Welcome to the Virtual House

Welcome to the Virtual House

This is an interactive illustration of the Psychiatric Rehabilitation process.

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Welcome to the beginning of a unique experience!

This Virtual House is an interactive illustration of the Psychiatric Rehabilitation process. Each room represents one of the four key steps—Consider, Choose, Get, and Keep—all supported by a foundation of willingness and preparation and a roof of skills and supports that contribute to success and satisfaction in a valued role. Created by the New York Psychiatric Rehabilitation Training Academy, this house is designed to help you learn, reflect, and move through each step of the process with confidence. Feel free to explore, revisit rooms, and learn at your own pace. Let's Begin!

How to Navigate the Virtual House

• Click any part of the house (Roof, Foundation, Consider, Choose, Get, Keep) to open that section.

• When a section opens, the house hides so you can focus on the content.

• Each section uses its own icon, which appears at the top of every panel so you always know where you are.

• Inside each slide-in panel, use buttons or accordion menus to view Overview, Key Ideas, Steps, and Worksheets.

• Use the “3 lines (hamburger menu )” whenever you want to choose a different room.

• You can explore the house in any order and revisit rooms anytime or use the left and right navigation in the upper right corner

Skills & Supports for Success & Satisfaction in a Valued Role

The House

What skills & supports do I have for this role? How can I develop the skills & supports I need?

Am I willing/prepared to begin thinking about a role & setting?

Where & in what role do I want to LLWS for the next 6-24 mo?

Foundation of Willingness and Preparation for Psychiatric Rehabilitation Process

Help

Welcome to the "Consider" Room

Here, we begin by exploring your readiness for the Psychiatric Rehabilitation process. This room helps you understand your personal perspectives, comfort level, and preparedness for change. Take your time as you move through the activities and reflections. When you’re ready, use the button below to continue.

Partnering With People to Discover and Develop Readiness

Overview

Foundational Concepts

Three (3) Step Process

Overview

The following overview highlights important considerations in the decision-making process. Click each heading to learn more about each area.

Readiness for Change

Decision Readiness

Learn more about Foundational Concepts

Timing the Commitment

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Foundational Concepts

The concepts and skills of orienting and active listening, which you will see repeatedly while navigating The House, are fundamental to Psychiatric Rehabilitation and should be used throughout all steps of the Psychiatric Rehabilitation process. Click below to learn more about the steps to the skills of orienting and active listening.

Orienting

Active Listening

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Click Here

Orienting

Steps include:

1. Name the activity
2. Show the participant what the process looks like by showing an example and explaining it.
3. Discuss how it might be helpful to the participant.
4. Identify what the participant can expect the practitioner to do; and
5. Identify what the participant will be asked to do in order to successfully participate.
6. Ask the participant to repeat back, in their own words, what they heard you explain.

Active Listening

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Active Listening

Steps Include:

1. Includes all three skills associated with empathically responding to the participant’s perspective.
1. Listening for content (i.e. What they said)
2. Listening for feeling (i.e. “Sounds like you’re feeling….is that correct?”
3. Listening for feeling and meaning (i.e. “Sounds like you’re frustrated and don’t want to live there anymore, is that correct?”)
2. The practitioner checks in with the participant to ensure they have accurately understood the participant’s perspective.
3. Practitioner avoids advice giving, judging, or directing the conversation away from the participant’s perspective.

Three step process of Partnering With People to Discover and Develop Readiness

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Three Step Process to Partnering With People to Develop and Discover Readiness

Explore and Rate Domains of Dissatisfaction

Explore Readiness for Change

Develop Readiness for Change

An early discussion focused on the participant’s current experience in the areas of living, learning, working, and socialization (Li, Le, W, S)...

Readiness Exploration involves a process of self-discovery, facilitated by the practitioner...

Developing Readiness (Four Step Process)...

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Explore and Rate Domains of Dissatisfaction

• Discuss current experiences and feelings within Living, Learning, Working, and Socializing Domains,
• Identify what domains they are dissatisfied in, and
• Discuss internal and external pressures for change and then rate (low, med, high) level of dissatisfaction in each domain.

For more information on how to Explore Domains of Dissatisfaction

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Explore and Rate Domains of Dissatisfaction

An early discussion focused on the participant’s current experience in the areas of living, learning, working, and socialization (Li, Le, W, S). Questions should be focused on the participant’s current level of satisfaction or dissatisfaction with each area (or domain) AND external pressure to make changes in one, none or more of those areas, regardless of the person’s current level of satisfaction/dissatisfaction. Based on this conversation, the participant decides if there is a desire for change in any area (or domain). Once the domain(s) of dissatisfaction are identified, the individual rates their readiness on a scale using low, medium, and high. The practitioner then partners with the individual to discuss the participant’s desire to continue with the process of pursuing a life goal.

Worksheet 1

Step 2: Explore Readiness for Change

Worksheet 5

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Explore Readiness for Change

Readiness Exploration involves a process of self-discovery, facilitated by the practitioner...

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Explore Readiness for Change

Readiness Exploration involves a process of self-discovery, facilitated by the practitioner, of a person’s personal perspectives and knowledge associated with their readiness to consider setting a goal. There are two categories of factors that influence a person's readiness to make a life change and set a life goal: Personal Perspectives and their Knowledge of Self and Environments. Each factor is reviewed and rated (low, med, high).

Learn more about Personal Perspective Factors

Learn more about Knowledge Factors

Personal Perspective Factors (Beliefs on Change)

1. Belief that change is possible (e.g., how much of the time do you believe that you can make a change in your (Li, Le, W, S) situation? Let’s talk about how confident are you that you can make a change in your situation.)
2. Belief that change is desirable and positive (e.g., How better off will you be if you make a change in your (Li, Le, W, or S) situation? Let’s talk about how worried you are that if you made a change you would be worse off than you are now.)
3. Belief that change is manageable by having access to supports and resources (e.g., Let’s discuss your confidence that you will be able to manage a change in your (Li, Le, W, S) situation. How strongly do you believe that you will have the support and resources to make a change in your (Li, Le, W, S) situation?)

Worksheet 2

Learn more about Knowledge Factors

Knowledge Factors (about how a person makes decisions about change)

1. Knowledge/awareness of one’s values and interests (e.g., What’s most important to you when you think of making a change in your (Li, Le, W, S) situation? What would you want most out of making a change in your (Li, Le, W, S) situation?)
2. Knowledge/awareness of one’s decision-making approach (e.g., How do you go about making important decisions?)
3. Knowledge/awareness of the type of environments in a life-role domain including settings, roles, responsibilities, and activities (e.g., environmental requirements and expectations-What do you know about what’s expected in a (Li, Le, W, S) situation? What are your responsibilities when you imagine yourself in a (Li, Le, W, S) situation?)

