Person-Centered Counseling (PCC)

The Person-Centered Counseling (PCC) curriculum provides training for professionals to enhance their active listening skills. It focuses on maintaining the individual at the core of their own life while discovering what truly matters to them. It is designed for professionals working in Aging and Disability Resources Centers and No Wrong Door Systems. This training can be useful to any staff member with planning or service coordination responsibilities in long-term services and support. Content in this curriculum was developed through a partnership with federal and state partners, the University of Minnesota, the University of California, San Francisco, the Learning Community for Person-Centered Practices, and Support Development Associates. It is maintained by the Institute on Community Integration at the University of Minnesota.

An Introduction to the No Wrong Door Systems

Person-Centered Access to Long Term Services and Supports

Person-Centered Planning and Implementation

Person-Centered Thinking and Practice

Protection and Advocacy

Supporting Caregiving Family Members

Who We Serve

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An Introduction to the No Wrong Door Systems

No Wrong Door (NWD) Systems are meant to support positive changes in the way that people learn about, understand, and access long-term services and support (LTSS). This course is designed for Person-Centered Counseling (PCC) professionals and others who have an interest in understanding or implementing aspects of the NWD systems. The course provides basic information about the purpose, structure, and evolution of state No Wrong Door systems consistent with the federal vision that is being advanced and supported by the U.S. Administration for Community Living, the Centers for Medicare and Medicaid Services, and the Veterans Health Administration. It introduces the role of Person-Centered Counseling (PCC) professionals and how this role supports the federal NWD vision.

CE Credits:

0.2

Contact Hours:

2.4

Total Lessons:

Lesson 1: The No Wrong Door Systems: Vision, Values, and Structure (Contact Hours: 0.6)

In the past two decades, the number of options for receiving long-term services and supports (LTSS) has grown immensely. While these options are welcome and provide more flexibility for people seeking LTSS, they also can make the process of finding and accessing the right LTSS very complex. People do not know where to get reliable information that meets their unique needs. Many professional roles are limited to specific tasks. This means the support professionals provide can be either not very comprehensive. They may begin and end with eligibility for a specific service, program, or

treatment. The result is a fragmented and unwieldy process for people seeking help with no single point of contact to understand a more holistic and person-centered approach to arranging services and supports. The vision of No Wrong Door Systems is a single, statewide system for supporting access to LTSS options from any source, including those paid for through Medicaid, other government programs, insurance, and private pay. It is meant for any person, of any age or need, who is seeking or planning for LTSS. Each state will be encouraged to have a NWD system that leverages the state’s strengths in supporting people to reach their goals. This lesson will introduce the vision and values of NWD Systems. It will describe the structures of a successful NWD system.

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Lesson 2: The Evolution of the No Wrong Door Systems (Contact Hours: 0.6)

No Wrong Door (NWD) Systems are designed to address some of the most significant barriers individuals face when accessing Long-Term Services and Supports (LTSS). The vision and structure of the NWD systems draws on a long history of developments at the federal and state levels meant to overcome some challenges of an expensive and fragmented system. The full structure of proposed NWD systems is new, though the efforts toward making LTSS more accessible to all have been going on for years. This lesson helps the learner understand more about past initiatives. It describes the lessons learned from these previous approaches. It reviews how NWD systems are designed to move LTSS systems to the next phase. Finally, it provides a context for culture change and invites the learner to reflect on their own role in culture change.

Lesson 3: System Level Changes Required to Create a No Wrong Door Systems: Outreach, Partnerships, and Governance (Contact Hours: 0.6)

No Wrong Door (NWD) systems have grown out of a need to improve the way people access long-term services and supports (LTSS). Building a successful NWD system requires many changes. Some of these changes are system level changes. System level changes are important because they provide structures that make the work possible. They help professionals better understand their roles. They also provide support for carrying out the vision of NWD systems. Change in practices will not be enduring without system level change. NWD systems are designed to have four key functions. This lesson focuses on two key functions at the system level. This lesson discusses the purpose and impact of these key functions and describes some key roles that professionals have in implementing them. Here are the two key functions that focus on system level changes:

Public Outreach and Coordination with Key Referral Sources (outreach and partnerships)
State Governance and Administration (governance) The other two functions are person-centered counseling and streamlined access to LTSS. They are reviewed in another lesson.

Lesson 4: The Roles of the Person-Centered Counseling Professional in a No Wrong Door Systems (Contact Hours: 0.6)

A previous lesson discussed the major system level changes that each state may implement as part of No Wrong Door (NWD) Systems. The role of individual professionals will also change. One of the most significant changes will be the development of the Person-Centered Counseling (PCC) professional role. This lesson gives a short overview of the PCC professional role, including their two key functions in a NWD system. The two key functions are per- son-centered counseling and streamlining access to public programs. Specific training for the skills a PCC professional needs are completed in the remaining courses of this training program.

