Person Centred Reviews Wednesday 10 th October Dr Suzanne Edmondson - - PowerPoint PPT Presentation

Person Centred Reviews

Wednesday 10th 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).

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

• thers (Sanderson, 2000).

About the philosophy of the approach and not just about using a set

• f tools.

Person Centred Planning

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

1) Rosie will be able to read the first 16 high frequency words and VC words accurately an fluently

Previous targets/outcomes - younger

3) Rosie will have developed her social skills so that she has at least

• ne peer she can spend time with at lunch and break times.

2) Rosie will follow an adults agenda at least 80% of the time when asked to complete a task.

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

It just feels more relaxed, it's not quite as intense, it's not like sitting in a board meeting, which is what the old one seemed like.

Parent views:

He was excited cause I was there and he had his minion top on, cause he went "I'm coming home in my minion top and not my top" Cause he was a part of it, he felt part of it, that's the main thing for [my child] cause when he come out of it he kept talking about it, "I was a part of it", I felt more a part of it this

• year. Rather than just

being told, cause that's what happens, you just get told...like we've done this, we've done that. Well I came out feeling quite positive about it to be honest, because I didn't realise how much help he was getting. The fact [my partner] wasn't here. I were really nervous because he understands more than me. some words that you talk about go

• ver us head…

It's, it's only the big words...

Staff views:

The fact he could choose what food he wanted, what music he wanted, what he got to wear, just really made it a part of his meeting and I think he really felt included with the days before he was saying "I'm gonna wear this, are you coming to my party?“ (Family support worker) the children sharing what they can do in a visual way such as a powerpoint or posters was lovely. Having the visual in front of them gives them something to talk about, so seeing them celebrating what they can do was nice. (SENCO) I also liked that it involved the children, the drinks they like, so it wasn't all about their education, it was about their personal preference (TA) He was helping dad write words up and everything (TA) And it is that setup, it's not all sat around a table looking at each other in the face, everybody was looking at this, these, these wonderful things about that child and what they need and so it felt all focused towards that child, rather than just all these important people sitting around a table, it just felt really inclusive for the child which is nice. (teacher) The only thing I would just be mindful of I guess is how, say a reading ability of a parent is low, whether that was influenced by colours that were used and that kind of thing, but that I guess again, if you had someone to support the parent that probably wouldn't matter. (Family support worker)