Connection
I can choose relationships and activities that support belonging, enjoyment, identity, and mutual respect.
My Social Life
October 2026 Monthly Training
My Social Life, My Choices: Relationships, Belonging, Boundaries, and Support
My social life belongs to me. I can choose the people, relationships, activities, privacy, communication, and amount of connection that work for me.
Communication
My words, gestures, signs, pictures, behavior, writing, or AAC should be heard and taken seriously.
Boundaries
I can say yes, no, stop, wait, or change my mind, and I can ask for help when a boundary is ignored.
My Social Life
A healthy social life reflects the person’s choices, comfort, relationships, and community interests
Social life may include family, friends, roommates, coworkers, neighbors, classmates, groups, volunteering, faith communities, clubs, online connections, community events, dating or close relationships, and time alone by choice.
Choose My Connections
Individuals should have opportunities to choose who they spend time with, what activities they join, how often they socialize, and when they prefer privacy or time alone.
Communicate Clearly
Communication may include speaking, listening, gestures, signs, facial expression, writing, pictures, behavior, or AAC. People may need extra time or a quieter setting.
Respect Consent and Boundaries
Healthy relationships respect personal space, privacy, belongings, affection, technology, money, and the right to say no, stop, wait, or change one’s mind.
Participate and Belong
Individuals can explore community activities, maintain important relationships, meet new people safely, resolve ordinary conflict, and ask for assistance when needed.
Important
More social activity is not automatically better. Person-centered support respects the individual’s preferred amount of interaction, chosen relationships, culture, communication, privacy, dating and intimacy preferences when relevant, safety, and right to decline participation or ask for something different.
October visual learning set
Four resources support the My Social Life lesson
Use the resources that match the individual’s relationships, communication method, privacy preferences, and current community interests.
My Social Circle
Identify close trusted people, regular connections, community contacts, and people the individual may want assistance contacting.
Healthy Relationship Signs
Plain-language examples of respect, choice, listening, trust, boundaries, fairness, and repair.
My Boundaries and Consent
Prompts for asking, listening, stopping, changing one’s mind, protecting privacy, and getting help.
My Social Life Action Plan
A customizable worksheet for one relationship to maintain, one activity to explore, one communication or boundary skill, and the next step.
Section 1 of 617% complete
01
Start here
Prepare a respectful and comfortable learning experience
Display preference
Choose how much detail to show
Plain language presents the core message. More detail adds explanation without changing the person-centered meaning.
Plain language is selected.
Purpose of this training
This training helps individuals recognize healthy relationships, communicate preferences, use boundaries and consent, and choose a social or community next step.
One connected goal
The person’s social life reflects chosen relationships, preferred communication, privacy, boundaries, emotional comfort, community access, safety, and the amount of connection they want.
Before the session
- Choose a private or calm setting and have the individual’s communication tools available.
- Ask whether the person wants the lesson read, shown, discussed, role-played, or practiced.
- Use adult-relevant examples from family, friendship, roommates, work, community activities, dating, or online communication as appropriate.
- Avoid asking for private relationship details that are not needed for the lesson.
- Know who can receive requests involving community access, transportation, communication support, privacy, conflict, harassment, exploitation, or safety.
- Explain that the person may pause, disagree, skip an example, decline an activity, or take a break.
Individual learning opportunities
During the session, the individual may:
Identify people or relationships that are important to them.Identify respectful, concerning, or unsafe relationship behavior.Communicate preferences about contact, activities, personal space, privacy, or affection.Practice asking, listening, saying no, stopping, waiting, or changing a decision.Practice a calm response to disagreement or ask a trusted person for help.Choose one social or community next step and identify who can assist.