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Person-Centered Access to Long Term Services and Supports

No Wrong Door (NWD) Systems seek to improve the way people learn about, understand, and access long-term services and supports. Given the pivotal role Person-Centered Counseling professionals play in a NWD System, they can make all the difference in the world in shaping how consumers experience the LTSS system. By using person-centered discovery approaches as a way to ensure people have information that is meaningful to them, PCC professionals can more effectively support people as they navigate their way through the LTSS system and minimize the sense of system fragmentation that people often encounter. This course provides a broad overview of the resources available within the LTSS system and describes important considerations PCC professionals need to take into account in supporting people’s access to LTSS. It introduces a wide range of public and private programs, supports, and services, and discusses ways to help people combine available resources to meet their individual preferences. It describes a variety of situations that PCC professionals may encounter, explains options for addressing these situations, and provides suggestions of what these options may look like at the local level.

CE Credits:

0.5

Contact Hours:

5.1

Total Lessons:

Lesson 1: Using Person-Centered Practices to Connect People to LTSS (Contact Hours: 0.6)

People who are seeking assistance do not always know what is available. Finding the right long-term services and supports (LTSS) can be challenging and at times complicated. Person-Centered Counseling professionals are professionals who can help with this. They use person-centered thinking (PCT) and practices to support people in accessing the right LTSS in the right way. This lesson gives a broad overview of LTSS including a range of services that are

available. It provides a quick review of the PCC professional role in a No Wrong Door (NWD) system. It gives a basic description of strategies in streamlining access to LTSS options. This lesson is a reminder of these important functions in the context of this course.

Lesson 2: Considerations in Presenting and Determining Options (Contact Hours: 0.7)

Person-centered discovery helps people identify their strengths, goals, and preferences. Person-Centered Counseling professionals play an

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important role in facilitating the discovery process and streamlining access to resources. This lesson introduces 11 key considerations that you can use as you support people. These considerations can be used at any time in the process.

Start with what the person says they want
Responding to urgent needs
Identifying and sorting resources
Supporting access and eligibility
Considering timelines and limits
Financial implications
Supporting selection of providers
Appeals and grievances
Helping with the impact of unmet needs
Working with authorized decision-makers
Providing ongoing support

Lesson 3: Working in Collaboration with Others to Support the Person (Contact Hours: 0.5)

Person-Centered Counseling (PCC) professionals are part of changing the experience of accessing

long-term services and supports (LTSS). The current system often feels fragmented and difficult to navigate for people seeking assistance. PCC professionals help improve the sense of coordination by using person-centered practices to support streamlined access to appropriate resources. In order to do this, PCC professionals need to cultivate professional relationships with others. This lesson provides the learner with an overview of how formal linkages in No Wrong Door (NWD) systems may influence their role. It will also introduce some of the informal partnerships that PCC professionals can cultivate. It describes the values of networking and offers tips on how to build strong relationships while providing person-centered support.

Lesson 4: Personal Finances (Contact Hours: 0.6)

Long term services and supports (LTSS) require resources. Payment for services and supports can include private pay, public pay, or a combination of the two. Private pay is the use of personal resources to organize services and

supports. Public pay is the use of community resources. Public pay may help fund need-based programs or entitlement programs, such as Social Security, Medicaid, and Medicare. It may include other types of federal, state, or community resources such as housing or nutrition support. Typically, people do little planning for LTSS costs and have very little understanding of the implications and nuances of paying for them. It may be difficult for people to find transparent information on costs and eligibility for programs and services. Person-Centered Counseling professionals can support people in understanding financial implications of choices and options using a person- centered approach. They can support people in planning for and getting organized in this area.

Lesson 5: Medicaid and LTSS (Contact Hours: 0.8)

This lesson will give the learner a basic overview of Medicaid as a funder of long-term services and supports (LTSS). It will describe recent changes in the expectations and funding of Medicaid LTSS

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options. It will provide a basic understanding of eligibility. This lesson is only a starting point for understanding Medicaid and is not comprehensive. Person-Centered Counseling (PCC) professionals need to understand their state’s Medicaid waiver programs and other long-term care programs. They need to know how Medicaid intersects with other programs, eligibility requirements, and the implications for people who are seeking these services or who may be eligible for services.

Lesson 6: The Influence of Health Insurance on LTSS (Contact Hours: 0.6)

Health insurance has the potential to be a critical asset to overall health and well-being. It can be a part of support for a return to community living after a hospitalization. Accessing benefits can help people reduce the likelihood of return to health crisis or loss of functioning. Some people may need support to fully understand these options. They may need support to access and advocate for benefits

through their health insurance. Due to the Affordable Care Act, health insurance is becoming more accessible to many people. However, people have more choices and information to sort out than ever before. This lesson will help the Person-Centered Counseling (PCC) professional understand the most common aspects of insurance as it relates to supporting people with LTSS needs.

