Person centred pactice for professionals

EDITED BY This valuable text offers a range of practical, person centred and evidence-based approaches to tackling challenges faced by professionals working with people with learning disabilities It helps the reader to analyze issues relating to person centred practice and citizenship, and considers the implications of this key government initiative for health and social care professionals Jeanette Thompson, Jackie Kilbane & Helen Sanderson The authors aim to support professionals in working through this changing agenda, whilst identifying the interface between their own professional practice and person centred approaches to working with people who have a learning disability The book includes well referenced practical approaches to the subject area, alongside creative and innovative thinking Person Centred Practice for Professionals is key reading for students, academics and professionals working or training to work with people with learning disabilities Jeanette Thompson is the self-directed support programme manager for Sheffield City Council, UK Jackie Kilbane works as an independent Organisation Consultant and Facilitator Helen Sanderson leads H.S.A, a development agency exploring how person centred thinking and planning can change peoples lives, organizations and communities She is the expert advisor on person centred planning to the Valuing People Support Team Cover design Hybert Design • www.hybertdesign.com www.openup.co.uk Thompson, Kilbane & Sanderson In addition, the book also: • Explores the historical context of learning disability services and how this has contributed to the development of person centred services • Introduces a range of practical person centred thinking tools that can be readily used within professional practice • Contains a model to inform the delivery and integration of person centred practice within professional practice • Considers the contribution of a range of different professional roles to the person centred and self-directed support approach • Evaluates the relevance of person centred thinking and planning to people from different cultural backgrounds and those undergoing the transition from adolescence to adulthood PERSON CENTRED PRACTICE for Professionals PERSON CENTRED PRACTICE for Professionals PERSON CENTRED PRACTICE for Professionals Person Centred Practice for Professionals Person Centred Practice for Professionals Edited by Jeanette Thompson, Jackie Kilbane and Helen Sanderson Open University Press McGraw-Hill Education McGraw-Hill House Shoppenhangers Road Maidenhead Berkshire England SL6 2QL email: enquiries@openup.co.uk world wide web: www.openup.co.uk and Two Penn Plaza, New York, NY 10121-2289, USA First published 2008 © Jeanette Thompson, Jackie Kilbane & Helen Sanderson 2008 All rights reserved Except for the quotation of short passages for the purpose of criticism and review, no part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the publisher or a licence from the Copyright Licensing Agency Limited Details of such licences (for reprographic reproduction) may be obtained from the Copyright Licensing Agency Ltd of Saffron House, 6–10 Kirby Street, London EC1N 8TS A catalogue record of this book is available from the British Library ISBN-13 978 0335 22195 (pb) 978 0335 22196 (hb) ISBN-10 0335 22195-5 (pb) 0335 22196-3 (hb) Library of Congress Cataloging-in-Publication Data CIP data applied for Typeset by RefineCatch Limited, Bungay, Suffolk Printed in the UK by Bell and Bain Ltd, Glasgow With thanks to Barbara Bailey for her unstinting patience and administrative support throughout the development of this book Contents Contributors ix Introduction Jeanette Thompson, Jackie Kilbane and Helen Sanderson 1 Exploring the history of person centred practice Jackie Kilbane with Tom McLean Towards person centred practice Jackie Kilbane, Jeanette Thompson and Helen Sanderson 26 Person centred thinking Helen Sanderson, Michael Smull and Jo Harvey 47 Person centred partnerships Simon Duffy and Sam Smith 74 Person centred approaches to educating the learning disability workforce Jeanette Thompson and Lynne Westwood Person centred approaches to meeting the health needs of people who have a learning disability Jeanette Thompson with Janet Cobb Communication Louise Skelhorn and Kim Williams Meeting the needs of people from diverse backgrounds through person centred