Worksheet 3

Step 3: Develop Readiness for Change

Worksheet 4

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Develop Readiness for Change

Developing Readiness (Four Step Process)...

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Step 3: Developing Readiness (Four Step Process)

Step 1: Identify readiness components that will benefit from development (the factors rated the lowest). Step 2: List strategies (readiness activities) that can be used to develop readiness. Step 3: Select one or more strategies and implement them.

Knowledge of the environmental roles and expectations

Knowledge of one’s decision-making approach

Belief that change is possible

Belief that change is positive

Belief that change is manageable

Knowledge of one’s values and interests

Step 4: Reassess readiness after implementation.

Key Points of Partnering With People to Discover and Develop Readiness (Considering)

Click on the tabs below to review each Key Point

ORIENT USING THE HOUSE IMAGE

ORIENTING PROCESS

Partner on Self-Discovery

DEVELOPING READINESS

CHECK IN FREQUENTLY

USE THE PROFILE WORKSHEET

RECOGNIZE THE person'S CHOICE

strategies to develop readiness

DEVELOP ACTIVE LISTENING

Welcome to the "Choose" Room

In this room, we focus on choosing a meaningful life goal—one that reflects what matters most to you. You’ve already explored your readiness; now we’ll look at your values, preferences, and the options available to you. When you’re ready, use the button below to continue.

Setting a Life Goal

Overview

Foundational Concepts

Three (3) Step Process

Overview

Select a heading to learn more about each step in moving from Consider to Choose.

From Consider to Choose

Choosing a Life Goal

Learn more about Foundational Concepts

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Foundational Concepts

The Psychiatric Rehabilitation practitioner continues to use both orienting and active listening skills to partner with the participant throughout each step of the Psychiatric Rehabilitation process. The concepts and skills of active listening and orienting are fundamental to Psychiatric Rehabilitation. Click below to learn more about the steps to the skills of orienting and active listening.

Orienting

Active Listening

Click Here

Click Here

Orienting

Steps include:

1. Name the activity
2. Show the participant what the process looks like by showing an example and explaining it.
3. Discuss how it might be helpful to the participant.
4. Identify what the participant can expect the practitioner to do; and
5. Identify what the participant will be asked to do in order to successfully participate.
6. Ask the participant to repeat back, in their own words, what they heard you explain.

Active Listening

Click Here

Active Listening

Steps Include:

1. Includes all three skills associated with empathically responding to the participant’s perspective.
1. Listening for content (i.e. What they said)
2. Listening for feeling (i.e. “Sounds like you’re feeling….is that correct?”
3. Listening for feeling and meaning (i.e. “Sounds like you’re frustrated and don’t want to live there anymore, is that correct?”)
2. The practitioner checks in with the participant to ensure they have accurately understood the participant’s perspective.
3. Practitioner avoids advice giving, judging, or directing the conversation away from the participant’s perspective.

Three (3) Step Process to Setting a Life Goal

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Three (3) Step Process to Setting a Life Goal

Listing Personal Criteria

Describing Alternative Environments

Deciding on a Life Goal

The process of describing alternative options by collecting comprehensive information about the possible options in the domain the participant is focused on (living, learning, working, socializing)

Identifying 5-10 characteristics that someone wants to have in an ideal role or setting in the domain they are focused on.

The participant makes a choice about which role and setting is going to be the most satisfying to achieve in the next 6-24 months.

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Listing Personal Criteria

Identifying 5-10 characteristics that someone wants to have in an ideal role or setting in the domain they are focused on.

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Listing Personal Criteria

Step 1: Analyze Personal Experience:Work collaboratively to examine reactions to the people, places, and activities that the participant has experienced (i.e., Amal feels unhappy that he has roommates that he doesn’t get along with -people. Amal feels worried that he needs help doing his laundry-activities. Amal feels satisfied with having his own bedroom-place). Step 2: Identify Future Preferences: Work together to identify the characteristics of the preferred setting- what the person wants for the future. Step 3: Name the Criteria: Translate the future preferences into a concise phrase that captures the valued quality in each characteristic of the setting or role.

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Step 2: Describing Alternative Environments

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Describing Alternative Environments

The process of describing alternative options by collecting comprehensive information about the possible options in the domain the participant is focused on (living, learning, working, socializing)

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Describing Alternative Environments: Step 2 in Setting a Life Goal

This is the process of describing alternative options by collecting comprehensive information about the possible options in the domain the participant is focused on (living, learning, working, socialization) (icon living environment, working environment, learning environment and socialization environment) Benefits:

1. The process helps to educate the person about how the real-world options that the person qualifies for are different from one another.
2. The outcome helps reduce the number of surprises confronting the person when they are making the decision about a goal, or later, when they are entering the environment.

Step 3: Deciding on a Life Goal

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Describing Alternative Environments: Step 2 in Setting a Life Goal

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Activity 1: Specify Alternative Options Activity 2: Clarify Relevant Characteristics Activity 3: Research Options

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Step 3: Deciding on a Life Goal

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Deciding on a Life Goal

The participant makes a choice about which role and setting is going to be the most satisfying to achieve in the next 6-24 months.

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Deciding on a Life Goal: Step 3 in Setting a Life Goal

Making a choice about which role and setting is going to be the most satisfying fo the participant to achieve in the next 6-24 months. This process supports the person to weigh each piece of information they have collected across each option to identify a role and setting that will be most satisfying. It directs the focus of the Getting and Keeping phase. There are three steps in Deciding on a Life Goal!

Worksheet 7

Describing Alternative Environments: Step 2 in Setting a Life Goal

There are 3 steps involved in Deciding on a Life Goal. Click below for more information.

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Step 1: Define the criteria Step 2: Rate the options Step 3: Confirm the choice

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Key Points of Setting a Life Goal

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Key Points of Setting a Life Goal

Click on the tabs below to review each Key Point

Let the Numbers Tell a Story

Focus on What Matters Most

Blend Facts With Feelings

Refine Until the Choice Fits

Seek Input Only If Helpful

Welcome to the "Get" Room

In this room, we focus on getting what you need to move toward your goal. Here, you’ll explore resources, supports, and practical steps that help you take action with confidence. When you’re ready, use the button below to continue.