Lesson 7: Other Federal Programs to Consider with Community-Based LTSS (Contact Hours: 0.7)

You have already learned about some of the large, federally funded programs like Medicaid and Medicare. These are not the only federally (or publicly) funded options for people. Depending on where someone lives, they may be able to access other federally funded programs. Most of these programs are entitlement programs. People must meet certain criteria in order to access the services, however once they do, they should have access to the program. As a Person-Centered Counseling (PCC) professional,

you should have a basic understanding of these programs. You should know what they can do for people and who might be eligible.

Lesson 8: Accessing Local Resources and Natural Support in Community-Based LTSS (Contact Hours: 0.5)

Person-Centered Counseling (PCC) professionals play a vital role in connecting people to meaningful resources. Earlier lessons in this course provided information about some federally funded resources. For some people, accessing those programs will be an essential part of meeting their needs. For others, private pay for services may be the best fit. In both of these situations the use of local and natural support resources may enhance the person’s overall quality of life. These sources may also help during periods when a person needs more assistance but for a shorter period of time (transitions). This lesson introduces a variety of resources. It will also help PCC professionals understand more about how to research, organize, and access them.

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Person-Centered Planning and Implementation

This course is designed to help Person-Centered Counseling professionals understand their role in person- centered planning. It builds on the skills and tools outlined in the Person-Centered Thinking and Practices course, and outlines a person-centered planning process that No Wrong Door (NWD) counselors and others can use. It includes guidance on when the development of a formal person-centered plan might be helpful for an individual.

CE Credits:

0.5

Contact Hours:

5.2

Total Lessons:

Lesson 1: The Role of Person-Centered Counseling Professionals in Person-Centered Planning (Contact Hours: 0.5)

Person-centered planning (PCP) is a type of planning that seeks and organizes information differently than a service or system-driven plan. It also has a different purpose. PCP provides a positive, strengths-based introduction to a person. It helps others quickly identify what’s most important to them. It describes how best to support them. Goals and outcomes of the plan are defined by the person and are meaningful to the person. In all No Wrong Door (NWD) interactions there should be a focus on what is important to people. However, a formal written plan through a NWD system is always voluntary and driven completely by the person. The plan

belongs to them. Having access to planning support from a Person-Centered Counseling (PCC) professional is an essential component of NWD systems. PCC professionals should be aware of the usefulness of PCPs and have a method of completing one. This lesson will provide you with an overview of your potential role in a NWD system and an overview of what a person-centered plan might look like in that role.

Lesson 2: Applying the Core Values and Principles in a No Wrong Door Person-Centered Planning Process (Contact Hours: 0.6)

This lesson is about putting core values into action through a person-centered plan. Person-Centered Counseling (PCC) is based on the core values of individual choice, direction, and

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control. It is also based on the principle of ensuring people have enough support to experience typical, inclusive, and preferred opportunities in a culturally relevant way. You will learn how to use the core values and principles in planning. The lesson ends with content to help you consider risks.

Lesson 3: Using Person-Centered Thinking Approaches to Support Discovery and Build a Person-Centered Plan (Contact Hours: 0.5)

Gathering and organizing useful information is a crucial task when helping to develop person-centered plans (PCPs). This discovery process uses purposeful but branching conversations as a core strategy. The skills and approaches from the person-centered thinking course are used to help identify a person’s goals and build the components of the plan. This lesson will review these skills and approaches and the basics of how they relate to formal, written PCPs in a No Wrong Door (NWD) system.

Lesson 4: Filling in the Components of a One-Page Description of Person-Centered Plan (Contact Hours: 0.5)

A No Wrong Door (NWD) person-centered plan includes a one-page description. It will be developed for a purpose, and it will include a person’s goals and actions steps. It may also include other person-centered thinking tools as makes sense. This lesson will help you become more familiar with each section of a one-page description. It will provide you with general guidance in transferring information into a description. It will also help you sort out when you might use other tools such as a relationship map, a communication chart, a matching profile form, or a learning log as part of the plan.

Lesson 5: Applying Person-Centered Counseling Skills Flexibly and in a Variety of Settings (Contact Hours: 0.5)

Person-centered discovery and planning can occur in many ways. To complete a formal

person-centered plan requires the use of flexible but organized approaches. To complete a plan, you may meet with a person several times. You must be prepared to meet people in a variety of locations. You may facilitate the process one-on-one with the person. Or, you may support group processes to complete a plan. Each situation presents unique benefits and challenges that you must navigate. This lesson will provide you with key tips and consideration for organizing your approach. It will provide examples of person-centered planning in three different situations.