planning Chris Hatton, Nizakat Khan and Nji Oranu Person centred transition Helen Sanderson and Chris Sholl with Linda Jordan 95 116 138 164 189 viii CONTENTS 10 People with learning disabilities planning for themselves Julie Lunt, Jonathon Bassett, Liz Evans and Leah Jones 213 11 Families leading person centred planning Barbara Coles and Alison Short 231 12 Support planning Helen Sanderson and Simon Duffy 256 13 Creating community inclusion Jo Kennedy, Carl Poll and Helen Sanderson 280 Index 305 List of contributors The editors Jackie Kilbane began her career as a learning disability nurse and worked in services for people with a learning disability for many years before moving into organisational and people development roles Recently she held senior regional and national roles in the NHS in organisational and leadership development Jackie has been involved in the evolution & revolution that is person centred planning and thinking, since the early 1980s, after training to become a PATH and MAPs facilitator Jackie now works as an Independent Organisation Consultant and facilitator Person centred thinking, action learning principles, psychodynamic approaches and systemic practice inform this work She has an M.A (Econ) in Applied Social Research and an M.A in Consulting to Organisations from the Tavistock Institute Helen Sanderson leads HSA, a development agency exploring how person centred thinking and planning can change people’s lives, organisations and communities She is the expert advisor on person centred planning to the Valuing People Support Team Helen’s PhD is in person centred planning and change, and she is the author of several books, and the co-author of the Department of Health’s guidance Helen also works as part of IAS, a service provider in Greater Manchester Helen facilitates a circle of support and is a member of Trust Circles North West Jeanette Thompson is self-directed support programme manager for Sheffield City Council She has worked in both the NHS, the university sector and social care She has edited a number of books on a range of subjects and is passionate about the values and beliefs implicit within person centred planning and selfdirected support Other contributors Jonathon Bassett is a trainer for the North West Listen to Me Group He presents at international and national conferences, facilitates design days, CREATING COMMUNITY INCLUSION 303 Annotated bibliography Kennedy, J., Sanderson, H and Wilson, H (2002) Friendship and Community: Practical Strategies for Making Connections in Communities Manchester: North West Training and Development Team A book aimed at those who support people with learning disabilities and their families to help them work towards inclusion There are chapters covering person centred planning, developing networks, mapping your community and making a contribution Many of the strategies in the book are equally applicable to anyone excluded from community life ARK Community Networks (2006) Community Matters: Taking Action and Making a Difference in your Local Community A Training Pack for Promoting Active Citizenship The training course is aimed at people with learning disabilities It is designed to enhance understanding and facilitate learning about Citizenship, Democracy, the structures and opportunities within Community Planning (Local Strategic Partnerships) and how people can be more active in their communities about issues that concern them It suggests activities, session plans and handouts which might be useful in addressing these issues (ARK Community Networks, The Priory, Canaan Lane, Edinburgh EH10 4SG) Schwartz, D (1992) Who Cares? Rediscovering Community New Haven, CT: Westview Press (UK distributor: Values Incorporated) This book contains an analysis of why people with learning disabilities are excluded from community and stories of inclusion References Barr, A and Hashagen, S (1999) Achieving Better Community Development Manchester: CDF Cabinet Office (2005) Improving the Life Chances of Disabled People London: Stationery Office Department of Health (2001) Valuing People: A New Strategy for Learning Disability for the 21st Century London: Department of Health Department of Health (2005) Independence Well-being and Choice: Our Vision for the Future of Social Care for Adults in England London: Stationery Office Department of Health (2006) Our Health, Our Care, Our Say London: Stationery Office Jones, C (1998) The meaning of community care for people with learning difficulties and paid support staff, unpublished MSc thesis 304 JO KENNEDY, CARL POLL AND HELEN SANDERSON Kennedy, J., Sanderson, H and Wilson, H (2002) Friendship and Community: Practical Strategies for Making Connections in Communities Manchester: North West Training and Development Team Lee, D and Newby, H (1983) The Problem of Sociology: An Introduction to the Discipline London: Unwin Hyman McKnight, J (1996) The Careless Society New York, Basic Books McKnight, J (1997) A Guide to Capacity Inventories: Mobilising the Community Skills of Local Residents Chicago Oliver, M (1990) The Politics of Disablement London: Macmillan Press Poll, C., Duffy, S., Hatton, C., Sanderson, H and Routledge, M (2006) A Report on in Control’s First Phase 2003–2005 London: in Control Publications Putnam, R.D (2001) Bowling Alone: The Collapse and Revival of the American Community New York: Simon & Schuster Scottish Executive (2000) Same as You: A Review of the Services for People with a Learning Disability Edinburgh: Scottish Executive Snow, J (1994) What’s Really Worth Doing and How to Do it Toronto: Inclusion Press The Stationery Office (2004) The Disability Discrimination Act London Young, M and Lemos, G (1997) The Communities We Have Lost and Can Regain London: Environment and Planning Useful resources City of Seattle website www.ci.seattle.wa.us For information about the Disability Discrimination Act www.direct.gov.uk For more information about asset-based community development www.northwestern.edu/ipr/abcd For further information of the Doncaster Health Action Zone community animateurs www.sccd.org.uk/reports/hazg.doc Index accessibility, 286–7 planning, 228–9 action families and, 236–8 person centred planning, 30 activity person centred practice, 29 adulthood transition to, 189–92 advice availability of, 183 advocacy workers collaboration with community workers, 297–8 affirmation model, 109–10 social model of disability, 102 agreement support plan, 266 allies development of, 243–7 role of, 243–7 Altrum, 92 ambiguity, 143 Asian communities person centred planning and, 177–83 assessment, importance to/importance for, 55 person centred practice, 29–30 Assessment, Planning and Implementation and Review tool (APIR), 194 asset-based approach, 292 asset-based community development, 283, 285–6 asset-based model move to, 291 assets of community, 292 association, 286 attention person centred practice, 31 bank accounts mental capacity and, 217 benefits disadvantaged in for people with learning disabilities from minority ethnic communities, 166 best practice social work assessment, 14 Best Practice Guidance for Partnership Boards, 252 Better Services for the Mentally Handicapped, Big Picture, The, 204 body language attention to, 31 budgeting quality of effective support planning, 266 C-Change for Inclusion, 82–93 care management review, 66 care managers balance of workload, 270–1 changes to role of, 261 different role of, 264–5 impact of mixed economy of support planning on, 270–1 responsibilities for support planning, 268 review process and, 274–5 care planning shift to support planning, 261–2 Care Programme Approach, 257 Care Services Improvement Partnership (CSIP), 107 caring role, 99 case-conference approach, 13 celebrating differentness importance of, 98 change opportunities for, 271 transition distinguished, 21 Children Act (2004), 193 choice elements needed for, 10 key principle of right, linked concept with control, Circles Network, 92 circles of relationship, 284 306 INDEX circles of support, 227–8, 285, 295–6 citizenship, 289 as key to person centred partnerships, 75–80 development of concept of, 10–1 move from professional gift model to, 117 person centred practice and, 35–6 self-determination and, 217–20 self-directed support and, 117 citizenship model, 82, 109–10 professional gift model and, 110 social model of disability, 102 Citizenship Review, 40 civil rights, 290 growth of, Clackmannanshire Sustainable Dialogues initiative in, 297–8 clarity quality of effective support planning, 266 clubs, 286 co-morbidity, 116 coaches definition of, 51 collaborative requirement for transition planning, 193 collectivist cultures person centred planning and, 170 Common Assessment Framework, 257 communication see also total communication components of, 141–4 need for clear, 105 reasons