Setting a Life Goal

Overview

Foundational Concepts

Skills (Behaviors)

Supports/Resources

Three (3) steps to Identifying Skills and Supports to Reach a Goal

Overview

This training session moves from the “Choose” phase to the “Get” phase. The goal of this phase is to help practitioners understand how to work with individuals to discover the skills and supports that will be essential to achieving success and satisfaction in their identified life goal. SKILLS + SUPPORTS = SUCCESS AND SATISFACTION (GOAL ATTAINMENT)

Learn more about Foundational Concepts

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Foundational Concepts

The Psychiatric Rehabilitation practitioner continues to use both orienting and active listening skills to partner with the participant throughout each step of the Psychiatric Rehabilitation process. The concepts and skills of active listening and orienting are fundamental to Psychiatric Rehabilitation. Click below to learn more about the steps to the skills of orienting and active listening.

Orienting

Active Listening

Click Here

Click Here

Orienting

Steps include:

1. Name the activity
2. Show the participant what the process looks like by showing an example and explaining it.
3. Discuss how it might be helpful to the participant.
4. Identify what the participant can expect the practitioner to do; and
5. Identify what the participant will be asked to do in order to successfully participate.
6. Ask the participant to repeat back, in their own words, what they heard you explain.

Active Listening

Click Here

Active Listening

Steps Include:

1. Includes all three skills associated with empathically responding to the participant’s perspective.
1. Listening for content (i.e. What they said)
2. Listening for feeling (i.e. “Sounds like you’re feeling….is that correct?”
3. Listening for feeling and meaning (i.e. “Sounds like you’re frustrated and don’t want to live there anymore, is that correct?”)
2. The practitioner checks in with the participant to ensure they have accurately understood the participant’s perspective.
3. Practitioner avoids advice giving, judging, or directing the conversation away from the participant’s perspective.

What is a Skill?

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What is a Skill?

A skill is a purposeful behavior performed in a particular environment. Skills are developed with knowledge and are sustained when mastered. There are three types of skills: physical skills (require primarily bodily behaviors), emotional skills (require primarily interpersonal or intrapersonal behaviors), and intellectual skills (require primarily mental behaviors). Examples:

Six (6) Characteristics of Skills

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Six (6) Characteristics of Skills

Click on the cards below to reveal the Six Characteristics of Skills.

Resources/Supports (people, places, things, activities)

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What is a Support/Resource?

Supports and resources are the people, places, things, and activities that are needed in a particular environment. They are as important as skills for goal attainment and can be helpful when: a. Skills are not fully developed – in this case, they compensate for the absent skill(s) (public transportation for an individual who has not learned how to drive). b. Skills are fully developed but supports/resources are still needed (public transportation for an individual who knows how to drive but does not have access to a car.) Examples: Examples:

Critical Skills/Supports

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What is a Critical Skill or Support/Resource?

Critical skills and supports are those behaviors and resources that are essential to be both successful and satisfied in a person’s self-determined goal.

• Critical skills and supports for success are dependent on the behavioral and resource requirements of a specific environment.
• Critical skills and supports for satisfaction are based on what a person needs to know, do, and/or have to meet their rewarding values, needs and preferences.

Three (3) steps to Identifying Skills and Supports to Reach a Goal

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Identifying Skills and Supports/Resources to Reach a Goal (Three Steps)

Listing Critical Skills and Supports

Describing Skill and Support Use

Evaluating Skill and Support Utilization

The practitioner and participant name the most important skills and supports/resources needed to achieve the desired goal.

Means explaining the individual’s specific use of critical skills and clarifying the supports/resources needed to achieve the goal

Means measuring the highest level at which the individual can use critical skills and the current availability of needed supports.

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Listing Critical Skills and Supports

The practitioner and participant name the most important skills and supports/resources needed to achieve the desired goal.

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Identifying Skills and Supports/Resources to Reach a Goal (Step 1)- Listing Critical Skills and Supports

In Listing Critical Skills and Supports/Resources, the practitioner and participant name the most important skills and supports/resources needed to achieve the desired goal. There are four steps in Listing Critical Skills and Supports/Resources. They are:

Step 1: Orient the participant to the concept of role requirements and underlying skills. Step 2: Research the skills and supports/resources needed to achieve success and satisfaction in a goal.Step 3: Identify which ones are critical to achieve the desired life goal. Step 4: Explore if there are any underlying skills of the identified critical skill..

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Describing Skill and Support Use

Means explaining the individual’s specific use of critical skills and clarifying the supports/resources needed to achieve the goal.

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Identifying Skills and Supports/Resources to Reach a Goal (Step 2)-Describing Skill and Support Use

Describing Skill and Support Use means explaining the individual’s specific use of critical skills and clarifying the supports/resources needed to achieve the goal. There are three aspects to describing a skill and describing a support.

1. Identify what the skill or support is,
2. When the person will use the skill or support, and
3. How often they will use the skill or support.

Describing a Skill Describing a Support/Resource

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Evaluating Skill and Support Utilization

Means measuring the highest level at which the individual can use critical skills and the current availability of needed supports.

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Identifying Skills and Supports/Resources to Reach a Goal (Step 3)-Evaluating Skill and Support Utilization

Evaluating Skill and Support Utilization means measuring the highest level at which the individual can use critical skills and the current availability of needed supports. This determines what skills and supports/resources the person presently has and which need to be developed. There are three steps to evaluating skill and support utilization.

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Step 1: Design Evaluation Methods Step 2: Produce Evaluation Tools Step 3: Conduct Evaluations

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Step 1: Design Evaluation Methods

a. Determine who does the evaluation. This can be the person themselves or someone in the environment. b. Determine what will be evaluated.

• Skills are evaluated as spontaneous use, prompted use, and performance.
• Spontaneous use: Performance of a skill in the described circumstances in a particular environment without prompting.
• Prompted use: Performance of a skill in the described circumstances in a particular environment when asked.
• Performance: Active demonstration of the skill in circumstances similar to the described circumstances.
• Supports/Resources are evaluated as provided, available, or exists.
• Provided: The resource or support provided in the described circumstances in a particular environment.
• Available: The resource or support can be accessed, in the described circumstances in a particular environment
• Exists: The resource or support exists in a particular environment.

Worksheet 8

Worksheet 5

Step 1: Design Evaluation Methods (Cont'd)

c. Determine how the evaluation is to be done. This can be done in any of the following ways:

• Individual’s self-report
• Roleplay
• Direct observation by practitioner
• Structured interview of significant others in the goal environment
• Situational assessment in the goal environment

Worksheet 9

Step 1: Design Evaluation Methods (Cont'd)

d. Determine when the evaluation will occur. Look at the frequency unit in the skill use description or the description of the support/resource provided. Determine what time-period or frequency would make observations reliable. Example: Luis wants to work in the Good Neighbor deli as a cashier by November 2024. One skill that he wants/needs to learn is interviewing with the deli owner in person.