Lesson 6: Writing Action Steps for Meaningful Outcomes (Contact Hours: 0.5)

Discovery and the development of a person-centered plan always start with a purpose. The purpose will help people develop their goals for the plan. A person’s goals will be uniquely their own. They will be defined by them and often written in their own words. In order to coordinate teams or ensure plans are useful, it is helpful to develop action steps and timelines related to the

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goals. The Person-Centered Counseling (PCC) professional can help the person shape their goals into action steps that are likely to lead to the outcomes they desire. They can also help ensure the actions steps reflect important considerations regarding identification and selection of approaches.

Lesson 7: Considering and Using Natural Supports, Private Pay, and Community Resources in Planning (Contact Hours: 0.5)

Person-Centered Counseling (PCC) professionals help people describe their situations and hopes in a person-centered way. The understanding of the person’s situation and how they prefer to handle it is based on the individual’s own values, beliefs, and preferences. The plan is never is defined by or described in terms of service eligibility.

PCC professionals must work with people to try to achieve their goals. There are many reasons to look at meeting needs with natural supports

first. For many people, local or generic resources and private pay options are going to be given first consideration over larger, publicly funded options. This lesson helps you support people in thinking about these resources as part of their plans. There are additional lessons about accessing and using these types of resources as part of a person-centered approach in the course on long-term services and supports (LTSS).

Lesson 8: Use of Publicly Funded Programs in Planning (Contact Hours: 0.5)

Person-centered counseling helps people to organize services and supports in ways that make sense to them. Many people will never be eligible for public programs. Those who are eligible may choose not to use them. However, sometimes people are eligible and are interested in these programs. Others may already be using publicly funded programs but still want support from the Person-Centered Counseling (PCC) professional. This lesson gives a brief overview of the PCC professional’s potential roles in this

process. This lesson is a short overview of incorporating these programs into a plan. For more information regarding the specifics of these programs, you can refer to the course on long-term services and support (LTSS) in this curriculum.

Lesson 9: Ensuring the Plan is Useful and Useable (Contact Hours: 0.4)

It is important for a person-centered plan to be useful and useable. Once you have enough information and an understanding of the person’s goals, you will help them organize this into the full plan. You may start on your own and bring it for review or approval. Or, you may do this with the person present the whole time. You will want to transfer the important details to a person’s one-page description. You will help to describe goals and write action steps that have the SMART components. Before using the plan it should be carefully reviewed with the person and anyone else they would like to review it. This lesson will remind you of criteria that you can use to review a per- son-centered plan. By reviewing for these, you make it more likely the plan will be useful and useable.

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Lesson 10: Implementation and Follow-Up (Contact Hours: 0.5)

Specific actions of a person-centered plan may be completed by anyone the person chooses and who is willing. Completing actions may or may not be a part of the Person-Centered Counseling (PCC) professional’s role. However, sometimes they have role in implementing actions in the plan. At a minimum, the PCC professional’s role will include follow-up regarding plans as desired by individuals. In addition, the PCC professional may have a role in identifying gaps in services and supports. These may be in the community or their agency’s capacity to support people in a person-centered way. This lesson will help you understand when these duties may be a part of your role and how to accomplish them.

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Person-Centered Thinking and Practice

This course is designed for Person-Centered Counseling professionals who are working in No Wrong Door (NWD) Systems. The content covers the core concepts, terms, strategies and tools associated with person-centered thinking (PCT) and practices. This online course is based on trainings developed and maintained by The Learning Community for Person-Centered Practices, and is a prerequisite to the online Person-Centered Planning and Implementation course.

CE Credits:

0.8

Contact Hours:

8.5

Total Lessons:

Lesson 1: The Core Values of Person-Centered Counseling (Contact Hours: 0.7)

Person-centered counseling (PCC) is an approach to counseling that is built on the core values of choice, direction, and control. This lesson reviews these core values in the context of using person-centered thinking (PCT) practices in a No Wrong Door (NWD) system. The lesson will help the learner understand these values as a foundation to person-centered approaches. It will also review some common challenges in applying them. It helps the learner connect the PCT skills they will learn in other lessons to the values. Finally, it will review some ideas for how to maintain theses values in practice when the system or others make this difficult. The remaining lessons in the course

provide more details regarding how these values and other critical attitudes and skills can be applied through PCT and related skills.

Lesson 2: Community Life for Everyone (Contact Hours: 0.8)

This lesson will help you consider the value of community living. It will provide background on the movement toward community living in long-term services and supports. It will explain the difference between a system-focused life and a balanced life in the community. It will use terms and concepts that are part of The Learning Community’s (TLC) Person-Centered Thinking (PCT) approach. It will also introduce the Relationship Map, a TLC tool. This tool supports consideration of the person’s current connections to community through the lens of relationships.