for, 140 communication charts, 151–7 person centred thinking tools, 128–9 communication dictionaries, 110, 153 communication maps, 110 communication model, 141–2 communication skills training, 106 communicators skills, 144–5 community approaches to building, 284–9 barriers to, 282–4 building blocks of, 295 characteristics of healthy, 287 component parts, 281 connection to, 291–6 definition of, 281 how people with learning disabilities can be involved in, 294–5 ignorance on how to access, 282 loss of, 280–1 professionals’ role in building, 297–302 promoting inclusivity, 289 working with, 107–9 community capacity, 107 community care shift to, community care assessments, 251 community care reforms, 257 community development, 287–8 training, 288 Community Empowerment Network, 300 community guides, 286 community inclusion, 280–302 Community Integrated Care, 90 Community Learning Plan for People with Learning Disabilities, 299 community life, 36 key to citizenship, 10, 79–80 community mapping, 294–5 community nurses, 107 community organisation, 287 community perspective in work of professionals, 289–91 community planning officers, 297 Community Planning Partnerships, 289 community workers collaboration with advocacy workers, 297–8 community-based services local plans for, organisation of, confidentiality, 105 Connexions Service, 194, 197 content experts, 238–9 continuing professional development, 113 contracts mental capacity and, 218 contribution person centred plans, 215 control, 10 linked concept with choice, steps for, 265–6 core responsibilities, 59–60 Council for Voluntary Organisations (CVS), 297 Coventry Grapevine in, 299–300 INDEX creativity, 60, 249 person centred thinking tools, 126 critical friend care manager as, 261 cultural factors linked to service design, 181 cultural needs total communication as way of meeting, 157–8 cultural values lack of experience of, 166 dance community life represented as, 253–4 day centres, 16 decision-making agreement, 223–4 person centred thinking tools, 130–1 deficit-based model move to asset-based approach, 291 Department of Health, 107 devaluation people at risk of, “differentness” importance of celebrating, 98 direction, 36 key to citizenship, 10, 77 disability models of, social model of, 101–2, 109–10, 283 Disability Discrimination Act (1995), 9, 141, 286 disability movement, 257 in person centred planning, 14 disabled people, 11 disadvantage people from minority ethnic communities, 165 people with learning disabilities from minority ethnic communities, 165–7 discrimination people from minority ethnic communities, 165 within service settings, 166 diversity in terms of religion, 165 increasing among people with learning disabilities, 164–7 Diversity Matters, 92 doughnut model, 33, 57–60, 110, 249–50 person centred thinking tools, 126–7 307 education discrimination in people from minority ethnic communities, 165 people with learning disabilities, 95–113 Elcap, 92 EMAP (ethnic minority action planning) group, 180 emphasis in total communication, 147 employment disadvantaged in for people with learning disabilities from minority ethnic communities, 166 mental capacity and, 217 people with learning disabilities, 99 relationship between health and, 99 empowerment need for in workforce, 105 person centred planning as method of, 257 Essential Lifestyle Planning (ELP), 52, 120–3, 176, 197, 215, 219, 239 structure of, 240 style of person centred planning, 15 Essential Lifestyle Planning (ELP) Course, 240–2 Essential Lifestyle Planning (ELP) Learning Community, 218 eugenics definition of, Every Child Matters, 193 evolving requirement for transition planning, 193 exchange model professional care, 263 exclusion problem of, 286–7 expression difficulties with, 153–7 total communication as aid to, 154–5 facilitator person centred planning, 38 families action and, 236–8 contribution person centred planning by into practice, 249–52 importance of, 96–7 integrating person centred planning by into practice, 249–52 introducing families to person centred planning, 248–9 308 INDEX leading person centred planning, 231–54 ownership and, 236–8 professionals supporting, 247–53 reasons for coming to person centred planning, 235–42 responsibilities for support planning, 267 role in safeguarding person centred planning, 252–3 support for of people with learning disabilities, 99 urgency and, 236–8 Families Leading Planning initiative, 