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The New Paths to Inclusion Network is a European project.
In this project partners from 13 European countries work together.
Their guiding question is: How can we change services for people with disabilities so that more people can live a good life?

Theory U guides The New Paths to InclUsion Network.
We use tools from Theory U:

  • To look for good ideas
  • To build up a network of people working for inclusion
  • To make sense of what we are learning
  • To figure out how to share what we have learned

People can use the tools and help others use them without studying Theory U itself.
This short introduction is for people who want to start learning about Theory U.
Theory U is not just about changing things for people with disabilities. It is a way to build a better world for everyone. There is far more to Theory U than a short introduction can cover.

To find out more, please click here. 

The work of the New Paths to InclUsion Network is based on Theory U. What is Theory U? Here's an esay-to-understand explanation!

Theory U:

  • Starts with a search for new ways of understanding (Sensing),
  • Continues with discovering the best possible future (Presencing), and
  • Proceeds by acting on this different kind of learning to move into that future (Realizing).

U theory

Theory U offers many practical tools to develop person-centred planning, which you can find below.

Enables staff to record good information to enable them to understand the person and support them more effectively. It has the sections

 

This tool helps

  • If staff do not understand a particular issue in the person’s life.
  • Provide good information for communication charts.
  • Provide good information in daily records.

A template of the learning log you can download here.

Link

Another template (see graphic) for the learning log you will find on the website http://www.thinkandplan.com/ and here.

The short description of the method in the minibook person centred thinking you find here.

An explanation of the learning log and examples you can also find on the website of Helen Sanderson Associates

Literature

SANDERSON, Helen & GOODWIN, Gill (2007): Person Centred Thinking Stockport: HSA Press.http://www.personcentredplanning.eu/files/hsa_minibook_pcp.pdf

The way we listen is fateful. It makes the difference between a person-centered planning meeting that just re-cycles old news while it does the service system’s business and a process that reveals new possibilities and energizes commitment to action that will change the lives of everyone in the planning circle in good ways.

Use the table (you can see it by click on the link below) to reflect on the level of listening* you experienced in a person-centered planning meeting. Stop after the meeting and see which of the statements comes closest to describing how it went for you, what you noticed about the whole group’s listening, and what you came away with. Journal about what you learn from your reflection.

To find out more, please click here.

This tool helps to think about what kind of support a person wants and needs and what skills and characteristic a good support person should have. The goal is to get a good match between those who need support and those who offer (paid) support. This tool can be used to develop a “job description” and recruit paid staff or to think about natural, unpaid support in the community.

The tool uses four headings:

  1. support wanted and needed – What are the areas or activities where the person needs and wants support?
  2. skills needed – What are the skills that a support person needs to support the person by that activity
  3. personality characteristics needed  - What are personal characteristics of the support person that would make a good match with the task and the supported person? What qualities must they have? What would be good to have
  4. shared common interests – What are the things and activities the support person should be also excited about?

The most important part of this is the box where personality characteristics are recorded. 
A good match is very important for the quality of life for people who are dependent on others for support. It makes people more satisfied with the support they receive and the work they do. In consequence it reduces turn-over of staff.

Link

A template (see graphic) for the recruitment tool you will find on the website http://www.thinkandplan.com/ and here.

The short description of the method in the minibook person centred thinking you find here.

An explanation of the matching staff tool and examples you can also find on the website of Helen Sanderson Associates

Literature

SANDERSON, Helen & GOODWIN, Gill (2007): Person Centred Thinking Stockport: HSA Press.http://www.personcentredplanning.eu/files/hsa_minibook_pcp.pdf

Within the New Path to InclUsion Network we used the Theory-U developed by Otto Scharmer and the presencing institute (www.presencing.com) as a framework to guide our learning and activities. 

Purpose

The purpose of a dialogue interview is to gain a deeper understanding of other perspectives by creating conversations that allow reflection and thinking together and are open to the emergence of insight and creative spark.

When conditions are right, dialogue interviews allow a direct experienceof common purpose and deeper insight.

Principles for Good interviews

Intention: Take time before you begin to clear your mind and establish a sense of openness and an intention of serving andlearning.

To find out more, please click here.

This reflective tool can be used to think about what staff or others understand about a person and what needs to change.

The tool asks four questions:

  1. What have we tried?
  2. What have we learned?
  3. What are we pleased about?
  4. What are we concerned about?



This tool helps:
•    Staff to reflect on their understanding about a person
•    Promote understanding in a team meetings or supervision. 
•    Exploring issues more deeply.

Link

The short description of the method in the minibook person centred thinking you find here.

A template (see graphic) for the four and one question tool you will find on the websitehttp://www.thinkandplan.com/ and here.

An explanation of the 4 + 1 questions tool and examples you can also find on the website of Helen Sanderson Associates

Literature

SANDERSON, Helen & GOODWIN, Gill (2007): Person Centred Thinking Stockport: HSA Press.http://www.personcentredplanning.eu/files/hsa_minibook_pcp.pdf

Within the New Path to InclUsion Network we used the Theory-U developed by Otto Scharmer and the presencing institute (www.presencing.com) as a framework to guide our learning and activities. 

Purpose

The purpose of a dialogue interview is to gain a deeper understanding of other perspectives by creating conversations that allow reflection and thinking together and are open to the emergence of insight and creative spark.

When conditions are right, dialogue interviews allow a direct experienceof common purpose and deeper insight.

Principles for Good interviews

Intention: Take time before you begin to clear your mind and establish a sense of openness and an intention of serving andlearning.