Worksheet 11

Worksheet 12

Evaluating Skill and Support Utilization (Step 2)-Produce Evaluation Tools

Develop the tools you will use to track the evaluation on the participants skill use. The important thing is that these tools make sense to both the participants and the practitioner. These can include:

• Logs
• Scripted role plays
• Interviews and/or
• Checklists

Step 3: Conduct Evaluations

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Evaluating Skill and Support Utilization (Step 3)-Conduct Evaluations

It is important to conduct evaluations to determine the actual level of proficiency of a skill or availability of a support/resource. Conducting evaluations is broken down into three steps:

• Step 1: Perform the observations over the time periods given.

a. Identify the proficiency level of a critical skill or the availability of a critical support/resource.

• Step 2: Fill in the Skills Assessment Chart.

a. Feel free to use the worksheet provided in the Tools/Resources section that follows.

• Step 3: Review which are strengths, and which are deficits or areas for improvement or practice.

a. If the person has the skill or support, it is a strength. If they don’t, it is a deficit.

Worksheet 10

Key Points Identifying Skills and Supports to Reach a Goal

Click on the tabs below to review each Key Point

Identify the Supports That Help

Identify the Skills That Matter

Skills + Supports = Success

Knowing Isn’t Enough—Using Skills Matters

Supports Can Replace Skills

Understand What’s Essential

Describe Skill Use Clearly

Describe Support Use Clearly

Goals Can Change

Evaluate Skills & Supports Accurately

Welcome to the "Keep" Room

In this room, we focus on helping you maintain your progress and stay successful in your chosen role or goal. Here, you’ll explore strategies, supports, and routines that can help you continue what’s working and adjust what’s not. When you’re ready, use the button below to continue.

Developing Skills and Supports for Goal Success

Overview

Foundational Concepts

Teaching Skills

Promoting Skill Use

Promoting Resources/Supports

Key Points

Overview

The following overview highlights important considerations in the decision-making process. Click each heading to learn more about each area.

Readiness for Change

Decision Readiness

Learn more about Foundational Concepts

Timing the Commitment

Click Here

Foundational Concepts

The concepts and skills of orienting and active listening are fundamental to Psychiatric Rehabilitation and should be used throughout all steps of the Psychiatric Rehabilitation process. Click below to learn more about the steps to the skills of orienting and active listening.

Orienting

Active Listening

Click Here

Click Here

Orienting

Steps include:

1. Name the activity
2. Show the participant what the process looks like by showing an example and explaining it.
3. Discuss how it might be helpful to the participant.
4. Identify what the participant can expect the practitioner to do; and
5. Identify what the participant will be asked to do in order to successfully participate.
6. Ask the participant to repeat back, in their own words, what they heard you explain.

Active Listening

Click Here

Active Listening

Steps Include:

1. Includes all three skills associated with empathically responding to the participant’s perspective.
1. Listening for content (i.e. What they said)
2. Listening for feeling (i.e. “Sounds like you’re feeling….is that correct?”
3. Listening for feeling and meaning (i.e. “Sounds like you’re frustrated and don’t want to live there anymore, is that correct?”)
2. The practitioner checks in with the participant to ensure they have accurately understood the participant’s perspective.
3. Practitioner avoids advice giving, judging, or directing the conversation away from the participant’s perspective.

Teaching Skills

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Teaching Skills

Teaching Skills is a systematic approach practitioners can use when someone doesn’t know a skill. This is different than the participant having barriers to skill use, which will be addressed later. There are three parts to teaching a skill:

Promoting Skills

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Step 1: Outline Teaching Content Step 2: Organize it for Teaching Step 3: Deliver the Content

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Promoting Resources/Supports

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Teaching Skills (Part 3: Deliver the Content) Cont'd

Promoting Skill Use

Promoting skill use is used when a person has a skill but has a barrier to performing the skill in the ways needed for success and satisfaction in the desired life goal. Here, the practitioner supports the participant in developing a step-by-step action plan to overcome barriers that prevent the person from using the skill when it is needed, with whom it is needed, as often as it is needed. The skills worked on are from the list of critical skills previously determined. There are three steps in Promoting Skill Use:

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Step 1: Identify Barriers Step 2: Create an Action Plan Step 3: Match Barrier to the Action Step

Promoting Resources/Supports

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Promoting Skill Use (Step 3: Match Barrier to the Action Step Cont.)

It's important to encourage someone by figuring out how they can overcome challenges. To do this, identify the steps they find difficult or are unsure about. Once you have done this, you can find the right incentives and reminders to help motivate people to take action. There are three types of incentives:

1. Timelines – Start dates and/or end dates help prompt action.
2. Reinforcers – The person can control and personalize their desired types of rewards.
3. Monitoring – Provides internal and external checkpoints to help the person stay on track

* Once you add these to the specific steps, review the entire plan with the person.

Promoting Resources/Supports

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Worksheet 6

Promoting Resources/Support

Promoting Support Use is developing a step-by-step action plan to overcome barriers that prevent the use of a specific resource, at the needed level of frequency, that is critical to achieving the Life Goal. There are three ways to promote support use:

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Part 1: Plan for Resource Utilization Part 2: Market for Access Part 3: Link/Modify for Use

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Developing a Final Action Plan

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Action Plan

Work with the person to create an action plan to help the person either link to or use a support/resource. When negotiating with supports, it is important to focus on the shared interests and address any conflicting interests of each participant. When you are negotiating, you want to create a solution that has something for everyone. Everyone’s needs must be addressed in some way.

Key Points Developing Skills and Supports for Goal Success

Click on the tabs below to review each Key Point

Teach Skills When They’re Missing

Skills Can Be Learned

Developing Skills and Supports

Use ROPES to Teach Effectively

Promote Skill Use When Skills Aren’t Used

Focus on the Critical Skills

Use Action Steps to Overcome Barriers

Create a Skill Use Plan

Understand the Four Barriers

Providers Do More Than Refer

Promote Support Use Too

The Foundation

"Like all houses, the virtual house rests on a foundation that serves as a strong buttress for the rest of the process. In Psychiatric Rehabilitation, the foundation represents the person’s continued willingness and preparation to engage in the process of considering, choosing, getting, and keeping a life role. Throughout the Psychiatric Rehabilitation process, we work in partnership with the person to check in on the foundation and to co-create strategies to strengthen parts of the foundation as needed."

