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Orientation for ODP Service Providers Person-Centered Practices: Webcast #4

Music only.

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This webcast includes spoken narration.

To adjust the volume, use the controls at the bottom of the screen. While viewing this webcast, there is a pause and reverse button that can be used throughout the presentation.

The written version of the narration appears to the right of the screen.

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Certificates of Achievement will be available to all staff of Direct Care Provider Agencies and Supports Coordination Organizations after completing all course requirements.

Please view and then save or print your certificate in order to receive credit for this course.

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Hello, my name is Robin Levine from The Columbus Organization. This is the fourth webcast in a course of six webcasts developed on the topic of Person‐Centered Practices for all newly hired service provider staff including managers, supervisors, Direct Support Professionals, Supports Coordinators, buildings and ground staff and administrative support staff.

This training content is offered by the Office of Developmental Programs to meet the General Orientation training requirements specific to the topic areas identified in the 55 PA Code 6100 Regulations.

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In this fourth webcast, we will describe the importance and value of all people being part of the community and identify and explore six factors of community inclusion.

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When you are out in your community, your neighborhood – do people know you? Maybe you are in the gym or the grocery store or waiting in line for a movie. Do you see someone who says hello to you? And do you say hi back?

I think for most of us, there are many places we go where people know us. It feels good to be known. Being recognized by other people says – I am not invisible, I am someone.

The feeling of being known is a core component of community inclusion. Hold on to this idea as we begin to consider the importance of community inclusion for people with developmental disabilities.

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In the previous slide, I asked you to think about being in the community.

When you think of the term community, what comes to mind? Enter a few thoughts in the box and click submit when you are finished.

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Actually defining community is not easy and the definition has changed over time. We used to think about community just as a place; a physical location where people came together. Our community was our neighborhood, town, workplace, school or place of worship. Now we think also about communities of people who have something in common – a shared point of view, a hobby or interest, a similar cultural or ethnic background or sexual identity.

Using social media gives us the potential for being part of a world‐wide community that opens the door to many possibilities. And while online communities have great value, we also need to remember the importance of face to face, in‐person relationships and community experiences.

However you define community, we are talking about being with and connected to other people. Being part of a community gives us a feeling of belonging and togetherness. Being included in the community happens through relationships.

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Being part of the community or community inclusion is the opportunity to live, work and play in the community and be valued, like everyone else.

You may be thinking – I see people with developmental disabilities in my community. While that is true, it was not that long ago that people with developmental disabilities were rarely seen where we live, work and play. Let me tell you a little about that history.

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In centuries past, many people with disabilities were sent to live in institutions; many were sent there as babies and children.

Why did this happen? Because we thought that people with disabilities could not learn, had no value or place in our communities and could only be safe and healthy in a secured environment. The thinking at the time was that only people who were trained and had specific knowledge could take care of adults and children with disabilities.

In the 1970’s and 1980’s this began to change as more and more people (with the support of families and friends and federal laws and regulations) were brought back to their home community. People with disabilities were IN their communities now.

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While now many people with disabilities were IN their community, they were not really a PART OF the community. People with disabilities were present, could be seen in the community, but did not really belong to their community.

People with disabilities were seen but not known except by the people who supported them.

Yes, people were out in their community (going to the mall, riding the bus, attending community events) but there was no real connection or relationship to people without disabilities except maybe their family and people who were paid to provide care.

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Being in the community, however, was an important first step along the path to an Everyday Life.

Remember that in the introduction to this course, we explained that the Everyday Lives values were developed by people with disabilities and their families to identify what is most important to them. When you look at the two lists on the screen, you can see how many of the things that are important to people with disabilities can be achieved through a full life in the community.

Over time we have broadened our understanding of community inclusion so that we are now thinking about many different places (like home, work, school, and places where we have fun), things that give life meaning (like spirituality, marriage and parenting), and giving back in true citizenship. We are thinking about the relationships that are possible when we are spending time with people who live near us and have shared interests.

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Here are six key factors to think about in understanding what it means to be included in the community – Presence, Choice, Competence, Respect and Valued Roles, Participation, and Belonging. Let’s dig in on each one of these factors.

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We have already talked about presence and have expanded the idea of being more than just seen in a particular location in the community such as the grocery store or a place of worship. We are talking about actually being part of the community life through groups, activities, events and relationships. Over time the places where people with developmental disabilities are present and actively participating has also expanded.

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Self Advocates United as 1 (SAU1) is an example of people having a real presence and participation in the community. Members of SAU1 are trainers, board members and advocates, and work to make life better for all people with developmental disabilities. This change in presence gives true meaning to the slogan from self‐advocates – Nothing about me, without me.

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But you don’t need to be a trainer, board member or statewide self‐advocate in order to be present in your community. Being present can happen in many different ways in our everyday life like when a person with a disability joins a local gym or volunteers at their local food bank.

Remember earlier in this series we met Matt. Matt has been going to McDonald’s for a long time. He has his favorite meals and the workers behind the counter know him by name and know what he likes to eat. Matt also has become friends with a group of men who have breakfast at McDonald’s most mornings. They sit together while enjoying their food. Matt also enjoys bowling. In the local bowling alley in his neighborhood, Matt likes to hang out with the guys who clean and set up the shoes. These are just a few of the places where he is known and he has relationships.