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Lesson 3: What is Person-Centered Thinking in the Person-Centered Counseling Role? (Contact Hours: 0.7)

Person-centered thinking (PCT) skills help people approach each other in a consistently person-centered way. They are a core skill set for Person-Centered Counseling (PCC) professionals. This lesson provides additional information about what being “person-centered” means in this role. It helps learners distinguish between “fixing” approaches and “support” approaches. It introduces the three promises of PCT. It reminds learners about the power and importance of active listening in the role.

Lesson 4: Supporting Positive Change in Service Delivery and Systems (Contact Hours: 0.7)

In the last few decades, there have been many positive changes in systems and community attitudes. However, there is further to go. Today, human services systems are still not aligned with person-centered practices. They do not reliably

provide support in the context of inclusion, opportunity, choice, direction, and control for everyone. More change is needed. Everyone has a role in making this change happen. This lesson will use terms and concepts that are part of the Learning Community approach to person-centered thinking to describe conditions required to fuel change in systems. It helps the learner understand potential roles and responsibilities for supporting positive change in a system.

Lesson 5: PCT Core Concept: Important To and Important For, and the Balance Between Them (Contact Hours: 0.8)

Person-Centered Counseling (PCC) professionals must be able to recognize the difference between the concepts of important to and important for. They must also be able to guide people seeking support in determining what is important to and for them. They must be able to support people to address these aspects of their lives and express their preferred balance between the two. They can do this through

person-centered discovery and planning strategies. In this lesson, the learner will review these concepts as they are defined by the Learning Community. They will practice differentiating the two areas. They will also learn more about why the sequence of discovery matters. And they will learn how to help people address their “to/for balance” when planning supports are reviewed.

Lesson 6: The Role of Relationships and Cultural Context in Person-Centered Thinking (Contact Hours: 0.8)

A central part of what makes life meaningful is connections to others. People also value the ability to set goals or prioritize life according to their own values. Culture, background, and resources will have a large impact in these areas. As a result, the context of what is valued and how it looks will vary from person to person. It will also vary from community to community. This lesson introduces the learner to these important issues. It provides approaches for

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applying them. However, this lesson introduces this content only briefly. It does so in the context of the person- centered thinking skills and tools. It is strongly recommended that you seek additional training and information about these topics. You can check out the resources listed with this course to learn more.

Lesson 7: An Overview of Person-Centered Thinking Skills and Tools (Contact Hours: 0.6)

The Person-Centered Counseling (PCC) training program teaches skills that will enhance your ability to provide person-centered support. These skills are not specific to working with people who have long-term service and support (LTSS) needs. They are strategies that help you understand any person’s “to/for balance.” However, when applied thoughtfully in a No Wrong Door setting, they can support person-centered discovery and assessment. They can help professionals learn more and problem-solve. They can help professionals support people in organizing information to achieve

person-centered support. This lesson provides an overview of three sets of skills (discovery, everyday learning, and management) that are part of the Learning Community approach to person-centered thinking (PCT). This is a brief overview and orientation. Each set has its own lesson for more depth. You will also get to practice many of the skills in person as part of the blended learning approach.

Lesson 8: First Impressions and Conversation Skills (Contact Hours: 0.7)

This lesson will help you understand the importance of starting off well with a person. It reviews the difference between person-centered discovery and assessment. It reviews methods of discovery conversations that are likely to support the person’s engagement. It describes the power of purposeful but branching conversations. It will reinforce a technique of guess/ask/write in documenting information. It describes the usefulness of open-ended questions. Keep in mind, you will have

opportunities to practice these skills and others during the in-person portion of the blended learning model.

Lesson 9: Further Exploration of Discovery Approaches (Contact Hours: 0.6)

Discovery is an essential part of person-centered thinking and planning. There are six different approaches discussed in this course that can be used to discover the right “to/for balance” with a person. These approaches provide more options for developing skill in discovery. Four of them are reviewed in this lesson. One was reviewed in the lesson in this course called Community Life for All (relationships map). All of them will be reviewed in more depth during the in-person portion of the blended learning model. These approaches may be used informally and flexibly in practice. They can help professionals learn more about a person. They can help Person-Centered Counseling (PCC) professionals avoid common pitfalls and overcome barriers to discovery.

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Lesson 10: Further Exploration of Everyday Learning Approaches (Contact Hours: 0.7)

Everyday learning skills are an essential part of person-centered thinking. They support learning about a good “to/ for balance.” They can also be used to document learning, problem-solve, define common agendas, and negotiate solutions as needed. There are three different tools presented in this lesson: 4+1 questions, what’s working/what’s not working, and the learning log. As with all approaches taught in this course, they are optional and not required. They may be used formally or informally. They are only used formally with people’s willingness and permission.

