you understand why this plan is being done and that the reason for doing the plan is acceptable; and

there is a commitment to act on what is learned.

get to know the person and her/his issues;

develop the ground rules for the planning; and

do any negotiation necessary to have a successful outcome

to build relationships; and

help people be a more a part of their communities.

1. Make sure that there is a commitment to act on what is learned. Remember that a plan is not an outcome. A plan is an organized way of learning what is important to someone and a description of what we will do to act on what have learned (including addressing any issues of health and safety).

2. More specifically, why this plan is being done with this person - is the purpose:

Once the purpose is understood ask what you need to learn and how it might best be learned. Remember essential lifestyle planning is only one way to learn. If the person has a clear goal that will take some time to achieve think about using PATH. If the person has a number of people who care deeply, who are not exclusively paid staff, and you have the skills and energy to mobilize these relationships, think about doing a personal futures plan. Keep in mind that you can do part or all of an essential lifestyle plan to support the development and/or implementation of another kind of plan.

3. Try to learn of the challenges/issues present in developing and implementing the plan before you begin. If this is a person whose parents or guardians have views of what is important to the person that are different (from the views of the person) try to determine how those differences can be addressed. It usually helps to set aside time to listen, to find common ground, before formal meetings. Always talk with the focus person about her/his options and support her/him in deciding how to proceed. Occasionally the best short term solution is to not to do a full plan but to help the person find the best short term compromise.

Do not forget that while someone may want something that their parents see as unsafe, he/she may also want to maintain a good relationship with his/her parents.

Do not forget that we all want mutually exclusive things (e.g. to be skinny and eat whatever we want or to be rich and work in human services), that part of your job is to learn what these mutually exclusive things are and to help the person find a balance that works for them.

Where what the person wants is not supported by those whose consent or assistance is needed for that person to get it, be careful. Do not engage in a process where hopes are raised, only to be crushed. (Be honest about what you can do.)

Remember that the best negotiation is one that no one notices. If you can learn about likely conflicts before that planning starts you can design a process where:

Everyone feels that they were listened to and that they participated in a respectful process.

Common ground is identified and nurtured (often starting with agreement that all of us have the same ultimate goals - for the person we are planning with to be happy and safe).

A dialogue about a balance that will work for the person (and the compromises that will work for others) is initiated and supported.

4. Do not forget the most important part - spending time with the person with who you are planning before you start the plan to:

Develop the ground rules about who to talk with, what can and cannot be discussed, and how to keep the person informed. Where the ground rules that the person wants would interfere with them getting their life the ground rules are negotiated before the planning starts.

5. Look for opportunities to build relationships and help the person be connected to his/her community. Look for opportunities to:

insure respectful planning; and

have reasonable efforts to act on what was learned

also has to be mandated and provided.