232, 239, 252 family mentors, 242 training, 242 family trainers, 241–2 training, 242 fear as barrier to community, 282–3 five accomplishments in person centred planning, 14 four plus one questions, 110 person centred thinking tools, 127–8 tool for recording learning, 67–8 four plus two questions review process, 275 Freespace, 92 friends responsibilities for support planning, 267 friendships importance of, 100 Fulfilling the Promises, geography component part of community, 281 gestures, 155 gift maps, 292–3 gifts of individuals, 292 recognition of, 222 Glasgow City Council, 89 Glasgow Learning Disability Partnership, 89–92 goals importance of having, 98 grants from Small Sparks, 300–1 Grapevine, 299–300 Greater Glasgow Health Board, 89 group homes, 16 Guide to Capacity Inventories, 294 Hackney work with Asian communities in, 178 Hate Crime Reduction Partnership, 300 health discrimination in people from minority ethnic communities, 165 factors important to, 96–8 importance of, 97 relationship between employment and, 99 health action planning need to integrate with person centred planning, 117–20 health action planning (HAP), 117 health needs person centred approaches to meeting of people with learning disabilities, 116–36 Health Picture Bank, 132 Higher Education Certificate in Person Centred Approaches for Social Care Workers, 92 history importance of having to people with learning disabilities, 98, 100 holistic requirement for transition planning, 193 Holmes and Rahe Stress Adjustment Scale, 99 home, 36 importance of, 97 key to citizenship, 10, 78–9 supporting people with learning disabilities to have, 99 hospitals, 16 closure of, rise of, hostility as barrier to community, 282 housing disadvantaged in for people with learning disabilities from minority ethnic communities, 166 human rights growth of, Human Rights Act (1998), 9, 141 human services delivery of, 81–2 implementation allies concept of, 232 “importance for” “importance to” distinguished, 50, 53–7, 60 INDEX person centred thinking tools, 125–6 planning and, 218–20 total communication to determine, 139, 159 training to determine, 225 “importance to” “importance for” distinguished, 50, 53–7, 60 person centred thinking tools, 125–6 planning and, 218–20 total communication to determine, 139, 159 training to determine, 225 Improving the Life Chances of Disabled People, 194, 290 In Control, 260–2, 290, 300 In the Driving Seat, 272 inclusion community, 280–302 key principle of right, self-directed support and, 269 Inclusion Glasgow, 83–4, 92 Inclusion Movement, 7, 35, 283–5 in person centred planning, 14 inclusivity communities, 289 requirement for transition planning, 193 income disadvantaged in for people with learning disabilities from minority ethnic communities, 166 independence, 290 goal of for people with learning disabilities, 100 importance of, 98 key principle of right, Independence, Well-being and Choice, 36, 103, 194, 290, 301 independent people responsibilities for support planning, 268 individual budgets, 261, 274–5 managing, 266 Individual Planning (IPs), 14 Individual Programme Plans (IPPs), 14 individual-led practice, 111–3 individualism linked concept with personalisation, Industrial Revolution, inequalities people from minority ethnic communities, 165 309 informed decision making, 217 institutional barriers to community, 283 institutional change surviving, 20 institutional closure in person centred planning, 14 institutionalisation, 4–6 institutions boundaries between, 17 hierarchical nature of, medicalisation of, segregation of sexes within, types of, 16–7 integrating person centred plans, 216–7 intention person centred practice, 31 International Learning Community for Person Centred Practice, 135 interpreters, 177 intervention importance to/importance for, 55 introducing person centred plans, 214–5 Involve all Neighbours Project, 300 involvement need for in workforce, 105 Jay Report see Report of the Committee of Enquiry into Mental Handicap Nursing and Care judgement, 60, 249 person centred thinking tools, 126 Key Housing, 299 King’s Fund development of Ordinary Life series by, knowledge underpinning, 102–3 language difficulties understanding, 143–4 jargon-free for plans, 229 language skills lack of, 166 languages community, 177 training in range of, 183 LEAF, 92 310 INDEX learning tools for recording, 64–70 learning disabilities educating people with, 95–113 employment of