A Word About Motivation

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Watch the video to see how each part of the House supports the Psychiatric Rehabilitation process

Learn more about Foundational Concepts

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The Roof

The house is topped by a roof, which is in a way the culmination of the work of considering, choosing, getting, and keeping. The roof in all structures is what holds the house upright, tall, and strong. The particular attention to skills and supports needed for the outcome of both success and satisfaction in the valued role forms that holding roof in Psychiatric Rehabilitation. Let's start with viewing the "Choose" room below, it will focus on choosing a meaningful life goal.

Consider

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Promoting Skill Use (Step 1: Identify Barriers)

This step is about clarifying what it means to correctly perform the skill and understanding the reasons for not doing the skill successfully. There are four kinds of barriers to doing a skill:

1. Lack of Confidence – Lacking the belief that the barrier can be overcome.
2. Lack of Knowledge – Lacking the understanding of how to overcome the barrier.
3. Lack of Thinking Ahead/Forethought – Lacking the planning to be sure the resources are available to complete the task when it needs to be done.
4. Lack of Resources – Lack of resources needed to complete the task.

* These are common barriers to promoting skill use. Mental health barriers also exist at times and working collaboratively with other practitioners may be part of someone's action plan.

Worksheet 4

Identify the Skills That Matter

Identifying skills means developing an understanding of the critical skills someone needs to use to be successful and satisfied in a particular environment

Activity 3: Research Options

*Collecting information about the characteristics of each of the alternative environments. Describing helps the person know exactly what each of the options is really like.Step 1: Formulate research questions based on the definitions of each of the characteristics (i.e., How long is a walk to the nearest park?)Step 2: Develop a research plan by identifying the method of collecting information, who the participant will be collecting it from, and when (i.e., use Google maps to see how long the walk to the nearest part is, within a week, with the help of my best friend Joe.)Step 3: Identify how the information will be recorded (i.e., keep a notebook of options and answers to my questions.)

Worksheet 6: Research the Options- My Research Plan

Listing Personal Criteria: Step 3

Name the Criteria:

1. Review the list of future preferences.
2. Identify the particular characteristic of the setting/role that the person wants.
3. Identify the quality of that characteristic that reflects what the person wants in that environment.

Worksheet 3

Promote Support Use Too

Promoting Support Use creates an action plan to overcome the barriers to access or use the needed resource.

Evaluate Skills & Supports Accurately

Evaluating Skills & Supports/Resources is measuring the highest level of use at which the individual can use critical skills (for skills) and measuring the highest level at which a resource provides the support needed (for supports).

Supports Can Replace Skills

Having a support/resource may reduce or eliminate the need for a skill.

Step 1: Orient the participant to the concept of role requirements and underlying skills by explaining this step of the process.

• Explain what “role requirements” means in your own words. For example, “the skills that are expected of anyone in that Li, Le, W, or S environment.” You might also discuss any underlying skills necessary.
• While the skills are role specific, and do not change, the underlying skills are unique to the individual in that role.
• For example: A role requirement for working at the front desk of a dentist office is answering the phone (that’s a visible skill necessary for anyone in that role).

Underlying skills for the individual would be: greeting callers, identifying important call content, matching calls to personnel, logging calls. *Depending on the individual’s strengths, needs and abilities, the underlying skills could be different.

Step 3: Identify which ones are critical to achieve the desired life goal.

Validate that the top scoring option is the one to keep as the selection of the life goal. Working with the participant, identify the behaviors and supports/resources that are most important for them to be successful and satisfied in their chosen environment. It is important to note that the availability of a resource or support/resource reduces the burden on a participant to learn new skills. Similarly, limited access to needed supports/resources may increase the demands on the participant to learn new skills.

Focus on What Matters Most

It involves describing what is important to the person, from the person’s point of view and then weights and rates each option accordingly based on collected, verified information. The process uses words and numbers to organize a person’s feelings about what’s important and whether it is present or not, in an option.

Knowing Isn’t Enough—Using Skills Matters

Identifying critical skills and needed supports/resources is necessary but not sufficient. It is important for the individual to know how to use these skills and supports/resources within their lives.

Activity 2 : Clarify Relevant Characteristics

*Explaining in concrete terms the important features that differentiate alternative environments. This helps the participant to understand what to look for when learning about each option.Step 1: Choose 8-15 characteristics that anyone would want to know about the type of options you are going to research in order to be informed.Step 2: Include the list of personal criteria if you have it.Step 3: Define characteristics in measurable terms. What will you be collecting information about for each (i.e., if being close to the park is important this might be “not farther than a 10-minute walk to the park.”)

Worksheet 5: Clarify Relevant Characteristics

Identify the Supports That Help

Identifying resources/supports means developing an understanding of the people, places, things and activities needed to support the participant in being successful and satisfied with their overall rehabilitation goal.

Readiness Factor Strategies: Increase belief that change is possible

• Cognitive-behavioral approach to identifying and addressing self-defeating thinking.
• Engage the participant in discussing the pros and cons of success and failure.
• Inspire hope: Review and emphasize that the process of Psychiatric Rehabilitation is designed to help the participant understand and build on strengths that the participant may not recognize.
• Discuss opportunities for the participant to meet with peers in the program who are making progress towards their life role goals.
• Explore possible confidence building activities that focus on small steps such as non-pressured and low risk activities associated with the relevant life role area.
• Engage the participant in identifying past challenges that the participant successfully accomplished.

How to Navigate the Virtual House

• Click any part of the house (Roof, Foundation, Consider, Choose, Get, Keep) to open that section.
• When a section opens, the house hides so you can focus on the content.
• Each section uses its own icon, which appears at the top of every panel so you always know where you are.
• Inside each slide-in panel, use buttons or accordion menus to view Overview, Key Ideas, Steps, and Worksheets.
• Use the “3 lines (hamburger menu )” whenever you want to choose a different room.
• You can explore the house in any order and revisit rooms anytime or use the left and right navigation in the upper right corner.

Use the Profile Worksheet

Use the profile worksheet to work with someone to identify personal perspectives and knowledge about change, asking questions that will lead to a rating of low, medium, or high. This information will help you to identify areas for readiness development. The end result of this exploration will be a summary profile of the rating the participant gives themselves on each factor and an overall decision about what to do next-develop readiness, go ahead and set a goal, or not continue with Psychiatric Rehabilitation but use another service or activity

Activity 2 : Clarify Relevant Characteristics

*Explaining in concrete terms the important features that differentiate alternative environments. This helps the participant to understand what to look for when learning about each option.Step 1: Choose 8-15 characteristics that anyone would want to know about the type of options you are going to research in order to be informed.Step 2: Include the list of personal criteria if you have it.Step 3: Define characteristics in measurable terms. What will you be collecting information about for each (i.e., if being close to the park is important this might be “not farther than a 10-minute walk to the park.”)

