are getting on
Service user People
Placement Where you are going to be / live
11. Drawing on the techniques of Motivational
• Resist the ‘righting reflex
• “Goal of the practitioner is to minimise resistance
by not actually fighting against it and to avoid
engendering it by trying to fix the problem”
• Understand the person’s motivation
• “We need to listen for and actively seek
information about goals, beliefs and aspirations
and then explore how these relate to present
12. • Listen to the person
• Expressed through ‘reflective listening’ and an attitude of
acceptance of the person’s feelings and perspectives.
• One way to know you’re in that empathetic stance is to be
able to look at the world from the person’s point of view
and say truthfully “That makes sense. I can see why you
view it that way.” Acceptance is not agreement or
• Acceptance facilitates change where attempts to
pressure change provoke resistance
• Empower the person
• Support persons belief that they are capable, have ideas
for solutions and can enact changes if they decide to do
• It is important that practitioners actively cultivate a
stance of hope and communicate that hope to people.
13. • Think about a time when you have
employed one or more of these approaches
in your interactions with someone:
• “Resisting the righting reflex”
• Understanding the person’s motivation
• Supporting the person to feel empowered
34. Decision making profile
This is how I
This is how
This is how
you help me
times to ask
me about a
This is when
it is not good
to for me to
Visual and in
3 at the most How does
that fit in
busy / full
35. Important decisions in
Who would be involved
or how I would be
involved in these
Who makes the final
Going self employed Talk through with Ged
at the gym. Talk to Jane
over a meal with glass of
Jon / Jane
New car Ask Brian to research
and come back with 2-3
36. How I like the
choices to me
How to help me
Best time for
me to make a
For me to
Talk to me.
I can read a bit
but prefer to
Give me some
I can look at
after you have
Let me know I
have to make a
Keep if limited
this or that
Give me time to
think about it and
then give the
Let my best friend
tell me as well as I
After I've been
visited by my
When I've come
back from the
talking to you
and giving you
When I have my
hoody up and do
not give you eye
When I'm self
decision in my
Who would be
involved and how
would I be
Who makes the
Moving to my new home
from a hospital setting
I would have a meeting
with my key worker and my
befriender when I'm well to
agree the move
Me with my social worker
I would be told that I'm
moving three days before I
40. WHAT MATTERS
Things to do
Things to have
Positive rituals &
Rhythm and pace of
Things that make me
Healthy and Safe
What must happen in my
day to stay well
how I must be physically
cared for, etc.)
What are your Aspirations?
If I could I would…
47. A Person Centred Outcome…..
• Is a personal goal not a service goal
• Is something you have influence/control over
• Is measurable and specific
• May have obstacles in the way of achieving it
All these make the outcome well formed
48. Does it keep something that is working?
Change something that isn’t working?
Does it move towards a future you want?
49. A Solution …….
• Is there resource you need to achieve your
• It can be an item or an activity
• It can have a cost associated with it, or be
50. Questions to test is it an outcome or a solution
If you got your outcome…what would it...
• Give you?
• Do for you?
• Make possible for you?
51. To have a car
What would that:-
• Give you?
– Get me from home to where I want to go
• Do for you?
– Let me go and see my friends once a week, go into the
city shopping and get to work experience
• Make possible for you?
– I can just do it - without mum and dads help
– I have four friends
– I know the shops in MK
– I have work experience to travel to
52. To have a car
So what is the real outcome?
To go and visit my friends, once a week
Go into the city - shopping every weekend by myself
(To work five days a week) To get to work experience on
53. 3 hours of speech and language therapy
What would that:
Time with a speech therapist
Do for you?
Help them be more easily understood by their friends
when they are at the community centre?
Make possible for you?
Friendships, taking part in things, feeling more confident
with other people.
54. 3 hours of speech and language therapy
So what is the real
" l am understood by my
friends and I can do activities
with them in the at the
community centre three times a
55. What is getting in the way or stopping it
from happening right now?
What’s stopping you?
59. So which bit of what we do is
actually the “outcome”?
Outcomes are the reason we do stuff,
not the stuff that we do.
60. • Outcome = the reason we do stuff.
• Input = the stuff that we have or
• Output = the stuff we can
Or put simply
61. Where I feel good
Where I’m a customer
Where I’m a member
Where relationships can
Where new relationships
can be made (3rd places)
62. After an hour on the minibus
Mo goes to base group at
his special school.
Mo’s off to his lesson in the
special needs portakabin
in the main stream school.
Mo is supported to join in A
GCSE science practical.
Inclusion traffic lights
The inclusion traffic lights help us
think about the places people go
and the people they connect with.
Sometimes people need specialist
support, but that doesn’t mean
they should find themselves ex-
cluded from the opportunities
others benefit from. We can define
communities as places that people
Nadia makes her own lunch
in the life skills session
at the day centre.
Between 10am-2pm Nadia
volunteers as a cook at
the disability drop-in cafe.
Nadia works in the kitchen
at a local pub.
Residents loved to watch
Brenda sorting out the Herb
window box at the care home.
Brenda was the first to check
the runner beans on
the outreach project.
It was the first time Brenda
had seeds to swap aT the
allotment AGM meeting.
63. In community building, the third place is the social
surroundings separate from the two usual social
environments of home ("first place") and the
workplace ("second place"). Examples of third places
would be environments such as churches, cafes,
clubs, public libraries, or park