02
Information for DSPs and Supports
Support relationships without controlling them
Facilitation standard
Use adult, respectful language and the individual’s preferred communication method. Do not assume that the person wants more social activity, wants to date, wants physical affection, or should interact with someone because Supports prefer it. Offer real options, including more connection, different connection, community roles, dating or close relationships when desired, and private or quiet time. Explain roles and boundaries clearly, allow private communication when appropriate, and accept speaking, pointing, gestures, signs, pictures, writing, behavior, or AAC. Support relationships and community participation without monitoring every interaction, speaking for the individual, or treating compliance as friendship.
Provider scope note
Qlarant’s current focused My Social Life PDR domain applies to Residential Habilitation (RH) and Supported Living Coaching (SLC). Orion uses the same person-centered relationship and community concepts more broadly for education across ADT, residential, employment, volunteer, and community settings; this training does not represent the focused PDR domain as an ADT-specific requirement. Current LSD3 guidance separately supports age-appropriate community routines, socialization, personal choice, and meaningful activities in ADT.
Core My Social Life content
- Social life can include family, friends, roommates, coworkers, neighbors, classmates, groups, community roles, volunteering, online contacts, dating or close relationships, and trusted professionals.
- The individual chooses the amount and type of social contact they want, including more connection, less connection, different support, or private time.
- Healthy relationships include respect, choice, listening, honesty, fairness, boundaries, separate interests, and the ability to repair ordinary mistakes when both people want to.
- For everyday interactions, do not treat silence, freezing, fear, uncertainty, or lack of understanding as agreement. Ask clearly, make information accessible, allow time, and respect a current no, stop, wait, or changed decision.
- The individual can ask for communication support, transportation, help finding groups or activities, private time, help staying connected, relationship education, conflict support, or assistance reporting concerning behavior.
- Harassment, threats, coercion, stalking, financial exploitation, unwanted sexual contact, abuse, neglect, exploitation, and retaliation require appropriate protective action and any required reporting.
Individualize the lesson
- Ask one question at a time and allow enough processing time.
- Use photos, social maps, role cards, visual scales, scripts, demonstrations, or AAC.
- Do not require eye contact, physical affection, group participation, disclosure of private information, dating, friendship, or reconciliation.
- Offer information about groups, community roles, volunteering, transportation, friendship, dating, or relationship support only when relevant to what the person wants to explore.
- Distinguish ordinary disagreement from repeated controlling, threatening, exploitative, abusive, or otherwise unsafe behavior.
- Respect culture, identity, sexual orientation, gender identity, relationship preferences, chosen family, and the person’s choice not to discuss private matters.
- Document actual communication, observable participation, prompts used, concerns raised, and follow-up required.
When a boundary, conflict, loneliness, or safety concern is communicated
Listen, clarify, protect privacy, act, and follow up
Do not dismiss a concern because the person needs assistance, communicates nonverbally, has returned to the relationship, or the other person is familiar to staff. Understand the message, address immediate safety, and connect the person with the correct assistance.
- Listen: reduce distractions, give time, and use the person’s communication method.
- Clarify: confirm what the person is communicating, what support they want now, and what they understand about the next step. Do not promise secrecy when a report may be required.
- Act: respect immediate boundaries, preserve relevant information, and follow emergency, Provider, incident, or legally required reporting procedures. In Florida, a person who knows or has reasonable cause to suspect abuse, neglect, or exploitation of a vulnerable adult must report it to the central abuse hotline.
- Follow up: explain the next step, responsible person, available options, and expected update.
Training boundary: ordinary conflict, loneliness, a boundary request, and suspected abuse, neglect, or exploitation are not the same situation. This lesson supports education and person-centered action, but it does not replace abuse, neglect, exploitation, incident, grievance, law-enforcement, medical, protective-services, supervisory, or Provider reporting requirements.
Conversation
Use short explanations, open questions, pauses, and examples that match the person’s relationships and community life.
Visual supports
Use the social-circle map, healthy-signs guide, boundary guide, pictures, scripts, and visual choices.
Role-play
Practice invitations, declining, asking permission, stopping, changing plans, resolving a misunderstanding, or getting help.