Worksheet 3

Worksheet 5: Clarify Relevant Characteristics

Promoting Resources/Support (Part 1: Plan for Resource Utilization)

Plan for Resource Utilization means identifying solutions to barriers to access and/or utilization of the needed support. Use partnering and active listening skills to identify them. If barriers to access or utilization exist you may try these solutions.

1. Market the person to a resource (promoting that they are a better fit than perceived).
2. Link the person to the resource as is.
3. Modify the resource to increase its ability to provide support.

If there are no barriers, just link the person to the resource or remind the resource to provide its support.

Seek Input Only If Helpful

Those individuals may or may not be the same ones whose opinions need to be explored in another decision or Life Goal. There may also be no significant others from whom the person would like support. If others are not “gatekeepers” (i.e., determine entry or exit from an option) then the person may not need to consult significant others.

Developing Active Listening

The practitioner’s skills of active listening, asking open-ended questions, self-disclosure and other skills often included in Motivational Interviewing techniques are important for each step in the Psychiatric Rehabilitation process and should be practiced.

Understand the Four Barriers

There are four main types of barriers to skill use. They are: 1) Lack of Confidence; 2) Lack of Knowledge; 3) Lack of Thinking Ahead; 4) Lack of Resources

Recognize the Person's Choice

A person may choose to skip developing readiness even if they have rated themselves as low to moderate on readiness factors. They should be made aware that if they do, achieving the goal might take more time and more intensive work as the process unfolds.

Skills Can Be Learned

Skills, by definition, can be learned and taught.

Readiness Factor Strategies: Increase knowledge/awareness of environmental requirements and expectations

• Ask the participant to take a guess about what is required in a particular domain and reinforce any perception that is accurate.
• Share the various roles and responsibilities associated with a particular domain with the participant and discuss each of the roles and responsibilities.
• Assist the participant to identify and plan to meet with someone who has knowledge about the requirements and expectations of a particular domain.
• Look up roles and responsibilities in a particular domain on the internet and discuss.
• Consider speaking to a person who defines the requirements (e.g., landlord, employer, social environment director, teacher) across domains.

Readiness Factor Strategies: Increase knowledge/awareness of one’s values and interests

• Values clarification activities found online and in the literature.
• Reviewing lists of values and interests and asking the participant to identify those that are meaningful.
• Ask the participant to discuss hopes, wishes, and dreams in the past and present.
• Ask the participant to identify people that they admire and why.
• Ask the participant to complete sentences that are designed to reveal values such as:
• If I could be anywhere in the world, I would want to be…
• The most important thing in the world to me is …
• If I could change places with anyone, I would pick…
• The happiest people usually…

Partner on Self-Discovery

The process of assessing and developing readiness requires you to partner with the participant in their journey of self-discovery.

Listing Personal Criteria: Step 1

Analyze Personal Experiences:

Work with the participant to examine their reactions to the people, places, and activities that they have experienced.

Worksheet 1

Goals Can Change

Not doing something is not a skill. It is ok if the participant chooses to revise their life goal after determining the critical skills and support/resources needed to be successful and satisfied in their original goal.

Teach Skills When They’re Missing

Skills Teaching should be done with a person when they do not have the skill-not when they have the skill and don’t use it. We support the person through a process that fully orients the person to what the skill is, when to use it, and its benefit to the person. The specific concrete behavioral steps needed to perform the skill are described, demonstrated, and practiced with feedback.

Readiness Factor Strategies: Increase belief that change is desirable and positive.

• Gather Information: Invite the participant to consider talking to one or more peers or others in their social network who have made progress on a related goal area and discuss the positive aspects of change.
• Gather information (through Bibliotherapy): Research benefits associated with a particular life role via internet, books, articles.
• Explore cognitive-behavioral strategies: Explore the presence of self-defeating negative thinking about the outcomes associated with change. Engage the participant in reviewing negative thinking, challenge the underlying belief and explore alternative positive ways of thinking.
• Ask the participant to review their experiences related to the pertinent life role area and discuss positive and satisfying experiences associated with that life role.

Providers Do More Than Refer

The provider’s role in helping people get the resources/supports they need goes beyond referring people to community resources. It often requires marketing and negotiating modifications with or on behalf of the person.

Orient using the House Image

Use the image of the house to orient participants to the process of Psychiatric Rehabilitation, explaining in your own words, what it means and what the outcomes might be.

Step 2: Research the skills and supports/resources needed to achieve success and satisfaction in a goal

Researching the skills and supports/resources needed in a specific environment helps the participant explore and understand what is needed to be successful and satisfied with their goal. Keep in mind that there can be generic requirements for the domain and unique requirements for the specific environment. Three ways skills and supports/resources can be researched include:

• Speaking to someone currently successful in the desired goal.
• Visiting and touring the environment.
• Researching requirements online.

Promoting Resources/Support: (Part 3: Link/Modify for Use)

This is the process of ensuring that the person is connected with a resource that is available, able, and willing to provide the support needed to achieve the life goal. Promoting skill use through linkage is the process of connecting a person with a resource. Modifying for use is the process of negotiating a change in the features of the service or resource or how it is provided. There are four types of barriers to support use. Barriers to utilizing the support can be experienced by either the resource/support, the person, or both. Four types of barriers to utilization are:

1. Emotional – Negative feelings or attitudes
2. Knowledge – Lack of information or facts
3. Skill – Lack of physical, emotional, or intellectual skills.
4. Resource – Lack of people, time, materials, or special features, etc.

Worksheet 9

Orienting Process

Use orienting throughout the process of Psychiatric Rehabilitation.

Promoting Resources/Support: (Part 2: Market for Access)

This process involves highlighting a person's suitability for a resource to secure their access to the necessary support or service. It often includes advocating with those who control entry. When promoting access, it's important to know who to communicate with and when.There are three strategies to try:

1. Turn a liability into an asset: Present objectionable characteristics in a positive light. Ex: John may have used drugs in the past but his rehabilitation experiences have made him committed to not using drugs now.
2. Compensate for a liability: Give added information that balances out or negates objections. Ex: Yes, he has a history of a psychiatric condition, but his friendly demeanor will help him make friends in the group.
3. Deny liability is a liability: Give information that contradicts the objections. Ex: John will use his case manager and residential staff for rehabilitation support, not the instructor.

Once the objection has been overcome, it is important that we follow up later to confirm that the person was able to access the support. We want to make sure that it actually happened. If it hasn’t been followed through on, recycle the previous three steps as needed.

