Exploring the Experiences of Young People in Person-Centred Planning

Abstract

Person-centred planning (PCP) is a philosophy associated with varied methods of planning which aim to place the individual at the centre of the process. It is often used in idiosyncratic forms reflecting issues regarding how PCP is operationalised in practice. In Paper 1, a systematic literature review (SLR) sought to establish how PCP meetings were organised and structured and how the young people involved experienced them. Six papers (two of which were doctoral theses) published between 2012-2020 were identified using The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. Papers were evaluated for their methodological quality and relevance using the Critical Appraisal Skills Programme for Qualitative Studies Checklist (CASP Qualitative Studies Checklist). The SLR explored the practical elements of PCP such as their location and attendees, as well as more subtle elements such as the dynamics between attendees and the impact of systemic factors. The SLR found that PCP meetings are complex spaces requiring skilled facilitation. Limitations and implications for practitioners are discussed, as well as suggestions for refining the practice of PCP. In Paper 2, an exploratory case study was conducted in which two male year 10 students in an alternative provision (AP) participated in a novel pathway planning process based upon self-determination theory (SDT). This process involved a pre-planning meeting with a member of staff familiar with their needs, and pre-planning discussion to explore their post-16 aspirations. A follow up interview was conducted with one of the students (the other was uncontactable due to being home schooled) which suggested the experience was positive and helpful. A key finding from the case study was SDT provided a useful theoretical framework for supporting the pathway planning process. Limitations and implications for practitioners are discussed. Paper 3 explores the concept of evidence-based practice (EBP) with reference to the role of educational psychologists. Also discussed is practice-based evidence (PBE), dissemination and measuring the impact of research.  

Date of Award	31 Dec 2022
Original language	English
Awarding Institution	The University of Manchester
Supervisor	Cathy Atkinson (Supervisor) & Catherine Kelly (Supervisor)