  • Create transparency and trust about the purpose and the process ofthe interview.
  • Suspend your voice of judgment to see the situation through the eyes of the person you are with. What matters at this point is not whetheryou agree or approve but that you learn what the other person sees, feelsand thinks. Cultivate a sense if curiosity and
  • Access your ignorance –open your mind: As the conversation unfolds, pay attention to and trust the questions that occur to you; don’t beafraid to ask simple questions or questions you think may reveal a lack ofsome basic knowledge.
  • Access your appreciative listening –open your heart. Connect to theother person with your mind and heart wide open; thoroughly appreciatethe story that you hear unfolding; put yourself in the other person’sshoes.
  • Access your listening from the future: Listen for the best futurepossibility for the person and the situation at hand. Be open to insight: new ways to understand what the situation calls
  • Go with the flow: Let go of preconceptions, old ideas andconcepts.
  • Focus first on What questions, not Why or confrontational questions;you want to get into a flow, not into adebate.
  •  Generative silence: Probably the most important and least visible contribution: offering the highest level of attention and open presence toallow silence to slow the pace and allow access to deeper aspects of thestory.
  • Ask emerging questions: Pay attention to and ask about important possible connections among parts of the story you arehearing.

 

This little book of person centred thinking tools gives you an opportunity to start supporting people in ways that really matter to them. It offers practical ways to gather information and to start to set actions that make a real difference.

Download here.

Within the New Path to InclUsion Network we used the Theory-U developed by Otto Scharmer and the presencing institute (www.presencing.com) as a framework to guide our learning and activities. 

The dialogue walk is another tool which is proposed by the presencing institute during the Sensing phase and the movement down the U. The practice of dialogue walks can also be used at other stages e.g. the crystallising after the presencing and prior to the prototype creation phase as to explore emerging possibilities and to reaffirm ones vision and intention. In the New Paths to InclUsion project dialogue walks have been one of the most frequently used tools, to which most of the participants regularly where looking forward too. In many cases people have retold how going on a dialogue walk, seems such an easy to use and efficient tool to clarify ones thoughts with new insights and new ideas being a regular “side effect”.

To find out more, please click here.

This tool helps to identify places, which are important to a person.

Questions to explore:

  • Places where I feel good
  • Places where I am a member
  • Places where new connections can be made
  • Places where connections can be strengthened
  • Places where I am a customer


 
Links

More information about community connecting you find on the on the website of Helen Sanderson Associates

Literature

SANDERSON, Helen, LIVESLEY, Michelle, POLL, Carl, KENNEDY, Jo (2008): Community Connecting. Stockport: HSA Press

Within the New Path to InclUsion Network we used the Theory-U developed by Otto Scharmer and the presencing institute (www.presencing.com) as a framework to guide our learning and activities. 

The dialogue walk is another tool which is proposed by the presencing institute during the Sensing phase and the movement down the U. The practice of dialogue walks can also be used at other stages e.g. the crystallising after the presencing and prior to the prototype creation phase as to explore emerging possibilities and to reaffirm ones vision and intention. In the New Paths to InclUsion project dialogue walks have been one of the most frequently used tools, to which most of the participants regularly where looking forward too. In many cases people have retold how going on a dialogue walk, seems such an easy to use and efficient tool to clarify ones thoughts with new insights and new ideas being a regular “side effect”.

Intention:

The process itself is intended to take participants to a more attentive level of listening and to raise awareness and understanding from another perspective. The role of the listener is to focus completely on the words of their partner without making any interruption and to observe one`s own listening: am I paying attention, when do I notice thoughts coming, when do I feel the need to make a comment. As in every other form of mindfulness practice such reactions are seen as just a normal way of how we pay attention. The role in this exercise is to try to notice them without judgement, immediately letting them go and to redirect the full attention to the person speaking. Sometimes we have found it useful here to make the sole exception on this rule for comments to encourage the speaker to elaborate deeper on what is being said – but again this is actually an exception and can only be recommended for groups who have practised dialogue walks before. The role of the speaker is to become completely immersed within their own thoughts and to actually verbalise ones thinking in progress, so as reach a deeper understanding. If you are using dialogue walks within a corporate setting we can recommend that the dialogue partners represent different perspectives within the organisation.

Process:

A Dialogue-walk approximately takes 45-60 minutes. We do not recommend to cut short on that time. Sometimes participants consider this to be too long, for an activity that is mainly composed of walking, listening and talking. We have made the experience that it is helpful to frame the intention of this exercise clearly, and to explain that sufficient time is needed to move together beyond just providing information in order to reach a deeper point of reflection. Also consider time for a group debrief of the exercise. When a group is introduced to this activity for the first time we can also recommend giving a short introduction into the four levels of listening. Here we have made the experience that is more effective to do that after the dialogue walk and group-debrief – as it allows people then to directly relate concrete experiences they have made.

As a facilitator you introduce the intention and the different roles of the person who is listening and the one who is talking. Pairs are intended to take turns. Meaning that each person has a time of about 15-20 minutes (depending on the time budget that you allocate – we recommend the same amount of time for each person plus a debrief/dialogue between the two walking partners) in which he/she just listens or just talks, while the other person does the opposite. Before the partners change roles advise them to just keep on walking together for 2-3 minutes of silence until the second person starts to talk. This moment of stillness is a very critical element that also should not be left out. Another “rule” of the exercise is to advise the pairs to go for a walk – hence dialogue walk – and to the largest extent possible refrain from looking at each other. This is usually one of the strangest elements of this exercise form people, as it breaks so much with our habitual patterns of showing respect through looking in each others eyes. The intention behind this rule is twofold – for the listener not to be distracted my other non-verbal communication signals that the talker is offering (remember Watzlawick`s famous saying: “We can not not communicate”) and to focus solely on what he/she hears. For the person who is talking this rule should create a safer space to really offer one`s thoughts as unfiltered as possible thus allowing for a more open form of communication often leading to deeper insights. When both partners have taken both roles, you can advise to have a free dialogue about whatever emerges for them in that particular moment – thus really entering into a shared dialogue.