These tools may used by the professional alone, in groups with co-workers, with a person, or with others. They may be used for a variety of reasons beyond direct contact with people seeking services (for example, to problem-solve a policy or practice issue). However, nothing about a person is placed in any formal record or used in

anyway without their participation and approval. Practice with these tools can enhance the Person-Centered Counseling (PCC) professional’s skills in helping people weigh pros and cons of their options (decision support).

Lesson 11: Further Exploration of the Remaining Skills and Tools of Person-Centered Thinking (Contact Hours: 0.7)

Being able to discover what is important to and for a person and their correct balance is a central role for a Person-Centered Counseling (PCC) professional. Being able to use that information to provide meaningful decision support is also a role. Often that work is done informally and quickly. A PCC professional may only have one interaction with a person. However, in other situations there may be ongoing work to help a person engage support in a meaningful way. The tools in this lesson are more helpful in situations where a lengthier discovery process is needed and roles and expectations must be clarified.

Lesson 12: Integrating the Tools and Skills in the No Wrong Door Personal-Centered Counseling Role (Contact Hours: 0.7)

Person-Centered Counseling (PCC) professionals have a challenging but exciting job. They are at the forefront of new attitudes and approaches in long-term services and supports. However, there are many competing demands and expectations. In addition, the role is evolving in the current environment. Incorporating different practices on top of many job duties can feel intimidating. This lesson will provide information about the importance of integrating person-centered thinking (PCT) skills. It will provide support for approaches that make it possible.

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Protection and Advocacy

This course describes what the Protection and Advocacy System is and what protection and advocacy agencies and organizations do. Person-Centered Counseling professionals will gain an understanding of how protection and advocacy relates to working in a No Wrong Door (NWD) System, and when it might be appropriate to partner with or refer someone to a protection and advocacy agency. The learner will become oriented to person-centered thinking and practices as it relates to the protection and advocacy role of PCC professionals in a NWD system. The core values of the person-centered counseling approach – choice, control, and direction – are described, and issues of informed choice, decision support, self-direction, and person-centered advocacy are addressed. This course also provides information on defining and identifying various types of abuse, neglect, and exploitation, as well as the responsibilities of mandated reporters.

CE Credits:

0.5

Contact Hours:

4.8

Total Lessons:

Lesson 1: The Protection and Advocacy System (Contact Hours: 0.7)

In this lesson, Person-Centered Counseling (PCC) professionals will learn about the Protection and Advocacy System, Protection and Advocacy agencies, and the programs and services they provide. The Protection and Advocacy System is a federally mandated network of agencies that provide protection and advocacy services for people with disabilities of all ages, including older adults. There is one Protection and Advocacy agency in every state and territory in the US, including a Native American Protection and Advocacy agency. As a PCC professional, you

might already engage in some protection and advocacy duties, but keep in mind that for this lesson the term ‘Protection and Advocacy’ refers to this formal and specific system of agencies. Also keep in mind that this system and the agencies that are part of it are different from Adult Protective Services, although you might work with both Adult Protective Services and Protection and Advocacy agencies in your role as a PCC professional.

Lesson 2: Incorporating the Values and Views of Person-Centered Counseling into Protection and Advocacy (Contact Hours: 0.7)

The core values of the Person-Centered

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Counseling (PCC) approach in No Wrong Door (NWD) Systems are choice, direction, and control. This lesson orients the learner to person-centered thinking and practices as it relates to a PCC professional’s protection and advocacy role. This lesson will help the learner incorporate the PCC approach in their protection and advocacy work and address issues of informed choice, decision support, self-direction, and person-centered advocacy.

Lesson 3: Defining and Identifying Abuse (Contact Hours: 0.7)

Maltreatment refers to abuse, neglect, and exploitation. It is important to understand and identify different forms of abuse or maltreatment in your work as a Person-Centered Counseling (PCC) professional in a No Wrong Door (NWD) system. Any person can experience abuse, regardless of age, disability, race, or sex. Any person can inflict abuse on an individual, including friends, family, paid providers, neighbors, and health or homecare professionals.

Lesson 4: Defining and Identifying Neglect and Exploitation (Contact Hours: 0.7)

This lesson provides information on neglect and exploitation. As a Person-Centered Counseling (PCC) professional, it is important to understand and be able to identify neglect and exploitation, two other forms of maltreatment. Any person can experience neglect and exploitation, regardless of age, disability, race, or sex. And any person can neglect or exploit someone including friends, family, paid providers, neighbors, and health or homecare professionals.

Lesson 5: Reporting Abuse and other Legal Requirements for Mandated Reporters (Contact Hours: 0.7)

This lesson will give Person-Centered Counseling (PCC) professionals an overview of what mandated reporting is, who mandated reporters are, and what events are reportable. It will describe how to document and report abuse or suspected maltreatment that someone working

in a No Wrong Door (NWD) system may encounter, as well as when and where to report it. Lastly, this lesson will provide information on resources and agencies that can help.