Worksheet 8

Describe Support Use Clearly

Describing support/resource use involves identifying the resource involved, the circumstances and frequency of its being provide.

Promoting Skill Use (Step 3: Match Barrier to the Action Step)

The third step in the “Promoting Skill Use” process is to match the Barrier to the correct type of Action Step. See the table below for which Action Steps match with which Barrier:

Describing A Skill

Three aspects to describing a skill:

• Behavior- what a person needs to do or say.
• Circumstances- where, when and with whom the person uses the skill.
• Frequency Unit- way to measure how often the person needs to use the skill.

Worksheet 6

Worksheet 2

Use Action Steps to Overcome Barriers

There are five common types of action steps to address barriers to skill use. They are: 1) resource acquisition, 2) research, 3) planning, 4) rehearsal and 5) successive approximation.

A Word About Motivation

Notice that the word motivation is absent from the description. This is because motivation is a concept that providers often use to explain why a person isn't engaging in services in the manner and at the frequency that the provider expects. Motivation can be fleeting and hard to measure. After learning more about the Psychiatric Rehabilitation process, you will begin to appreciate how using the concepts of willingness and preparation instead of motivation provides those we support with

1. The ability to decline services that don't work for them without being labeled as "unmotivated";
2. Accessible variables that can be worked on by the person throughout the Psychiatric Rehabilitation process; and
3. Measurable indicators that you, the provider, can track."

Step 2 : Rate the Options

Deciding on how well the alternative environments match the participant's personal criteria.a. Compare the information you collected in the favorability scale and identify how much of each personal criteria exists in each option, including the current environment. b. Multiply the rating you gave each criteria by how important that criteria is to you, or its weight. c. Add up the scores for each column representing the importance and favorability of all the personal criteria in each option.

Describe Skill Use Clearly

Describing skill use involves identifying the behavior involved, the circumstances and frequency of its use.

Developing Skills and Supports

Developing Skills and Supports is a process that helps the person learn or improve their use of needed skills and acquisition of needed supports which are essential to achieving their life goal.

Step 1: Define the Criteria

Describing exactly how the quality of the characteristic will be measured in the decision and involves determining how much of the quality is favorable and how important the quality is to the whole decision. (i.e., adequate pay=the dollar amount/week the person is paid. Ideally, I would like $900/week. I will accept up to $700/week. Less than $700 is unacceptable.)

1. Review the participant’s list of personal criteria to ensure the criteria important to making the choice are the only criteria there.
2. Write a definition of the criteria that can be measured.
3. Create a favorability scale (i.e., ideal, acceptable, unacceptable) that identifies how much of the criteria has to be present.
4. Identify the criteria that are the most important of all, the least important and the middle importance and then fill in the rest.

Worksheet 8

Let the Numbers Tell a Story

Numbers are symbols. If in the end, the person feels uneasy or disappointed in their top scoring choice—the process calls for reviewing the comprehensiveness and accuracy of the criteria, the weights assigned, the scaling, the research --and then revises the numbers to fit the person’s feelings better. After these revisions, recalculate and check the person’s reaction to the top choice.

Promote Skill Use When Skills Aren’t Used

Promoting Skill Use is used when a known skill isn’t being performed to the needed level. It helps identify barriers to skill use and strategize ways to address them. It uses a step-by-step action plan that prepares the person to use the targeted skill as needed

Teaching Skills (Part 2: Organize it for Teaching)

Organize for teaching means to prepare or modify an existing “lesson plan” based on the elements in the Content Outline, using a specific instructional structure. The structure that we use is ROPES. Review – Discusses and explores the learner’s experience and understanding of the skill. Overview – Presents the general image of the skill by discussing the content outline and providing an example of the entire skill. Presentation – Instructs learners about each critical behavior through Tell-Show-Do. 1. Tell – Provide knowledge of skill or behavior. 2. Show – Provide examples of process or product (role play, photo, video). 3. Do – Activity that allows the person to try the skill with worksheets, performance checklists, etc. Exercise – Provides practice of integrating all critical skills together with feedback. Summary – Review the learner’s understanding of the skill.

Worksheet 2

Create a Skill Use Plan

A Skill Use Plan takes the person from the level of skill use they currently have, to being able to perform the skill successfully in the Life Goal environment. In this way, the detailed, systematic plan is one of the most effective ways of turning a Life Goal that is aspirational into a practical and achievable goal.

Readiness Factor Strategies: Increase knowledge/awareness of one’s decision-making approach

• Review a recent decision made by the participant and discuss how that decision was made.
• Watch a YouTube video focusing on the steps involved in making good decisions.
• Discuss a decision made by the participant that resulted in a negative outcome.
• Review a website designed to teach decision-making skills.
• Explain the decision-making approach in Psychiatric Rehabilitation and ask the participant which aspects are acceptable and which might be difficult to accept or would be a source of discomfort.

Step 3: Confirm the Choice

Validate that the top scoring option is the one to keep as the selection of the life goal. a. Compare the ideal option by multiplying the weights for each criteria by a favorability level of 5 and adding up the resulting scores. b. Identify the top scoring option and compare it to the ideal to see if it’s at least 2/3 of the ideal. c. If not, review, your calculations. You may want to try to modify any criteria that can be modified. d. Review the choice with significant others whom the participant relies on or whose option is important. e. Explore support for the goal and negotiate the differences if necessary. f. Formulate the final goal statement.

Worksheet 9

Identify Future Preferences: Step 2

Identify Future Preferences:

1. Explore the implications of the person’s reactions to their current and past environments.
2. Identify the person’s 3-5 general values either through values clarification exercises or by exploring the reasons for the person’s reactions to their environments.
3. Cross check the list of future preferences to see how many values are met in those preferences.
4. Expand the list of preferences if some values are not represented.

Worksheet 2

Teaching Skills (Part 3: Deliver the Content)

Deliver the Content means to conduct the lesson using the ROPES script that was developed in the “Organize for Teaching” step. Don’t forget to continue using your partnering skills of orienting and active listening and facilitate the Feedback Loop for “DO” steps in the “Presentation” and “Exercise” sections of ROPES. The feedback loop includes sharing overall impressions, what was done well, and one specific recommendation for improvement. While the steps are the same for individual sessions and groups, there are some important differences. These differences are noted below:

• Individual Lessons: Use a range of Partnering Skills during ROPES including demonstrate an understanding of the person's knowledge or experience and summarize learning. Use partnering skills of active listening skills to respond to the person's self-feedback and reactions.
• Group Lessons: Use Partnering Skills and summarize the group’s feelings and responses during ROPES, especially at the end of the Review, Presentation, and Exercise sections.