As a facilitator you can (re-)frame the questions to be addresses in the dialogue walk in order to fit the overall intention of the workshop of process. The questions should encourage people to share personal stories. Depending on the context it might be advisable to make a comment on both confidentiality of what is being heard and to affirm every participants firm right not to share any information that he/she feels does not belong to that particular setting – thus framing the exercise – like all other U-Tools – as an open invitation.

The questions of the dialogue may, can and will vary but should be designed to enable the persons story to develop and unfold in a natural progression, to reflect on the working situation and the desire for achievement. Ideally the 3-4 questions reflect a Mini-U, and guide the talker to a process of reflecting on one`s past, present, and future ambitions, observations, intentions, etc.

Three questions used in the multiplication workshop have been:

  • What has brought you to this work?
  • What has changed for you since you began this work?
  • Looking at my situation Now: If I could change one particular aspect of my work in supporting people with intellectual disabilities what would that be and why?

Before starting the whole group debrief, it is advisable to offer at first a few minutes of uninterrupted space, where you invite participants on returning to write any significant insights, experiences, observations in their personal journals / and/or a sheet provided for that purpose. For the group-debrief invite, openly and without forcing anybody to share new insights, what was important to them and how the have felt in the two different roles. 

The relationship map records who is in the person’s life. Presented as a graphic of circles inside one another it records family, friends, paid support, unpaid support or work colleagues. The person is supported to write the names of people they know in each of the sections.

This tool will help services

  • To discover the important people in the person’s life
  • Find out if there are key people who may not be apparent
  • Strengthen relationships
  • Discover where there are gaps and consider what need to be done to increase who is in the person’s life
  • Consider who may be in the persons circle of support

An example of the tool you will find in the story of Thomas, who used the relationship map to find out who to ask to go with him to the Christmas party in his company.

Link

A template of the tool you will find here.

The short description of the method in the minibook person centred thinking you find here.

An explanation of the tool and podcasts about circles you can also find on the website of Helen Sanderson Associates

Literature

SANDERSON, Helen & GOODWIN, Gill (2007): Person Centred Thinking Stockport: HSA Press.http://www.personcentredplanning.eu/files/hsa_minibook_pcp.pdf

Within the New Path to InclUsion Network we used the Theory-U developed by Otto Scharmer and the presencing institute (www.presencing.com) as a framework to guide our learning and activities.

Theory-U is an innovative model of social change. It stands for an understanding of social innovation that calls people to move outside their familiar assumptions and patterns of behaviour. On the website of the presencing institute they write: “Theory-U proposes that the quality of the results that we create in any kind of social system is a function of the quality of awareness that the participants in the system operate from.“

To this end Theory-U offers a range of social practices or technologies that should support change makers in the process of moving outside their taken for granted assumptions and redirecting their awareness.

Sensing journeys are one of these powerful tools, which have been used extensively as part of organised change initiatives. In our project sensing journeys where an important element to explore the topic of community inclusion.

In order to immerse ourselves in new learning experiences we organised three two-day journeys to good-practice sites of community Inclusion in Hamburg, Madrid and Wales (link to the reports of the sensing journeys) and conducted four half day mini sensing journeys as part of our third multiplication course module in Ostholstein in the North of Germany (Link to the multiplication course).

To find out more, please click here.

Mapping our networks helps supporters to map out their own networks.

For more information, see here

Within the New Path to InclUsion Network we used the Theory-U developed by Otto Scharmer and the presencing institute (www.presencing.com) as a framework to guide our learning and activities. 

Overview

(Guided) Journaling leads participants through a self reflective process following the different phases of the U - process. It allows participants to access deeper levels of self-knowledge, and to connect this knowledge to concrete actions. In the sensing phase it can support immediate recording and processing what has been learned through observing and listening to others.

In combination with other forms of deep reflection and contemplation (e.g. guided meditation, visualising and embodiment practices as well as individual time of solitude in Nature) it can strongly support individuals and groups into the ‘presencing’ phase. Partners of the NPI project were asked to record their reflections through journaling throughout the project. Journaling was used formally with guided questions as indicated below and informally to record reflections following an exercise such as the dialogue walk as well as reminding participants to continually reflect and record any significant insights which emerge for them.

To find out more, please click here.

This tool helps to explore family resources. All family members are listed, and then information about their jobs, connections and interests are added. This can help to identify persons within the family who may be helpful for the person.


 
Links

A bigger version of the family treasure map you find here.

Within the New Path to InclUsion Network we used the Theory-U developed by Otto Scharmer and the presencing institute (www.presencing.com) as a framework to guide our learning and activities. 

Overview

(Guided) Journaling leads participants through a self reflective process following the different phases of the U - process. It allows participants to access deeper levels of self-knowledge, and to connect this knowledge to concrete actions. In the sensing phase it can support immediate recording and processing what has been learned through observing and listening to others.

In combination with other forms of deep reflection and contemplation (e.g. guided meditation, visualising and embodiment practices as well as individual time of solitude in Nature) it can strongly support individuals and groups into the ‘presencing’ phase. Partners of the NPI project were asked to record their reflections through journaling throughout the project. Journaling was used formally with guided questions as indicated below and informally to record reflections following an exercise such as the dialogue walk as well as reminding participants to continually reflect and record any significant insights which emerge for them.

 

Purpose:

Guided journaling leads practitioners through a process of self-reflection that moves through the U-process. This process allows participants to step into a deeper level of reflection than in an un-guided journaling process, and identify concrete action steps.

Principles:

  • Journaling is a personal process. Never ask participants to share their journaling notes in public.
  • After completing a journaling practice you may create an opportunity to reflect on the experience of journaling. Again: emphasize that participants decide what they want to share.
  • Journaling means that you think through the writing not to think and reflect, and then write up the reflection. With the instruction emphasize that participants should just start writing and see what emerges.