Just like for you and me, being present will look different for every person with a developmental disability that you meet based on their personal interests and preferences.

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We learned in Webcast 2 of this series that making choices is a skill that we develop; it’s something that we learn through life experience. How we develop the skill to make choices and what support we need to make them is unique and based on our particular strengths, abilities, interests, and needs.

When you are included in the community you become aware of more opportunities and possibilities. Being with more people in the community helps us to identify additional options and that can make us more interested in trying something new. Having more things to choose from leads to new places and activities where you have the possibility to meet new people and make new relationships. And as we try new things and take advantage of new opportunities (groups, activities, and events), we are more a part of the community.

New relationships and connections give us the possibility of more and new choices. It is a continuous cycle.

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Being competent means having the ability, knowledge, or skill to do something successfully. Skills or competence grow over time with new experiences. Feeling competent helps to increase your feeling of confidence when other people recognize your strengths and contributions. So how is being competent related to being part of your community?

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Think about a time in school or at work or when you were volunteering. Were you asked to do something that you never tried before? What were you asked to try and why do you think you were asked? Jot a few thoughts in the text box and click submit when you are ready.

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For me, and maybe for you too, new opportunities were offered when someone recognized that I had done something well. Because I had skills and experiences that people recognized, I was able to learn and try new things. Even though I had not shown the ability to do this new task, I was given the opportunity because I was recognized as being capable and competent. Let’s apply this idea to people with developmental disabilities and community inclusion.

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When people with developmental disabilities are recognized for their skills, gifts and talents, people in the community will more likely make opportunities available to them and in different ways. Remember, the folks from SAU1 did not start out as board members and national speakers. But when people recognized their abilities and competence, more opportunities became available from their community. And with each new opportunity, new acquaintances and friendships were made.

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Let me introduce you to a woman named Kristen. Kristen is really fun and funny, she loves her dog Mopsy, and likes to be busy with different things to do. She knows what she likes and needs encouragement to try new things. Her story is a good example of the key factors of presence, choice and competence in achieving a full and meaningful life in the community.

I only met Kristen a few years ago so I don’t know about her early life with her family. As an adult, Kristen was very present in the neighborhood where she lived. She went shopping and to the movies and out to dinner. She was seen, or present, in her community but was not really part of the community. She had few relationships aside from staff and family. She wanted more. So Kristen and her team turned their focus to identifying new choices of activities, including work, that were based on her interests and abilities.

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As Kristen has more choices in her life, she is moving from being present to being more a part of her community.

Kristen has tried many new things and made many choices of activities that are related to what is important to her ‐ keeping busy, being outdoors, animals, and earning money. Some of what she tried has worked out and some have not. But over time and with support and encouragement, the choices of enjoyable things for Kristen to do in the community have grown. She has a part‐time job, works in a local community garden, volunteers at a non‐profit agency, goes to the gym and walks dogs. She is busy and she is very present in her community.

Kristen has lots of opportunities to become known, to make more connections and to develop new relationships with people. When we talked, she told me that recently she ran into someone from the community garden while at the gym. They said hello to each other by name. Kristen is known. She is becoming a part of her community.

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Kristen was not always sure about her skills and abilities. And the people she met were also not sure about what she could do. That has changed because of the opportunities that Kristen had to make choices and to find out about her own strengths. Through real life experiences in her neighborhood, at the gym, at work, in the garden and the non‐profit agency, people know Kristen and have realized that she is capable of contributing. Recognizing Kristen’s competence brings about more choices and opportunities for new relationships and experiences in her life.

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And for Kristen herself, as she tries more things and experiences success, she feels more competent and confident. Increased confidence encourages her to try more new things. When things don’t work out as hoped, she learns that she is still okay and people will not judge her or think badly of her. This helps build her confidence, too.

Being present, making choices and experiencing the feeling of competence has greatly contributed to Kristen’s journey toward a full and meaningful community life.

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Now let’s look at the last three key factors of community inclusion starting with being respected and having a valued role.

This is about being seen as a whole person, not just as a person who has a disability. In the introduction to this series, Frank talked about the power of words and language, about using People First Language. This is the place to start in demonstrating your respect for a person who has a developmental disability.

What I am about to read to you comes from the Disability is Natural website. “The first way to devalue someone is through language, by using words or labels to identify a person/group as less‐than, as the other, not like us, and so forth. Our language shapes our attitudes; our attitudes shape our language; they're intertwined. And our attitudes and language drive our actions!”

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Using People First Language takes practice and a commitment to change. This is something that you can do, whatever your role and responsibility is in your agency. You can be ambassadors for people with developmental disabilities at work and in all aspects of your life.

When you use People First Language and demonstrate your respect for a person with a disability, you encourage other people to do the same. As respect grows, so will opportunities for people to be more included in the community. Respecting people and recognizing competence work together to change attitudes about how people with developmental disabilities are valued members of the community.

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I have already talked a bit about participation as it relates to presence. True participation is when you are really involved in an activity or event, and when you have relationships with people based on the shared experience. When you are participating, you are really part of things and your absence is noticed.