people with, 99 expectations of people with, 95 goal of independence for people with, 100 historical patterns of organised services for people with, 21 how people with can be involved in communities, 294–5 importance of having history to people with, 98, 100 increase in number of people with, 165 increasing diversity of people with, 164–7 leisure for people with, 100 listening to people with, 30–2 mental capacity and people with, 217–8 mixed messages on inclusion of, 283 people with leading their own plans, 220–7, 224 person centred approaches to meeting health needs of people with, 116–36 planning by people with, 213–29 power between professionals and people requiring support, 18–20 problems of understanding by persons with, 138–60 professionals’ involvement in supporting people with to lead their own plans, 214–6 sharing power with people with, 32–4 support for families of people with, 99 supporting people with, 17–8 to have home, 99 to lead their own plans, 224 transition planning for people with, 189–210 value base for those working with people with, 101–2 valuing people with, 99 what people with require from support services, 105–6 what people with want from workforce, 104–6 Learning Disability Awards Framework (LDAF), 101, 106 Learning Disability Partnership Boards, 172–3 learning disability services expenditure on, 290 historical overview, 3–9 Learning Disability Team, 252 learning logs, 110 person centred thinking tools, 129–30 tool for recording learning, 68–70 legal responsibilities mental capacity and, 217 Leicester work with Asian communities in, 177–8 leisure importance of, 97 money intertwined with, 100 people with learning disabilities, 100 transport systems intertwined with, 100 link teams, 181 listening importance of, 220 person centred practice, 30–2 local authorities responsibilities for support planning, 267 local social system component part of community, 281 Local Strategic Partnerships, 289, 300 McKnight, John, 285–6, 291–2, 294, 299 management quality of effective support planning, 266 mapping communities, 294–5 MAPs, 110, 176 style of person centred planning, 15 marginalisation people at risk of, marriage mental capacity and, 217 matching staff with people who use services, 60–4 medical treatment mental capacity and, 217 mental capacity people with learning disabilities and, 217–8 Mental Capacity Act (2005), 130, 217 Mental Deficiency Act (1913), mental health poorer in people from minority ethnic communities, 165 mental health services development of, 6–7 INDEX mental welfare officer, minority ethnic communities initiatives to improve services for, 166–7 person centred planning for people from, 164–85 Model District Service, A, money, 35 importance of, 97 key to citizenship, 10, 78 leisure intertwined with, 100 mental capacity and, 217 use of for support, 269 mortgages mental capacity and, 218 multidisciplinary approach, 13 multimedia profiling, 132 mutual aid, 293–4 My Life, My Future workbooks, 204 National Centre for Independent Living, 75 National Health Service and Community Care Act (1990), National Health Service (NHS) introduction of, National Service Framework for Children, Young People and Maternity Services, The, 194 National Statistics Online, 165 National Vocational Qualifications, 106 Neighbourhood Networks, 92 networks lack of as barrier to community, 282 new things right to try, 229 non-literal language in total communication, 148 non-specialist services, 183 non-verbal communication, 143 person centred planning, 221 normalisation, 15 development of, 6–7 person centred planning, 14 North America person centred planning, 14, 169 nursing process emergence of, 19 older people, 10 Oldham work with Asian communities in, 179–80 311 Open University, 14 opportunity, 10 Ordinary Life series, organisation support plan, 266 organisational change using person centred thinking to inform, 70–1 organisations structures, 20–1 Our Health, Our Care, Our Say, 9, 101, 290 Our Plan for Planning, 215 ownership factor in integrating health action plans and person centred plans, 118 families and, 236–8 person centred planning, 30 paperwork importance to/importance for, 55–6 Paradigm, 92 parents transition planning, 190 participative requirement for transition planning, 193 Partners for Inclusion, 92 partnership see person centred partnerships Partnership Boards, 195 partnership working, 183 PATH, 77, 110, 119, 176, 273 style of