Uses and Outcomes:

  • Access deeper levels of self-reflection & knowledge
  • Learn how to use Journaling as a reflective tool
  • Connect self-reflection to concrete action steps
  • Use with…Awareness or embodiment practices

 

Example:

The journaling questions below were used within our 3 day Presencing Workshop as an activity of deep reflection. Considerable thought had been given to the location of this workshop to provide an environment which would be conducive to reflection and exploration and we were fortunate enough to find a beach location outside Lisbon at reasonable cost.

Participants were engaged in exploration of their personal journeys of purpose in their work. Following a series of sensing activities, to raise awareness and explore their own current situations, the questions were intended to take them further towards a deeper understanding. The activity was followed by inviting participants to find a quiet place for reflection and thought.  Participants moved outside of the building into the grounds and onto the beach and could be seen walking or sitting deep in thought. They were not asked for feedback on their return however it was clear that many were moved by the process.

Julie Lunt – a project member describes her experiences of journaling as an emerging realisation that her work, which had for many years been inside organisations either training or working organisational change in person centred practice, was not the place to be if she was to be a real change maker towards inclusion. She had known for many years that organisations create a barrier to inclusion and often struggled to support people to be a real part of their community. What she had recorded in her journal brought to the front of her thinking, that what she was doing was reinforcing this situation and if she was to make a change she needed to shift the focus of my work away from training within organisations providing services for people with disabilities to becoming more community focused. This was just the beginning of a change in thinking which continued to evolve within further workshops in the project and the development of prototypes. She is now part of a team in her local town involved in the development of a summer festival and seeking to highlight how people with disabilities are fully involved and contributing. She has also begun working with people who have a personal budget, their families and support teams using ‘Presencing’ activities to explore the future for the person and how to support them in that future.

 

Set Up:

People & Place

  • Journaling Practice can be used in groups of any size. The exercise follows the co-sensing phase meaning that participants have already moved through the left side of the U-Process.
  • It is important that the room is quiet and no noises or other distractions in the environment interrupt the participants.

 

Time

  • A minimum of 45 minutes is required. Depending of the context this process can take up to 60-90 min.

Materials

  • Pen and paper for each participant

 

Sequence

Step 1: Preparation

Prepare a quiet space that allows each participant to enter into a process of self-reflection without distractions.

Step 2: Guided Journaling Questions

Read one question after the other; invite the participants to journal guided by the respective question. Go one by one through the questions. Move to the next question when you sense that the majority of the group is ready. Don’t give participants too much time. It is important to get into a flow and not to think too much.

Guided Journaling Questions:

  1. Challenges: Look at yourself from outside as if you were another person: What are the 3 or 4 most important challenges or tasks that your life (work and non-work) currently presents?
  2. Self: Write down 3 or 4 important facts about yourself. What are the important accomplishments you have achieved or competencies you have developed in your life (examples: raising children; finishing your education; being a good listener)?
  3. Emerging Self: What 3 or 4 important aspirations, areas of interest, or undeveloped talents would you like to place more focus on in your future journey (examples: writing a novel or poems; starting a social movement; taking your current work to a new level)?
  4. Frustration: What about your current work and/or personal life frustrates you the most?
  5. Energy: What are your most vital sources of energy? What do you love?
  6. Inner resistance: What is holding you back? Describe 2 or 3 recent situations (in your work or personal life) when you noticed one of the following three voices kicking in, preventing you from exploring the situation you were in more deeply:
    1. Voice of Judgment: shutting down your open mind (downloading instead of inquiring)
    2. Voice of Cynicism: shutting down your open heart (disconnecting instead of relating)
    3. Voice of Fear: shutting down your open will (holding on to the past or the present instead of letting go)
  7. The crack: Over the past couple of days and weeks, what new aspects of your Self have you noticed? What new questions and themes are occurring to you now?
  8. Your community: Who makes up your community, and what are their highest hopes in regard to your future journey? Choose three people with different perspectives on your life and explore their hopes for your future (examples: your family; your friends; a parentless child on the street with no access to food, shelter, safety, or education). What might you hope for if you were in their shoes and looking at your life through their eyes?
  9. Helicopter: Watch yourself from above (as if in a helicopter). What are you doing? What are you trying to do in this stage of your professional and personal journey?
  10. Imagine you could fast-forward to the very last moments of your life, when it is time for you to pass on. Now look back on your life’s journey as a whole. What would you want to see at that moment? What footprint do you want to leave behind on the planet? What would you want to be remembered for by the people who live on after you?
  11. From that (future) place, look back at your current situation as if you were looking at a different person. Now try to help that other person from the viewpoint of your highest future Self. What advice would you give? Feel and sense what the advice is and then write it down.
  12. Now return again to the present and crystallize what it is that you want to create: your vision and intention for the next 3-5 years. What vision and intention do you have for yourself and your work? What are some essential core elements of the future that you want to create in your personal, professional, and social life? Describe as concretely as possible the images and elements that occur to you.
  13. Letting-go: What would you have to let go of in order to bring your vision into reality? What is the old stuff that must die? What is the old skin (behaviors, thought processes, etc.) that you need to shed?
  14. Seeds: What in your current life or context provides the seeds for the future that you want to create? Where do you see your future beginning?
  15. Prototyping: Over the next three months, if you were to prototype a microcosm of the future in which you could discover “the new” by doing something, what would that prototype look like?
  16. People: Who can help you make your highest future possibilities a reality? Who might be your core helpers and partners?
  17. Action: If you were to take on the project of bringing your intention into reality, what practical first steps would you take over the next 3 to 4 days?

Step 3: Reflection on the Practice

Split up the group into pairs, and invite participants to reflect on their experience. Again, mention that journaling is private and that each participant decides want she or he wants to share.

