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A good life for me: my life goals

What my behaviour support practitioner needs to know about my needs for a good life for me

HomeA good life for me: my life goals
In this resource:
Practitioner resources (downloadable):

The What does a good life look like for me workbook (download Word version for desktop) is a tool for behaviour support practitioners to use and with participants who show behaviours of concern. It is not intended for the participant to complete on their own, but instead as a workbook completed with your support.

This workbook builds on what you already know about the person. It helps you understanding the person's long-term goals for their future and what they might want or need to change in order to get there. You will then work together on setting behaviour support goals that align with the person's ideas of what they want more of in their life and what a good life looks like for them.

It is designed to help you understand strengths and challenges from the participant’s perspective and work together on identifying life goals so that behaviour support planning can then focus on making the changes needed to achieve their needs and wants for a long-term good life.

This workbook provides conversation-starters and should be used together with follow-up questions. Take notes in this workbook and keep it as a record of your conversation to guide you when writing the behaviour support plan.

A screenshot of the first question in the ‘learning and growing’ section of the What does a good life look like for me workbook

Before starting this workbook

You can download the workbook in Word format, meaning you can edit it to suit your participant's needs or situation.

You are likely to build on information you have already learned about your participant, through Yarning and getting to know each other.

You may wish to use the following tools that have either been completed previously or bring them with you to this session in case they’re needed.

Workbook sections

This workbook is a guide and you don’t need to complete all sections. It includes exploring:

  • Community – Explore how the person feels about and takes part in their community.
  • Making choices – Explore the person’s autonomy and how they feel about the choices they have and decisions they can make.
  • Learning and growing – What would the person like to learn more about, develop or try?
  • Feeling and being respected – Explore what makes the person feel valued and respected, as well as their feel about the people in their life.
  • Relationships – Understand who the most important people are in the person’s life, whether they’d like more people in their life and who they’d like to spend more – or less – time with.
  • Setting goals – Work together to establish long-term life goals that the person wants to achieve for the future.

Next steps

Also see:

Other useful links (external sources):