Class-Lecture+Notes+071611

Gracejoy Hauser EEX6759 Personal Class Notes F7/16/2011

**Personal Futures Planning:** - Collaborative - Task-Force is created - There should be an END PROJECT - Key ingredient is person - Team-based may include: o Family, friends, school-based staff, service providers, district staff, etc. - Community based - There’s no certification but there’s training - Focus is on SHORT and LONG term goals - **Main focus of PFP is** on the skills, talents, and abilities of the person

Three specific tools many people with and without disabilities have used to create and support a vision for their futures:
 * 1) Circles of Support,
 * 2) Making Action Plans (MAPS),
 * 3) PATH (Planning Alternative Tomorrows with Hope)

**4 Concentric circles:** Talk about differences, friendships, etc.
 * 1) Circle of Support (Friends)
 * 1) Intimacy (immediate famil)
 * 2) Friendship
 * 3) Participation (acquaintances)
 * 4) Exchange (PAID FOR people in your life: cafeteria lady, a/c guy, etc.)

b. Making Action Plans (MAPS) 2 TRAINED people- one speaking and one writing Core beliefs of the MAP process: all people should be **included** in their respective communities, supports will be necessary, real-world outcomes necessary

c. Planning Alternative Tomorrows with Hope (PATH) Central focus is the **North Star**

1. Touching the Dream – the “North Star” 2. Sensing the **Goal** (circle) 3. Grounding the **Now** (1st square to the left) what’s happening in person’s life 4. Identifying people to **Enroll** (2nd square from left) 5. Building ways to **Build Strength** (3rd square from left) 6. Charting action for **next few months** (arrow beside circle) 7. Planning **next month’s work** (left square from arrow) 8. Committing to the **first step** **Self-determination**

“…both the attitudes which lead people to define goals for themselves and to their ability to take the initiative to achieve these goals…” (Ward 1988)

“one’s ability to define and achieve goals based on a foundation of knowing and valuing oneself” Field and Hoffman (1994)

*“acting as the **primary causal agent** in one’s life and making choices and decisions regarding one’s quality of life free from undue external influence or interference” **Wehmeyer (1996)** - Individual acts autonomously - Behavior is self-regulated - Individuals act in a self-realizing manner - Individuals initiate and respond to events in a psychologically empowered manner

**To Apply in 4 Age Groups:**

1. EARLY CHILDHOOD -Recognize & express preferences -Make choices based on restricted awareness of options (ie. ‘walk’ later)

2. ELEMENTARY - Can identify solutions - Able to generalize solutions for future problems - More mature perspective-taking skills - How do I navigate barriers?

3.ELEMENTARY/MIDDLE SCHOOL - Set personal goals spontaneously - Recognize course of action - Beginning to understand the effects of talent, luck, or chance on an outcome

4.SECONDARY - Skills similar to adults - Problem solving - Goal orientation - Revision of plans - Assumption of control - Negotiation skills

PATH PROCESS: 3 - live at home -safe neighborhood -good location for transportation -time w/ friends || ENROLL 4 WHO will help facilitate?
 * NOW

-real estate agent -parents -friend, Jason -V.R. counselor - || STRENGTH 5 skills, characteristics || 1ST STEPS 8 1.look for places to live in newspaper. 2. talk to mom re: furniture 3. email dates || NEXT MONTH ||  || 6 mo: a. Review living options Look for places to live b. List of needs: Appliance Furniture Food c. Pass Driver’s Lic ||  ||

7

By end of AUG: 1.Review 6 Options 2. Furniture List 3.