A community map can be drawn by a diverse group of people from a community. 
On a big piece of paper a map with all interesting places, clubs, firms and key persons is drawn:

What are companies, associations or organisations that may be interessting for us?
Who are the key persons in this city? Who knows a lot of people? Who has a big influence?
Where are open place, where people are welcomed? What are the place that the people we support use?
The aim of this method is to widen the perspective towards community ressources and to foster new connections into the community.

Links

More information about community connecting you find on the on the website of Helen Sanderson Associates

Literature

O’BRIEN, John & BLESSING, Carol (2011): Conversations on Citizenship and Person-Centred Work. Toronto: Inclusion Press
MESSINGER, Gary; MILLS, Lisa (2005): Sharing community. Strategies, Tips and Lessons Learned from Experiences of Community Building at Options. Madison: Atwood Publishing. 
SANDERSON, Helen, POLL, Carl, KENNEDY, Jo (2009): In Community. Practical lessons in supporting isolated people to be part of community. Stockport: HSA Press
SANDERSON, Helen, LIVESLEY, Michelle, POLL, Carl, KENNEDY, Jo (2008): Community Connecting. Stockport: HSA Press

Within the New Path to InclUsion Network we used the Theory-U developed by Otto Scharmer and the presencing institute (www.presencing.com) as a framework to guide our learning and activities. 

What is a Case Clinc

Case-Clinics are largely a group based intervision tool that is most often used during the prototyping phase of the U-process. It guides a team or a group of peers through a process in which a case giver presents a case, and a group of 3-4 peers or team members help as coaches based on the principles of the U-Process and process consultation. 

Case Clinics allow participants to:

  • Generate new ways to look at a challenge or question.
  • Develop new approaches for responding to this.

Purpose

To access the wisdom and experience of peers and to help a peer respond to an important and immediate leadership challenge in a better and more innovative way. 

 

To find out more, please click here.

For more information on this issue, see the HSA-Minibook 'Community Connection'

Within the New Path to InclUsion Network we used the Theory-U developed by Otto Scharmer and the presencing institute (www.presencing.com) as a framework to guide our learning and activities. 

Social Presencing Theatre (SPT) is part of the Theory U methodology. It is designed to support us in accessing a deeper level of knowledge: the wisdom of the heart and the body.

In the current time of disruptive change we notice that our old ways of relating and organizing society are not helpful when we try to meet the actual challenges on global and local levels. 

Many people sense the necessity to create new ways of relating, interacting and creating. Rather than holding onto habits of judgment and fear there is a rising wish to meet and relate in a healthier and more creative way that is mutually supportive.

SPT offers a practical approach to open up a space in which we practice to be beneficial to one another. It is a way to experience that all human beings have unique and rich wisdom. It is a method to co-create situations in which this wisdom can emerge naturally and crystalize into insights, innovations and fresh Ideas.

Wisdom is innate to all people and groups and arises when we take the time to listen to each other in a deeper way. 

Rather than focusing on problems the SPT practices invite us to communicate from a place of natural understanding (rather than mind activity). We pay less attention to what we think or know about a situation and more to what it physically feels like to BE in a situation.

 

To find out more, please click here

A One Page Profile is a short introduction to a person, which captures key information on a single page which gives for example family friends or staff an understanding of the person and how best to support them. It is not a person centred plan more a “beginners guide”. 
The profile records detailed specific statements which can be developed through the use of other person centred tools like the important to – important for tool. A person may have more than one profile depending on the purpose of the profile. They may have one which identifies what staff needs to know about them when they are at home but another for what people would need to know if that person went into hospital.

The One Page Profile typically consists of a photo and three questions, but there are also other formats depending on the purpose of the profile. 
The questions are:

  1. What is important to me… What is ‘important to’ the person and embraces the important people, places, possessions, rituals, routines, faith culture, interests, hobbies, work etc. which makes the person who they are.
  2. What others like and admire about me… What do other people like and admire about the person? This can be collected by asking other people, sending them prepared postcards (3 things I like and admire about you..) for feedback or collecting these statements at the beginning of a review meeting in a circle of support on a poster.
  3. How to best support me… It is very important to collect specific statement on how to best support the person. What kind of support is really helpful for the person? What does the person want and need? What kind of support does the person enjoy?


 
A One Page Profile is good to use to prepare transitions e.g. a child going into a day nursery, kindergarten or new school, an adult starting a new job or moving to an own apartment where he gets personal assistance or an old person moving into an old peoples’ home.
Teams can use a One Page Profile to inform each other what it is important to them about their work and in life, to exchange what they like and admire about each other in the team and how to best support the person.

One page profiles are the starting point to gathering person centred information. They
need to be reviewed and updated regularly. This can be done with the working and not
working tool and an action plan created to address any issues. This may require using further tools to build into a person centred description of the person. 

 


Template

A template for a One Page Profile designed by Inken Kramp you will find here.

Examples

In the story of Sven and Anthony you can find examples of one page profiles from the project.

At the website from Helen Sanderson Associates you will find a short explanation and more examples of One Page Profiles

Literature

ERWIN, Lorraine ; SANDERSON, Helen: One-page profiles with children and young people. HAShttp://www.helensandersonassociates.co.uk/media/38428/onepageprofilesinschools.pdf

NEILL, Max; SANDERSON, Helen; BAILEY, Gill (2008): One Page Profiles. Going from a one page profile to a person centred plan or support plan. http://www.helensandersonassociates.co.uk/media/51351/16-one%20page%20profiles%20resource.pdf

Within the New Path to InclUsion Network we used the Theory-U developed by Otto Scharmer and the presencing institute (www.presencing.com) as a framework to guide our learning and activities. 

To find out more, please click here.

The first 'Circle of Friends' was created in the 1980s after Marsha Forest read the beautiful poems of Judith Snow. She tried to get in contact with her and found out that Judith, a young lady in her mid 20s lived in a home for older people. So they started to change this situation, founded the first 'Circle of Friends' and went on working until Judith was the first person in Canada living with personal assistance in her own flat (see PEARPOINT 1990). The second was built around Marsha when she had got her diagnosis of cancer some years later.

