Tool: Important to/important for

Page posted: 3/6/24

The Important to/important for tool, DHS-8479E-ENG is a core concept of person-centered thinking practices. It supports the whole team in learning more about the person — what is important for the person and what is important to the person as part of their quality of life.

Important to

What is important to a person includes things in life that help them be satisfied, content, comforted, fulfilled and happy. This includes:

· Relationships with other people.

· Status and control.

· Things to do and places to go.

· Rituals and routines.

· Rhythm and pace of life.

· Things to have.

· Purpose and meaning.

“Important to” includes what matters most to the person. It is their own definition of their quality of life. It includes what the person “says” with their words and their behaviors. When the person’s words and behavior are in conflict, the provider should pay attention to the behavior and ask why.

Important for

What is important for a person includes three main components:

1. Issues of health, such as:

· Prevention of illness.

· Treatment of illness or medical conditions.

· Promotion of wellness (e.g., diet, exercise).

2. Issues of safety, such as:

· Environment.

· Well-being (both physical and emotional).

· Freedom from fear.

3. What others see as necessary to help the person be valued and a contributing member of their community.

Connection between important to and important for

“Important to” and “important for” are connected and influence each other. No one does anything that is important for them (willingly) unless a piece of it is important to them. The balance between “important to” and “important for” is always changing, and it sometimes involves trade-offs. Healthy eating and regular exercise can be examples of when a person does something important for them because of something that is important to them (e.g., person wants their clothes to fit better).

Health and safety can dictate lifestyle. They are important for people, but so is being valued and contributing to a community. If the person has only what is important to them, they are in a situation of all choice and no responsibility. The goal in person-centered thinking and practices is to help support the balance in the person’s life between what is important to them and what is important for them.

Example

Mandy is a person who receives support. Her support team includes her mother, sister, aunt, quilt friend (Val), case manager and direct support staff.

Mandy and her team provided input to develop and use an important to/important for tool (adapted from Support Development Associates). The team had various conversations with Mandy to sort out what is important to her and important for her.

Contributors: Mandy, mom, sister, aunt, quilt friend (Val), dietician, case manager, direct support staff (Patty) and staff supervisor

Important to Mandy	Important for Mandy
· Pool therapy. · Talking with friends from pet therapy. · Visiting with friends at quilt club and making projects with them. · Alone time in her apartment. · Eating whenever she is hungry. · Making friends.	· Taking her medications. · Getting regular exercise. · Making friends. · Learning to do activities at her home. · Diet for diabetes type 2 and weight management. · Testing blood glucose with monitor.

What the team needs to learn or better understand

· How to better support her to stay on her diet for diabetes.

· How to better support her for weight loss.

· Why she doesn’t like to leave the house for the pool but enjoys the pool when she gets there.

· How to help her when she is irritable or angry with other people.

Guidelines for her supporters/what others need to do

· Offer pool time.

· Arrange for Mandy to meet with her friends after therapy.

· Offer Mandy frequent mini meals every two hours throughout the day.

· Offer choices of foods based on diabetes food exchange system.

· Remind Mandy to call her quilt friends at least one day before a meeting to get a ride.

· Encourage Mandy to work on projects at home and arrange for friends to come over to do projects with her.

· Approach Mandy with a smile and state requests in a positive tone.

· Help Mandy prepare her swim bag.

Next step

After completing the important to/important for tool, Mandy’s team uses the information to compile a relationship chart, as described on Psychotropic Medication Manual – Tool: Relationship charting.

Additional resources

DHS – Person-centered practices
DHS – Frequently asked questions about formal person-centered planning
Psychotropic Medication Manual
Psychotropic Medication Manual – Person-centered tools to support medication management