View Table on Delivering the Content

Worksheet 3

Activity 1: Specify Alternative Options

*Possible choices for a satisfying role and setting from a pool of possibilities. Step 1: Identify initial paraments to help the participant carve out a pool of possible options to consider. Step 2: Eliminate the environments which have exclusionary entry requirements that a person does not meet. Step 3: Confirm the remaining total of 3 or 4 options, including the current environment for comparison.

Worksheet 4

Strategies To Develop Readiness

Developing readiness is helpful for people who rated themselves low to moderate on readiness factors related to personal perspectives and knowledge and want to continue with the Psychiatric Rehabilitation process.

Teaching Skills (Part 1: Outline Teaching Content)

Outline teaching content is creating a summary of the critical knowledge that the person needs to successfully learn a skill. This includes knowledge of what the skill is, benefits, behaviors, and conditions for when it’s used. There are four parts to Outlining Teaching Content: Definition – What it is: States in simple language what the skill name means (i.e., what someone DOES when they perform the skill.) Benefit – Why it's important: Describes how using the skill helps the person in real life. Critical Behaviors – How to do it: Identifies three or four important behavioral actions needed to perform the overall skill. Performance Condition – When to use it: Identifies what situation(s) trigger the use of the skill in general.

Worksheet 1

Blend Facts With Feelings

Deciding the Life Goal is a process merging external facts and internal experiences and feelings to select a role, setting, and timelines that have the best chance of being satisfying to the person.

Skills + Supports = Success

SKILLS + SUPPORTS = SUCCESS AND SATISFACTION (GOAL ATTAINMENT).

Readiness Factor Strategies: Increase belief that change is manageable by having access to supports and resources

• Increase the participant’s understanding of support by reviewing and writing down the members of the participant’s social network and all service providers involved in the participant’s care to generate a list of potential supports and resources.
• Practitioner provides information about the types of system level supports and resources related to a particular domain that may be available to the participant.
• Identify a peer who has made progress on a particular domain and explore how the participant may discuss the supports and resources that were available to the peer.

Check In Frequently

Be sure to check in with participants often. You can use words and phrases like “I want to make sure I’m communicating effectively with you. You are in the driver’s seat here.” This ensures that you are working at the same pace and “not leaving them behind.” It also fosters a sense of ownership over the process for the participant, which may be a shift for many people who participate in services.

Developing Readiness

Developing readiness is helpful for people who rated themselves low to moderate on readiness factors related to personal perspectives and knowledge and want to continue with the Psychiatric Rehabilitation process.

Use ROPES to Teach Effectively

The ROPES structure, including Tell-Show-Do, is designed to maximize a person’s learning by addressing multiple learning modalities (auditory, visual, etc.) as well providing a step-by-step structure.

Understand What’s Essential

Identifying Critical Skills and Supports is a process that helps the participant identify and understand the skills and supports/resources that will be essential to achieving their life goal

Activity 3: Research Options

*Collecting information about the characteristics of each of the alternative environments. Describing helps the person know exactly what each of the options is really like.Step 1: Formulate research questions based on the definitions of each of the characteristics (i.e., How long is a walk to the nearest park?)Step 2: Develop a research plan by identifying the method of collecting information, who the participant will be collecting it from, and when (i.e., use Google maps to see how long the walk to the nearest part is, within a week, with the help of my best friend Joe.)Step 3: Identify how the information will be recorded (i.e., keep a notebook of options and answers to my questions.)

Worksheet 6: Research the Options- My Research Plan

Focus on the Critical Skills

We focus on teaching the skills that have been identified as critical to achieving a person’s life goal.

Promoting Skill Use (Step 2: Create an Action Plan)

This step is developing a set of sequential steps to overcome barriers. Five types of action steps can be utilized to overcome identified barriers: 1. Resource Acquisition – Steps to get the people, places, or things they need to use the skill. 2. Research – Steps to obtain the information needed. 3. Planning – Arrange ahead of time to use the skill. 4. Rehearsal – Mentally or behaviorally practice the behavior to perform the skill as needed. 5. Successive Approximation – Practice steps in increasing similarity to frequency and circumstance

Worksheet 5

Refine Until the Choice Fits

Exploring the choice with others is up to the person whose decision it is. If they want support from significant others, or need their assistance, or find it important to learn their perspective on a particular decision, then arriving at a final statement that they can support is important.

Describing a Support/Resource

Example:

• Resource/Support – People, places, things, and/or activities needed to achieve goal.
• Circumstances – Where, when, and with whom the resource/support is made available.
• Frequency unit – Way of measuring how often the resource/support needs to be provided.

Worksheet 4

Worksheet 3

Worksheet 7

Step 4: Explore if there are any underlying skills of the identified critical skill.

This step looks at the identified critical skills to see if there are any underlying skills. It is important to identify any component parts that are needed for the critical skill to be successful. See the table below for an example.

Worksheet 1

Readiness for Change

Exploring and developing the person’s willingness to set a goal makes it more likely they will be open to considering the kind of future change(s) that might be involved in making the goal a reality later on.

Decision Readiness

Exploring the participant’s degree of preparation for making such an important decision helps the participant understand how much decision-making knowledge they have, ensuring that the choice they finally make is based on an understanding of themselves and the implications of characteristics about different environments.

Timing the Commitment

Spending the time to fully consider if this is the right time to begin thinking about a commitment to a future life goal is crucial. This will help the participant make an informed decision about their chosen valued role and setting, despite the changes the decision may require.

Decision Readiness

Exploring the participant’s degree of preparation for making such an important decision helps the participant understand how much decision-making knowledge they have, ensuring that the choice they finally make is based on an understanding of themselves and the implications of characteristics about different environments.

Readiness for Change

Exploring and developing the person’s willingness to set a goal makes it more likely they will be open to considering the kind of future change(s) that might be involved in making the goal a reality later on.

Timing the Commitment

Spending the time to fully consider if this is the right time to begin thinking about a commitment to a future life goal is crucial. This will help the participant make an informed decision about their chosen valued role and setting, despite the changes the decision may require.

Choosing a Life Goal

The participant has decided on a goal environment related to living, learning, working or socialization and is now ready to work on choosing a specific life goal related to that area or domain.Here you will support someone with gaining clarity about what is important to them and the various options available to them.

From Consider to Choose

Here we move from the “Consider” phase to the “Choose” phase. The practitioner has already worked with the participant to discover their willingness and preparedness to participate in the Psychiatric Rehabilitation process and may have completed some readiness development activities (as needed).