  • In the circle of intimacy are people who the person loves.
  • In the circle of friendship are the person’s friends.
  • In the circle of participation are people the person knows such as colleagues but who would not be close enough to be called friends.
  • In the circle of exchange are the people who have a paid relationship with them (FALVEY ET AL. 2000)

Circle meetings bring together the people who know and care about a person, to support them in planning, decision making and thinking about their lives. Such a group of people are often described a 'circle of support' and the individuals may take on roles to enable the person to meet their objectives in a MAP or PATH or a support plan if they have a personal budget. The circle may meet at regular intervals with the person in a relaxed setting at a convenient time so they can plan together. In a circle meeting there is often an identified person who facilitates the meeting.

Examples of circles of support you find in the story of Rosemarie HinterseerMonika’s MAP MeetingCarls planning processJürgen’s story and Markus story.

Literature

O'BRIEN, John & PEARPOINT, Jack (2002): Person-Centered Planning with MAPS and PATH. A Workbook for Facilitators. Toronto: Inclusion Press
O’BRIEN, John, PEARPOINT, Jack & KAHN, Linda (2010): The PATH & MAPS Handbook. Person-Centered Ways to build Communnity. Toronto:  Inclusion Press
FALVEY, Mary, FOREST, Marsha, PEARPOINT, Jack & ROSENBERG, Richard L. (2000): All my Life‘s a Circle. Using the Tools: Circles, MAPS & PATHS. Toronto: Inclusion Press
PEARPOINT, Jack (1990): Behind the Piano. The building of Judith Snow’s unique Circle of Friends. Toronto: Inclusion Press
PEARPOINT, Jack (2002): Hints for Graphic Facilitators. Toronto: Inclusion Press
PEARPOINT, Jack, O‘BRIEN, John & FOREST, Marsha (2001): PATH: Planning Alternative Tomorrows with Hope. A Workbook for Planning Possible Positive Futures. Toronto: Inclusion Press

Links

Inclusion Press – Books and Material (USA) on circles of friends

http://www.inclusion.com/circlesoffriends.html

Books and Material on circles of friends in Europe

http://www.inclusiononline.co.uk/books.html 

Within the New Path to InclUsion Network we used the Theory-U developed by Otto Scharmer and the presencing institute (www.presencing.com) as a framework to guide our learning and activities. 

Prototyping in the New Paths to InclUsion project:

Each of the project partners developed prototypes as a culmination of the multiplication workshop with the intention of creating new practices within their organisation which lead them closer to their objective of building inclusive opportunities through person centred practice. To do this partners either worked alone, in teams or with other project partners who shared similar intentions.

 They used the creative process outlined below to think, discuss and plan the ideas which had begun to emerge in the workshop. The prototype was not a fully finished product but was formed enough to be able to try out from which they could learn and develop as necessary.

To find out more, please click here.

Within the New Path to InclUsion Network we used the Theory-U developed by Otto Scharmer and the presencing institute (www.presencing.com) as a framework to guide our learning and activities. 

Prototyping in the New Paths to InclUsion project:

Each of the project partners developed prototypes as a culmination of the multiplication workshop with the intention of creating new practices within their organisation which lead them closer to their objective of building inclusive opportunities through person centred practice. To do this partners either worked alone, in teams or with other project partners who shared similar intentions.

 They used the creative process outlined below to think, discuss and plan the ideas which had begun to emerge in the workshop. The prototype was not a fully finished product but was formed enough to be able to try out from which they could learn and develop as necessary.

Overview:

Prototyping translates an idea or a concept into experimental action. Having established a connection to the source (presencing) and clarified a sense of the future that wants to emerge (crystallizing), prototyping allows an individual or group to explore the future by doing.

Purpose:

So far, we have presented tools and explained the principles that make them work. At this point, the process gets inverted. Use the following principles to determine what you need to do to stay connected to the future that stands in need of you to come into reality and translate this idea, concept, or sense of possibility into action.

Principles:

  1. Crystallize vision and intention: stay connected to the future that stands in need of you to come into reality (Martin Buber). Create a place of silence for yourself every day. Clarify core questions that you want to explore with your prototype.
  2. Form a core team: five people can change the world. Find a small group of fully committed people and cultivate your shared commitment.
  3. 0.8: Iterate, Iterate, Iterate: Fail fast to succeed sooner”, as David Kelley from IDEO says. Do something rough, rapid, and then iterate. Design a tight review structure that accelerates fast feedback.
  4. Platforms and spaces: create “landing strips” for the future that is wanting to emerge. The quality of the holding space determines the quality of the results.
  5. Listen to the universe: always be in dialogue with the Universe. It is a helpful place. Listen to what is emerging from others, from the collective, and from yourself. Take a few minutes each day to review your quality of listening.
  6. Integrate head, heart, and hand: when we prototype living examples by integrating different types of intelligence, we always navigate the process between two major dangers and pitfalls: mindless action and actionless minds.

Uses and Outcomes:

Prototypes are an early draft of what the final result might look like, which means that they often go through several iterations based on the feedback generated from stakeholders. This feedback is then the basis for refining the concept and its underlying assumptions. A prototype is a practical and tested mini version of what later could become a pilot project that can be shared and eventually scaled.

 

Example:

Sonia Holubkova [Slovakia] and Silvia Munoz [Spain] used prototyping to develop the idea for an inclusive community event in their home towns. Their intention was to create a fun day of activities where everyone in the town would be welcome and people would participate together in the planning, organisation and participation. The concept was one of co-support and sharing gifts and skills and being together as equals. In the development of the prototype they considered where they would find local people to support them with the event, where to hold it and how to ensure that everyone would be involved. The first Inclusive Community Event was realised shortly after in September 2015 in Zilina, Slovakia.