Lesson 6: Disability and Aging-Related Laws and Policies (Contact Hours: 0.7)

The disability rights movement led to significant changes and legal decisions that have influenced the lives of people with disabilities of all ages. Even though much progress has been made, the disability rights movement continues because people with disabilities are still discriminated against in many ways. This lesson will introduce the learner to some of the most important laws, policies, and court cases that have created fundamental rights for people with disabilities, including children and older adults with disabilities. Person-Centered Counseling (PCC) Professionals will learn about the different laws and policies that influence the kinds of services and supports that people seek through a No Wrong Door (NWD) system. Understanding the

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history of these laws and policies can help PCC professionals to not only advocate on behalf of those being served, but also to better understand current inequalities and struggles. At the end of this lesson, the learner will have a better understanding of why these laws and policies are an important part of their job in a NWD system.

Lesson 7: Advocacy and Disability Organizations (Contact Hours: 0.7)

This lesson will go over some information on individual and systems advocacy, including what they are and why they’re important. In this lesson you will also learn about some advocacy and disability organizations that might be useful to Person-Centered Counseling (PCC) professionals who work in a No Wrong Door (NWD) system. Keep in mind that there are many more national and state agencies and organizations. The ones covered in this lesson are just a small selection. Feel free to do some research on your own and find some other organizations that might be useful in your role in a NWD system.

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Supporting Caregiving Family Members

The majority of long-term services and supports (LTSS) to people living in community is provided by family members or others who care. Natural supporters are often among the most influential and important relationships in a person’s life. This is true even when they provide no direct care to the person. In the past, the needs of these supporters were rarely considered. However, when supporters are ignored or forgotten, it takes a toll. They can feel overwhelmed or uncertain. As caregivers, they can experience physical and mental fatigue, illness, or stress. This course helps person-centered professionals recognize and support these needs in culturally responsive ways. It addresses key issues and practices in working with supporters and caregivers. It does so in the context of an overall person-centered and person-directed approach.

CE Credits:

0.4

Contact Hours:

4.0

Total Lessons:

Lesson 1: Understanding and Supporting Family Caregiving (Contact Hours: 0.8)

Over 40 million people in the US provide support to someone in their home each year. The majority of these caregivers are legal family or family of choice. Their efforts make community living possible for people with support needs. They are an anchor for many in our communities. However, they are mostly unrecognized and unsupported themselves. This lesson focuses on the critical role of these natural support networks. It describes who they are and what they do. It shares common aspects of their journeys. It will prepare the learner to value and focus on the well-being of these critical supporters.

Learning Objective: Describe at least two benefits of incorporating person-centered assessment and assistance to natural support givers in your standard practices.

Lesson 2: The Context of Culture and Diversity (Contact Hours: 0.8)

A family is a network of people who identify and function as family. Each family is unique. All families have both strengths and challenges in a caregiving situation. Many families will be influenced by culture. They also will be shaped by experiences. It is important to know that family does not always meet a legal definition.

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At times, legal family cannot or will not provide support. Or, they may be willing, but the person being supported may not want legal family in those roles. With this in mind, person-centered professionals need skills to identify who is family in each situation. They should try to understand who has influence in the caregiving situation. Some people may not be clearly part of the family but are culturally important such as community elders or faith leaders. This lesson will help you enhance your strategies for identifying family and caregivers generally. It will also help you consider cultural and world view differences in caregiving and family roles.

Learning Objective: Use culturally responsive strategies for identifying and working with natural supporters and family in the context of each unique support environment.

Lesson 3: Assessing and Supporting Caregiver Strengths and Needs (Contact Hours: 0.8)

Natural support and family caregivers can be a central part of a person’s overall ability to live in community. However, caregiver needs are often overlooked. It is recommended that a specific time and process be set aside for caregiver assessment. This may lead to better outcomes for both the caregivers and the person receiving support. In this lesson, you will learn more about specifics strategies that are useful in this area. You will review potential supports for caregivers. You will practice matching needs and strengths to supports.

Learning Objective: Identify caregiver strengths and needs and support them in developing a plan for effectiveness in their role and long-term well-being and stability.

Lesson 4: Family Expectations and Service Realities (Contact Hours: 0.8)

Each member in a caregiving family comes with beliefs about support. These beliefs come from many sources. They include the culture of the family. They include individual experiences. They reflect the understanding of their communities. Some ideas may be inaccurate or outdated. Funding, regulation, and organization of services are changing. There is a growing focus on people’s rights as expressed through full inclusion. This shift has been over time. Many people with disabilities and their families have been active in this reform. Others may find these changes confusing. In this lesson, you will consider how these expectations may feel to some families. This lesson will help you work within a person- and family-centered framework to support families.

