Person Centred Reviews Wednesday 10 th October Dr Suzanne Edmondson Educational Psychologist
Person Centred Planning A process of continual listening, and learning, focussed on what is important to someone now, and for the future, and acting upon this in alliance with family and friends. It not only encompasses a number of techniques and tools such as PATH (Planning Alternatives Tomorrow with Hope), MAPS (Making Action Plans) (Falvey et al, 2003), one-page profiles (Sanderson et al, 2010) and learning logs (Sanderson et al, 2006), but is also based on a different way of seeing and working with people with difficulties/disabilities (Sanderson, 2000). It is described as an empowering philosophy that shifts power from professionals to service users (DoH, 2010).
Person Centred Planning It is rooted in the principles of self-determination and the outcome is to help the person to get a better life on their own terms (Sanderson, 2000). In PCP the individual is the first authority on their life and then dialogue with others builds on this; therefore professionals are no longer in charge and they need to learn to move from being the ‘experts on the person’ to developing skills in problem solving with others (Sanderson, 2000). About the philosophy of the approach and not just about using a set of tools.
Review process
In your groups read through the child description. As a group pick out the following from what you have read and write them in large on the relevant sheets of paper. You may not have information to answer all the headings but maybe you have some thoughts on them. • Like and admire, including strengths • What’s important to and for them now • Progress • Needs • What the child needs to stay healthy and safe • Questions to ask/issues to resolve • What’s working? • What’s not working? • What’s important to and for the child in the future? One person from each group will need to volunteer to take part in the review to share the groups thoughts.
An example of a person centred review
Previous targets/outcomes - younger 1) Rosie will be able to read the first 16 high frequency words and VC words accurately an fluently 2) Rosie will follow an adults agenda at least 80% of the time when asked to complete a task. 3) Rosie will have developed her social skills so that she has at least one peer she can spend time with at lunch and break times.
Previous targets/outcomes - older 1) Matt will have developed a trusting relationship with at least one adult who he will talk with or go to when he is feeling distressed. 2) Matt will have developed his ability to express his emotions to an adult on 80% of occasions when he is feeling distressed 3) Matt will be able to read the first 100 high frequency words accurately and fluently
Views on person centred reviews Parent views: Well I came out feeling quite positive about it to be honest, Cause he was a part of because I didn't realise how It just feels more relaxed, it's not it, he felt part of it, much help he was getting. quite as intense, it's not like that's the main thing for sitting in a board meeting, which [my child] cause when is what the old one seemed like. he come out of it he The fact [my partner] kept talking about it, "I wasn't here. I were really was a part of it", nervous because he He was excited cause I understands more than me. was there and he had his minion top on, cause he went "I'm I felt more a part of it this some words that coming home in my year. Rather than just you talk about go minion top and not being told, cause that's over us head… my top" what happens, you just get It's, it's only the told...like we've done this, big words... we've done that.
Staff views: I also liked that it involved the children, the The fact he could choose what food he wanted, drinks they like, so it wasn't all about their what music he wanted, what he got to wear, just education, it was about their personal really made it a part of his meeting and I think he preference (TA) really felt included with the days before he was saying "I'm gonna wear this, are you coming to He was And it is that setup, it's not all my party?“ (Family support worker) helping dad sat around a table looking at write words each other in the face, the children sharing what up and everybody was looking at this, they can do in a visual way everything these, these wonderful things such as a powerpoint or (TA) about that child and what posters was lovely. Having they need and so it felt all The only thing I would just be the visual in front of them focused towards that child, mindful of I guess is how, say a gives them something to talk rather than just all these reading ability of a parent is low, about, so seeing them important people sitting whether that was influenced by celebrating what they can around a table, it just felt colours that were used and that do was nice. (SENCO) really inclusive for the child kind of thing, but that I guess which is nice. (teacher) again, if you had someone to support the parent that probably wouldn't matter. (Family support worker)
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