 

Set Up:

The tools you use for prototyping depend on the nature of your idea or insight, as well as the needs and context in which you’re operating. Prototyping is a “mini U” process and is specific to each idea and context. Some prototypes are concrete products; others are meetings, processes, services or experiments. Timing will depend on the context and differ depending on the project: a prototype can take a few days, weeks, months or years. You might find it helpful to use one or several of the tools from other parts of the U process (dialogue interviews, sensing journeys, case clinics, etc.) while prototyping.

You might also find the following exercise helpful to align your prototype with the principles outlined above. Worksheet 1 includes questions to help you determine the what (clarify intention) – this worksheet has been amended by John O`Brien.

 

Prototyping Worksheet 1

Brainstorming ideas and selecting the project: Here are seven questions to ask yourself as you brainstorm, select and evolve an idea for prototyping:

  1. Is it relevant? Does it matter to all the key stakeholders involved levels: individually (for the person involved), organizationally, and socially (for the communities involved? Very often, the relevance for each stakeholder is framed in a quite different language and ways.
  2. Is it right? Can you see the whole in the microcosm that you focus on? Get the dimensions of the problem or project definition right. In a prototype you put the spotlight on a few selected details. Select the right ones that address some of the root causes (rather than symptoms). For example, ignoring the patients’ perspective in a health project, the consumers in a sustainable food project or the students in a school project misses the point.
  3. Is it revolutionary? Is it new? Could it change the game? Does it change (some of) the root issues in the system?
  4. Is it rapid? Can you do it quickly? You must be able to develop experiments right away, in order to have enough time to get feedback and adapt (and thus avoid analysis paralysis)
  5. Is it rough? Can you do it on a small scale? Can you do it locally? Let the local context teach you how to get it right. Trust that the right helpers and collaborators will show up when you issue the right kinds of invitations “to the universe”.
  6. Is it relationally effective? Does it leverage the strengths, competencies and possibilities of the existing networks and communities at hand?
  7. Is it replicable - can you scale it? Any innovation hinges upon its replicability, whether or not it can grow to scale. In the context of prototyping, this criterion favors approaches that activate local participation and ownership and excludes those that depend on big infusions of external knowledge, capital, and ownership.

To be successful in supporting people staff and organisations need to establish a good balance between what is important to and for a person.

In services, staff are often directed to ensure people are kept healthy and safe, in person centred thinking this is often referred to as being 'important for' someone. What is 'important to' the person and embraces the important people, places, possessions, rituals, routines, faith culture, interests, hobbies, work etc. which makes the person who they are.

This tool will help services

importantfor

  • To support the person in ways that makes sense to them.
  • To develop fuller and richer lives
  • To find ways of supporting the person to be healthy and safe

Link

A template (see graphic) for the important to/for  tool you will find on the website http://www.thinkandplan.com/ and here.

The short description of the method in the minibook person centred thinking you find here.

An explanation of the important to/ for tool and examples you can also find on the website of Helen Sanderson Associates

Person centred reviews enable organisations reflect on the progress or changes that need to be made in a person’s life. The person is involved, has a role in organising the meeting and who they invite, and how it is run.
This tool

  • Makes sure the person is heard
  • Enables them to be involved in their meeting
  • Enables families to have a valued role in the meeting
  • Creates action plans for change which can be measured
  • Gives organisations information about how they can improve and develop services.

Link

The short description of the method in the minibook person centred thinking you find here.

An example of a person centred review you find in the story of Rosemarie Hinterseer (Link to Frau_Hinterserr-en.doc) and Sabine (Link to Sabine's review.docx).

An explanation of person centred reviews you can also find on the website of Helen Sanderson Associates

Literature

These texts gives you a good introduction into person centred reviews:

SANDERSON, Helen & MATHIESEN, Ruth (2003): Person Centred Reviews. Stockport: HSA Press.http://www.dorsetforyou.com/media/pdf/f/n/Person_Centred_Reviews_Adult_Pack.pdf
SANDERSON, Helen & GOODWIN, Gill (2007): Person Centred Thinking Stockport: HSA Press.http://www.personcentredplanning.eu/files/hsa_minibook_pcp.pdf

This tool helps paid staff or volunteers, think about their roles and responsibilities in supporting a  person by identifying 'core responsibilities'  i.e. what support staff must do, either because it is important to that person or it keeps them healthy and safe, where they may use 'Judgement and creativity' and 'not our responsibility' where staff should not become involved. 
This tool helps

  • Staff clarifies their roles and responsibilities and establish the best way to support the person.
  • Prevent services from becoming involved in decisions which are outside their responsibility
  • Develop creative and effective ways of supporting people


An example of how to use the doughnut to sort responsibilities you can find in the story of John.

Link

A template (see graphic) for the responsibilities tool you will find on the website http://www.thinkandplan.com/ and here.

The short description of the method in the minibook person centred thinking you find here.

An explanation of Responsibilities tool and examples you can also find on the website of Helen Sanderson Associates.

Literature

SANDERSON, Helen & GOODWIN, Gill (2007): Person Centred Thinking Stockport: HSA Press.http://www.personcentredplanning.eu/files/hsa_minibook_pcp.pdf

MAP has been developed by Jack PEARPOINT and Marsha FOREST in the mid 1980’s (see O’BRIEN & FOREST 1989). PATH followed slightly later (see PEARPOINT, O’BRIEN & FOREST 2001). Both these methods use a graphic process in a meeting where the main person has invited people that they have chosen. It is important that the person and their support circle are well supported and prepared for the meeting.