Learning Objective: Identify key service philosophies around choice, control, and direction that may be confusing to caregiving families.

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Lesson 5: Supporting Family Collaboration (Contact Hours: 0.8)

Receiving and giving care can be stressful. There are often multiple decisions to make. Many of these have no single or clearly correct approach. This means people supported and their families must be able to work together to make decisions. Working together in unfamiliar circumstances and under stress can be challenging. It may even lead to conflict. Most families will manage this effectively. They will find a way to work through it. However, you can help to minimize unnecessary stress. You can support family collaboration in many ways. This lesson is an overview of some common stresses these families experience that influence collaboration. It reviews some basic approaches the person-centered professional can use.

Learning Objective: Support families in collaborating and managing conflict effectively in caregiving situations.

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Who We Serve

No Wrong Door (NWD) Systems are designed to serve all people who may need any type of long-term services and supports (LTSS) regardless of their age, disability, income, or payer status. That being said, everyone served in a NWD System is unique. This course is designed to help Person-Centered Counseling professionals understand and be able to effectively interact with the many different populations they may come into contact with, including different cultures, types of disabilities, and unique life experiences they have had, including the fact that some people might not even identify as having a disability or even use the word ‘disability’ to talk about what’s important to them.

CE Credits:

0.5

Contact Hours:

4.6

Total Lessons:

Lesson 1: Who Needs LTSS (Contact Hours: 0.7)

As a Person-Centered Counseling (PCC) professional, you will come into contact with many different populations, such as older adults, people with disabilities, veterans, immigrants, and many others. Keep in mind that not all people who need LTSS are people with disabilities and not all people with disabilities need LTSS. Some people you serve in a No Wrong Door (NWD) system might not even identify as having a disability or even use the word ‘disability’ to talk about what’s important to them. This lesson will provide an overview of disability as a concept and why it is important for PCC professionals to be aware of disability as

an identity and the different dimensions of disability, even though not everyone served in a NWD system will have a disability. You will also learn various definitions of disability according to certain laws and programs. This lesson is not meant to include an exhaustive list of all disabilities and their definitions, but rather to familiarize you with some.

Lesson 2: Working with Diverse Populations (Contact Hours: 0.7)

Learn about diversity, bias, cultural competence, cultural humility, and cultural reciprocity. They will have different needs and wants. Learning about diversity and culture will help

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Person-Centered Counseling (PCC) professionals better engage with and listen to each person seeking services in a No Wrong Door (NWD) system. Awareness and increased understanding of each person’s diverse culture, background, and situation will help PCC professionals identify the services and supports they need.

Lesson 3: Communicating with Diverse Populations (Contact Hours: 0.8)

Learn how to effectively communicate with all of the diverse populations that may seek services through a No Wrong Door (NWD) system. You will learn about cultural differences in communication and some different ways to communicate. You will also learn about devices, aids, technologies, and tips that can help with effective communication. That includes how to create environments that facilitate effective communication. There are also legal requirements under the Americans with Disabilities Act (ADA) that ensure access to effective communication. The information

presented in this lesson can apply to anyone who seeks services in a NWD system – it’s not specific to any one population served.

Lesson 4: Becoming More Culturally Competent (Contact Hours: 0.9)

Learn about the importance of cultural competency and diversity and why it’s necessary to constantly examine your own cultural assumptions as part of the process of becoming more culturally competent. You’ll also learn about different cultural perspectives, as well as ways to learn more about the cultural diversity around you.

Lesson 5: Transitions throughout the Lifespan (Contact Hours: 0.7)

Throughout a person’s lifetime, they can go through a number of changes as a result of evolving needs and new roles, identities, and goals. This lesson will describe the following transitions and the services and activities that

might be linked to them:

Early Intervention to Childhood
Youth to Adulthood
Transitional Care
Military Service to Civilian Life
Older adulthood
Institutions to Community Living

Keep in mind, these transitions follow the lifespan, and may not capture all of the possible phases in an individual’s life. You may not provide the services described in this lesson, but it’s important for you to know what services a person receives and if they have unmet needs. As you learn about each transition, think about the role you and the other agencies and organizations in your community may play in serving the people who contact a No Wrong Door (NWD) system. You may have already read about some of these transitions in the course Person-Centered Access to Long-Term Services and Supports, but this lesson will illustrate these transitions with stories from individuals.

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Lesson 6: Services Provided by the NWD System (Contact Hours: 0.9)

This lesson broadly describes some of the common services a person served in a No Wrong Door (NWD) system may need or want, including Information and Referral/Assistance, benefits counseling, Personal Assistance Services, Case Management, Mental and Behavioral Health Services, Housing Services, and Employment Services. This lesson also includes self-advocates talking about the importance of these services in their everyday lives.