In Pennsylvania, there is a new service called Community Participation Supports or CPS. One of the major goals of CPS is to open possible opportunities for people with developmental disabilities to be employed. Being employed is one avenue to inclusion – to be present, have choices, be seen as competent, be respected and valued, to participate, give back, and belong. When we talk about community participation in Pennsylvania, we are also talking about supporting people to have full and meaningful lives, to have the same opportunities as you and I to try new things, build new relationships, and contribute to the community.

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Remember at the beginning of the webcast I asked you to hold on to the idea of being known?

Being known is a big part of being connected, of belonging. Without belonging and connection to other people we can feel invisible, not valued or without roots and stability. I think you might agree that without the feeling that you matter to others – life could feel lonely and without purpose.

When you belong, when you have a place in the world, people look FOR YOU and people look AFTER YOU. Let me tell you what I mean.

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People are looking for you when you regularly show up to a group, event, place or activity in your neighborhood. You are expected and when you are absent for a time, you are missed. It is a good feeling when you are known and connected to other people. This connection or feeling of belonging can happen in big or small ways.

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For example, I go to my local library very often to pick up and return books. When I walk in, the library staff look up, smile and often say – Hi, Robin. Do we have a book for you? If we both have time, we will talk about books we are reading and ask each other how we are doing. While my time in the library may only be a few minutes, I leave feeling connected to people; it feels like I belong. And why do I feel connected? Because people know my name, are interested in how I am doing and show that they enjoy talking with me. I feel respected and valued when people are taking the time to know me. We will talk more about being respected and valued in just a few minutes.

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So, how about you? Where are the places where you feel like you belong and are connected? Where do people know your name? Where would you be missed if you suddenly did not show up? Enter your thoughts in the box and click submit when you are ready.

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Because you belong and people know you, people are looking after you to help you stay healthy and safe. On a big scale, cities and towns send out alerts during heat waves and snow storms asking us to look in on our neighbors. This part of belonging is really important for people with developmental disabilities, too.

For example, Tim lives with his family and has a part‐time job near where he lives. Usually by the time he gets home, his Mom or Dad are waiting for him. Sometimes though, they are stuck at work or in traffic and are late. Sounds familiar, right? Well, Tim’s neighbors know him and so when they see him waiting outside, they ask if he’s okay. Until Mom or Dad arrive home, the neighbors just keeps an eye out for Tim as he sits on the step. One of the neighbors has his Dad’s phone number to call to make sure someone is on the way home. On cold or rainy days, they ask him if he wants to wait in their house. Tim is safer because people know him, he belongs and people are looking out for him.

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In this last section of the webcast, we have described the factors of respect and value, participation and belonging. Lori’s story will give us a nice opportunity to see how these factors contributed to her having a full and meaningful life in the community.

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When Lori looks back on what it took to help her to have the life she wanted in the community, she talks about mutual respect and always being presented as a person of value. Imagine if when Lori was going to church, someone talked about her by saying – here is our new disabled member. She is wheelchair bound.

I imagine Lori would feel terrible about being introduced with all of her disabilities first. She might choose not to come back. And the people being introduced to her would have an immediate impression of a person who is different than them. I’d rather imagine Lori being introduced this way – Hi, this is Lori. She is new to our church. She loves to sing and has time to help us with bulletins and newsletters.

Over time, people will learn that Lori may need some help but when you use People First Language, you demonstrate your respect and value for Lori.

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Lori told me that she goes to church, the tavern and clubs in her neighborhood. In addition, Lori is also a member of Self‐Advocates United as 1 and has performed with a local theater company. Through her participation in these many groups and activities, Lori is known, she belongs to her community.

Lori’s own words are best – “I have friends with and without disabilities. Now people don’t see my handicap, they see me as everyone else. At these places where I go all the time, people know my name and say hello”.

Lori’s community is not just one place. It is defined by all of her relationships and by the groups and activities in which she participates and belongs.

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In closing, I’d like you to think about this arrow from Helen Sanderson and Associates, a member of The Learning Community for Person Centered Practices. This arrow illustrates the path from presence to contribution; from being IN the community to being a part OF the community.

Each column in this graphic identifies an opportunity for you to make a difference. An opportunity to develop a relationship with and support people with disabilities to become more a part of the community where they live, work, and play. The images show the movement, over time, from just going to activities and being present IN their community to having a presence, being recognized when they are there and missed when they are not, to actively participating, connecting, and ultimately becoming a contributing and valued member OF the community.

Think about where you meet other people to have fun and share interests. What can you do at work or in your community to actively include people with developmental disabilities to be known, be part of the group, and to belong?

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This concludes the fourth webcast on Orientation for ODP Service Providers: Person‐Centered Practices. Please be sure to watch all six webcasts and complete all the course requirements in order to obtain your Certificate of Achievement and training credit.

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This webcast has been developed and produced by the Pennsylvania Department of Human Services, Office of Developmental Programs in partnership with The Columbus Organization.

Thank you for participating in this lesson.

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orientation for odp service providers - amazon s3...2018/10/17 · orientation for odp service...

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