MAP is comprised of formerly eight and today six steps (see O’BRIEN & LOVETT 2000) drawing a positive picture of a person through a group of invited people (O’BRIEN, PEARPOINT & KAHN 2010, 93):

  1. Hear the story
  2. Honour the Dream
  3. Recognise the Nightmare
  4. Name Gifts
  5. Say What It Takes to receive the Gifts
  6. Agree on Action

So, this MAP group process enables 'clarifying gifts, identifying meaningful contributions, specifying the necessary conditions for contribution, and making agreements that will develop opportunities for contributions' (O’BRIEN, PEARPOINT & KAHN 2010, 16).

Literature

O’BRIEN, John (1999): Great Questions and the Art of Portraiture. Online: http://www.inclusion.com/artportraiture.html
O'BRIEN, John & FOREST, Marsha (1989): Action for Inclusion. Toronto: Inclusion Press
O'BRIEN, John & LOVETT, Herbert (22000): Finding a Way toward everyday Lives. The Contribution of Person-centered Planning. In: O'BRIEN, John & O'BRIEN, Connie Lyle (Eds.): A little book about Person Centered Planning. Toronto: Inclusion Press, 113-132
O'BRIEN, John & PEARPOINT, Jack (2002): Person-Centered Planning with MAPS and PATH. A Workbook for Facilitators. Toronto: Inclusion Press
O’BRIEN, John, PEARPOINT, Jack & KAHN, Linda (2010): The PATH & MAPS Handbook. Person-Centered Ways to build Communnity. Toronto:  Inclusion Press
PEARPOINT, Jack (2002): Hints for Graphic Facilitators. Toronto: Inclusion Press
PEARPOINT, Jack, O‘BRIEN, John & FOREST, Marsha (2001): PATH: Planning Alternative Tomorrows with Hope. A Workbook for Planning Possible Positive Futures. Toronto: Inclusion Press

Links

Inclusion Press – Books and Material (USA)

http://www.inclusion.com/maps.html
http://www.inclusion.com/path.html

Books and Material on MAPS and PATH in Europe

http://www.inclusiononline.co.uk/books.html

Helen Sanderson Associates – Information and examples of MAPS and PATH

http://www.helensandersonassociates.co.uk/reading-room/how/person-centred-planning/map.aspx
http://www.helensandersonassociates.co.uk/reading-room/how/person-centred-planning/path.aspx 

Gives support staff information on how the person communicates with their behaviour as well as with words and provides information on what staff must do to support the person. There are two types.

  1. How we understand what the person is telling us
  2. How tell the person what we would like them to do

This tool helps

  • Staff understand what a person is saying with their behaviour
  • Respond to the persons behaviour when there is a discrepancy between words and behaviour
  • Understand how they best support the person
  • Understand how they need to communicate what they would like the person to do.

A template of the communication chart table you can download here.

Another template (see graphic) of the communication chart you will find on the websitehttp://www.thinkandplan.com/ and here.

The short description of the method in the minibook person centred thinking you find here.

An explanation of the communication chart tool and examples you can also find on the website of Helen Sanderson Associates.

Literature

SANDERSON, Helen & GOODWIN, Gill (2007): Person Centred Thinking Stockport: HSA Press.http://www.personcentredplanning.eu/files/hsa_minibook_pcp.pdf

PATH is a powerful planning process that  developed by Jack Pearpoint, John O‘Brien and Marscha Forrest in the beginning of the 1990s. PATH uses like MAPS  a graphic process in a meeting where the main person has invited people that they have chosen. It is important that the person and their support circle are well supported and prepared for the meeting.

PATH  uses a graphic process where the people planning with the person support them to their share dreams for the future then to set positive and possible targets to move towards that dream. PATH is comprised by eight steps (O’BRIEN, PEARPOINT & KAHN 2010, 63):

  1. Locate the North Star
  2. Generate a Vision of a positive possible future
  3. Describe the Now
  4. Invite Enrollment
  5. Decide to Get Stronger
  6. Identify Bold Steps
  7. Organise the month’s work
  8. Agree to Next Steps

So, the PATH group process enables “discovering a way to move toward a positive and possible goal, which is rooted in life purpose, by enrolling others, building strength, and finding a 
workable strategy”  (O’BRIEN, PEARPOINT & KAHN 2010, 16).

Literature

O’BRIEN, John (1999): Great Questions and the Art of Portraiture. Online: http://www.inclusion.com/artportraiture.html
O'BRIEN, John & FOREST, Marsha (1989): Action for Inclusion. Toronto: Inclusion Press
O'BRIEN, John & LOVETT, Herbert (22000): Finding a Way toward everyday Lives. The Contribution of Person-centered Planning. In: O'BRIEN, John & O'BRIEN, Connie Lyle (Eds.): A little book about Person Centered Planning. Toronto: Inclusion Press, 113-132
O'BRIEN, John & PEARPOINT, Jack (2002): Person-Centered Planning with MAPS and PATH. A Workbook for Facilitators. Toronto: Inclusion Press
O’BRIEN, John, PEARPOINT, Jack & KAHN, Linda (2010): The PATH & MAPS Handbook. Person-Centered Ways to build Communnity. Toronto:  Inclusion Press
PEARPOINT, Jack (2002): Hints for Graphic Facilitators. Toronto: Inclusion Press
PEARPOINT, Jack, O‘BRIEN, John & FOREST, Marsha (2001): PATH: Planning Alternative Tomorrows with Hope. A Workbook for Planning Possible Positive Futures. Toronto: Inclusion Press

Links

Inclusion Press – Books and Material (USA)
http://www.inclusion.com/maps.html 
http://www.inclusion.com/path.html

Books and Material on MAP and PATH in Europe
http://www.inclusiononline.co.uk/books.html

Helen Sanderson Associates – Information and examples of MAP and PATH
http://www.helensandersonassociates.co.uk/reading-room/how/person-centred-planning/map.aspx 
http://www.helensandersonassociates.co.uk/reading-room/how/person-centred-planning/path.aspx