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Person-centred planning in its strategic context
- Authors:
- TOWELL David, SANDERSON Helen
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 17(1), March 2004, pp.17-21.
- Publisher:
- Wiley
Valuing People, the English national strategy launched in 2001 is founded on the twin principles of self-determination and social inclusion. It promotes a vision of people with intellectual disabilities in the mainstream of life. To achieve this goal, it seeks to integrate a wide variety of elements, in which person-centred planning (PCP) is one. The authors present their critique in three main ways: by fully recognising the extent to which PCP is an intrinsic element of the national strategy, helping to operationalise its core principles; by crediting the ways in which individual planning and action are intended to become part of one continuous process; and by showing how the strategy addresses the challenge of scale by prioritising quality rather than quantity in implementing PCP, with the aspiration of creating a virtuous spiral of positive change.
Planning and action
- Authors:
- EMERSON Eric, STANCLIFFE Roger J.
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 17(1), March 2004, pp.23-26.
- Publisher:
- Wiley
Raises a a number of concerns about the possible impact of the systematic introduction of person-centred planning (PCP) across services for people with intellectual disabilities in the UK. The authors foresee a danger that system-wide adoption of PCP will be characterised over zealous 'selling' of the purported benefits without sufficient attention to the difficulties and without the necessary changes to system architecture to ensure that those involved in PCP have the authority or resources to achieve the plan's goals. If so, PCP will become another fad, and service users, and their families will become even more discouraged, disheartened and alienated by a system characterised by rhetoric rather than meaningful action. Where the authors differ, is in the interpretation of the existing evidence regarding the impact of individual planning systems in general and, perhaps, in the way forward.
Person-centred planning or person-centred action?: policy and practice in intellectual disability services
- Authors:
- MANSELL Jim, BEADLE-BROWN Julie
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 17(1), March 2004, pp.1-9.
- Publisher:
- Wiley
This critical review considers the nature and importance of person-centred planning in the context of current British policy and service development in intellectual disability. The difference between person-centred planning and other kinds of individual planning is discussed. The scale of the task of implementing person-centred planning as a national policy initiative is considered. The limited evidence base for person-centred planning is reviewed and the reasons for the failure of previous attempts at individual planning are analysed. The assumption that person-centred services will be produced by a new kind of individual planning is questioned. Consideration is given to what would be necessary to make services more person-centred, including changes in power relations, funding arrangements and staff training and supervision.
Can person-centred planning fulfil a strategic planning role?
- Author:
- FELCE David
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 17(1), March 2004, pp.27-30.
- Publisher:
- Wiley
Policy appears to regard person-centred planning (PCP) as underpinning strategic planning. While accepting the logic of its role in planning for individuals, this commentary argues that PCP cannot fulfil a strategic planning role because the development of PCP on a wide enough scale to be useful for this purpose is itself a strategic development, which will take considerable time and resources to achieve. There is still a place for population-based norms or targets based on available epidemiological data to indicate the needed scale of provision and associated resource requirement. Three illustrations are described. In conclusion, it is noted that the current lack of indicative provision targets is a weakness of recently issued policy, an absence which does nothing to safeguard the interests of those who depend on service support.
If person-centred planning did not exist, Valuing People would require its invention
- Author:
- O'BRIEN John
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 17(1), March 2004, pp.11-15.
- Publisher:
- Wiley
Person-centred planning is one important tool in making the culture change necessary to realize the Government's promise in Valuing People. Some potential dangers in large scale implementation are identified, a logic for local action is described, the criteria for effective person-centred planning are defined in terms of supporting personal choice, the contribution of person-centred planning to organizational culture change is identified, the possibility of failure to implement policy change is acknowledged, and the potential benefits of person-centred planning under conditions of policy failure is described.
Learning disabilities and behavior problems: a self psychological and intersubjective approach to working with parents
- Authors:
- AMERONGEN Magaret, MISHNA Faye
- Journal article citation:
- Psychoanalytic Social Work, 11(2), 2004, pp.33-51.
- Publisher:
- Taylor and Francis
In this paper the authors present an approach, which is informed by self psychology and intersubjectivity theory, to working with parents of children who have learning disabilities (LD) and behaviour problems. Children with LD are at risk of developing behaviour problems. Effective intervention with the children's parents must be based on knowledge of the interplay of contributing cognitive and experiential factors. This knowledge allows therapists and parents to develop informed empathy in relation to the children's experiences and to implement effective management strategies. The approach emphasizes the empathy that the therapist conveys to the parents which fosters greater understanding by the parents of their children. (Copies of this article are available from: Haworth Document Delivery Centre, Haworth Press Inc., 10 Alice Street, Binghamton, NY 13904-1580).
Person-centred planning or person-centred action?
- Authors:
- MANSELL Jim, BEADLE-BROWN Julie
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 17(1), March 2004, pp.31-35.
- Publisher:
- Wiley
This article looks at issues raised under three headings addressing the scale of the task envisaged in the 2001 White Paper Valuing People, the feasibility and effectiveness of individual planning and how to achieve person-centred action. The authors conclude that there is substantial agreement about the goals of intellectual disability services and the processes that need to take place around individuals to help them get what they need and want. They disagree about whether person-centred planning will deliver this, and about whether it will provide a robust basis for claiming and defending the resources people with intellectual disabilities will need in the future.
Social skills training for adolescents with general moderate learning difficulties
- Authors:
- CORNISH Ursula, ROSS Fiona
- Publisher:
- Jessica Kingsley
- Publication year:
- 2004
- Pagination:
- 128p.
- Place of publication:
- London
Based on a multi-sensory cognitive-behavioural approach, these training sessions cover pre- and post-intervention evaluation schedules, interview and observation tools, and specification of materials that can be used and adapted by teachers. With links to the four main stages of development at Key Stages 3 and 4 of the National Curriculum, especially PSHE (Personal Social and Health Education), the training sessions form an effective tool to help teenagers develop skills in social interaction, communication and conflict resolution and to build their confidence and self-esteem. The ten detailed session plans incorporate role play, discussion and rehearsal to equip participants with the ability to interpret other people’s body language, control their own feelings, express views, ask for support and show concern for others.