Observation
Observe comfort, engagement, avoidance, initiation, communication, boundaries, and assistance requested.
Rights and privacy
Reinforce choice, private communication, relationships, dignity, consent, community access, and freedom from retaliation.
After the lesson
Complete agreed actions, share requests or reports through the correct process, and give an understandable update.
03
Individual-facing lesson
Learn six My Social Life ideas
Different people have different roles in my life.
Step 1 · My relationships
Family, friends, roommates, coworkers, helpers, and community contacts may have different roles
I can decide who is important to me, what kind of contact feels right, and whether I want friendship, family time, dating, community connections, or more private time.
“Who is important to you? Who do you trust with private information?”
I can communicate in the way that works for me.
Step 2 · Communication
I can share ideas, listen, ask questions, and request more time
Communication can include words, signs, gestures, pictures, writing, facial expressions, behavior, or AAC.
“How do you show that you want to talk, wait, stop, or need help?”
Healthy relationships feel respectful and fair.
Step 3 · Healthy relationship signs
Respect, choice, listening, trust, fairness, and repair are healthy signs
People can disagree and still treat each other with dignity.
“How does a respectful person act when you say no or need space?”
My body, space, belongings, and information have boundaries.
Step 4 · Consent and boundaries
I can say yes, no, stop, wait, or change my mind
People should ask before touching, borrowing, sharing private information, posting a picture, or entering private space.
“What are your boundaries? How do you want people to ask permission?”
Ordinary disagreements can be handled safely.
Step 5 · Conflict and repair
I can pause, explain my concern, listen, suggest a solution, or ask for help
I do not have to stay in a conversation that feels threatening or unsafe.
“What could you say when a misunderstanding happens? Who can help if it is not safe?”
I can choose how I participate in my community.
Step 6 · Belonging and next steps
I can maintain relationships, explore activities, meet people safely, or choose more private time
My next step should match my interests, comfort, transportation, communication, and support needs. I can also say I am not sure yet.
“What connection or activity would you like to continue, explore, change, or decline?”
04
Guided practice
Practice communication, relationships, consent, boundaries, and community participation
The individual may complete one or more activities in any order. DSPs should model first, accept the person’s preferred communication, avoid requiring private disclosure, and never correct a personal boundary simply because it differs from the preferences of Supports.
Activity 1 · My social circle
Who is part of my life?
Close and trusted
People I may contact for support, comfort, or private conversation.
Regular connections
Friends, relatives, roommates, coworkers, classmates, or neighbors I interact with.
Community contacts
People I know through activities, services, shops, faith communities, clubs, or events.
I want help contacting
Someone I miss, want to know better, or need assistance reaching safely.
Activity 2 · My communication
Show what works for me
1Start
How I show I want to talk, join, invite, ask a question, or share an idea.
2Understand
What helps me listen, process, check meaning, or ask for more time.
3End or pause
How I show stop, wait, no, enough, private, later, or I need a break.
Activity 3 · Healthy, concerning, or unsafe?
Review the relationship examples
HEALTHY
A friend listens when I say no and is comfortable with me having other friends.
TALK ABOUT IT
We misunderstand a plan, both feel frustrated, and need a calm conversation.
UNSAFE
Someone threatens to stop helping me unless I give money, affection, passwords, or private information.
HEALTHY
A roommate asks before borrowing my belongings and respects my private space.
GET SUPPORT
I feel lonely, left out, or unsure how to join an activity and want assistance.
UNSAFE
Someone keeps contacting, following, touching, or posting about me after I say stop.
Activity 4 · Ask and listen
Practice consent and boundaries
Ask clearly before touching, borrowing, sharing, posting, or entering private space.Ask
Listen to words, gestures, AAC, body movement, hesitation, and requests for more time.Listen
Stop when the answer is no, stop, wait, not now, or when the person changes their mind.Respect
Use neutral examples appropriate to the individual. Do not require physical contact or disclosure of intimate experiences.
Activity 5 · Conflict and repair
Practice a calm next step
Pause
“I need a break. We can talk later.”
Explain
“I felt upset when the plan changed without asking me.”
Suggest
“Next time, please ask before using my things.”
Get help
“I do not feel safe. I want to speak privately with someone I trust.”
Activity 6 · My next step
Choose a next step, or choose more information first
05
Knowledge check
Choose or communicate a respectful and safe response
The individual may answer by speaking, pointing, gesturing, demonstrating, writing, selecting a picture, or using AAC. DSPs may simplify the number of choices without changing the social-life concept.
Relationship roles
Can a person choose different levels of privacy and contact with different people?
Consent
The individual agreed earlier but now communicates stop. What should happen?
Healthy communication
Two people misunderstand a plan and become frustrated. What is a useful first step when everyone is safe?
Speaking up and safety
Someone keeps touching, contacting, following, or pressuring the individual after they communicate stop. What should happen?
Put the lesson together
What supports a healthy and person-centered social life?
ChooseSupport the person’s chosen relationships, activities, privacy, and preferred amount of contact.
CommunicateUse accessible communication, listen carefully, and allow enough time.
RespectHonor consent, boundaries, dignity, identity, belongings, and private information.
Connect safelySupport community participation, ordinary conflict resolution, and prompt action when behavior is unsafe.
Prompts for DSPs and Supports
“Who is important to you, and how do you want to stay connected?”
“What helps communication feel comfortable?”
“What are your boundaries about space, touch, belongings, pictures, and private information?”
“What would you like to do when a disagreement happens?”
“What social or community next step do you want, and who can assist?”
06
Completion and documentation
Acknowledge participation, complete follow-up, and document what occurred
October My Social Life review complete
Acknowledge the individual’s communication, relationships or community interests identified, boundaries, choices, questions, practice, concerns, and next-step selection. Reinforce that a person-centered social life reflects dignity, privacy, accessible communication, meaningful relationships, community belonging, safety, and the person’s preferred amount of connection.
Follow-up for DSPs and Supports
Complete immediate agreed actions, support private communication, coordinate transportation or activity access, communicate requests or reports through the correct process, identify who is responsible, and provide an understandable update.
Documentation standard
Record observable participation, preferred communication, relationships or activities identified, boundaries practiced, scenarios discussed, prompts or assistance used, concerns raised, next steps, and follow-up needed. Do not document consent, safety, satisfaction, friendship, or mastery that was not demonstrated.
Individual Training Documentation
Print the blank form and complete it using individualized, observable information from the session.
October My Social Life Visual-Aid Set
Print the social-circle map, healthy-relationship guide, boundaries-and-consent guide, and action plan.
Certificate of Completion
Create a personalized certificate after completing the October review.
Formal planning, safety, and service documentation remain separate
This training form is a supplemental education record. It does not replace a Support Plan, Implementation Plan, service note, rights review, grievance, abuse or exploitation report, incident report, medical record, law-enforcement report, protective-services report, or any other Provider obligation.
Learn More · Florida and HCBS Resources
Official sources used to inform this training
These links provide additional information. They do not guarantee eligibility, services, approval, funding, or a particular outcome.
Qlarant Florida · Provider Review ToolsCurrent My Life review tools, including My Social Life expectations.
Florida · Bill of Rights of Persons with Developmental DisabilitiesDignity, privacy, social interaction, community participation, and other statutory rights.
Florida · Vulnerable Adult Mandatory ReportingCurrent statutory reporting requirements for suspected abuse, neglect, or exploitation.
NCI-IDD · 2024-25 Relationships ReportNational relationship, friendship, loneliness, and dating-access data for adults with IDD.
CMS · HCBS Settings Final RegulationFederal HCBS settings requirements and person-centered protections.