person centred planning, 15 payment for person centred planning work, 228 People First Development Officer, 297 People First Groups, 215 People First Scotland, 297 person centred quality of effective support planning, 266 person centred approach definition of, 28 integrating into professional education, 110 Person Centred Approaches, 234 person centred health action plans, 120–32 person centred partnerships, 74–93 citizenship as key to, 75–80 nature of, 75–6 person centred planning, 9, 12–6 as a journey, 87 as method of empowerment, 257 312 INDEX challenges to, 19 changes in, 119 collectivist cultures and, 170 conditions for, 195 contributing, 134 individual level, 40–1 into practice by families, 249–52 organisational level, 41 team level, 41 coordinators acting as allies, 245 cornerstones of, 184 definition of, 27, 170, 234 developments in, 16 dimensions of, 170–2 evaluation, 168–9 families leading, 231–54 families’ role in safeguarding, 252–3 for people from minority ethnic communities, 164–85 framework for, 37–8 individual level, 38–9 organisational level, 40 team level, 39–40 impact of, 168–9 importance of listening, 220 integrating, 135–6 individual level, 43 into practice by families, 249–52 organisational level, 44 team level, 43–4 introducing, 133–4, 177–83 families to, 248–9 key issues, 213–4 model for, 132–6 professionals, 248 need to integrate with health action planning, 117–20 non-verbal communication in, 221 North America, 14 roots of, 169 people leading their own plans, 224 points which help people lead their own plans, 227–9 practice, 172–5 professional challenges, 19 professional involvement in, 16–21 relationship with total communication, 139–41 religious needs, 176 responsive action, 34–5 safeguarding, 135 individual level, 41–2 organisational level, 43 team level, 42 sharing power, 32–4 strategic change and, 179–83 styles of, 15, 176–7 support, 222–4 for people with to lead their own plans, 224 planning and, 268–9 training, 110–1 to facilitate plans, 224–7 transition and, 190–210 Transition Pathway, 200–4 United States, 235 values underpinning, 169–72 working/not working, 247 Year transition reviews, 196–8, 208 Year 10 transition reviews, 198–200, 208 Person Centred Planning Co-ordinators, 252 person centred planning facilitators responsibilities for support planning, 268 person centred plans professional help with, 214–6 signing off, 245 person centred practice, 36–44 citizenship and, 35–6 core principles, 30–6 definition of, 29 person centred reviews, 123–5 definition of, 28–9 person centred skills total communication and, 158–60 person centred team, 39 person centred thinking, 47–71 definition of, 28, 48–9 evolution of, 47–8 potential for, 71 skills and tools, 52–64, 125–31, 160 to inform organisational change, 70–1 transition and, 190–210 use of, 49–52 person centred transition, 190–210 personal empowerment, 287 Personal Futures Planning, 119, 123 style of person centred planning, 15 personal passports, 153 personal workbooks, 204 personalisation linked concept with individualism, INDEX personality characteristics matching to skills, 61 physical health poorer in people from minority ethnic communities, 165 plan support, 265–6 planning by people with learning disabilities, 213–29 importance to/importance for, 55 people with learning disabilities leading their own, 220–7 Planning Live, 273–4 planning meetings, 183 political structures participating in, 287 population-specific knowledge, 103 positive action, 287 post-qualifying courses, 113 power professional, 19 practicality quality of effective support planning, 266 Practice Development Group, 90 pre-verbal communication, 144 preferences, 10 prejudice as barrier to community, 282 procedural model professional care, 263 process experts, 238–9 profession evolution and development of, 17 professional care models of, 263 professional development, 109–12 continuing, 113 professional education integrating person centeredness into, 110 practice, 111–3 individual-led, 111–3 theory, 109–11 professional gift model citizenship model and, 110 move from to citizenship, 117 professional qualifications, 95–6 learning disability-specific, 106–7 professional services conflicts within, 258–9 professional skills using as ally, 244–7 313 professionals changing role of, 263–5 community perspective in work of, 289–91 involvement in supporting people with learning disabilities to lead their own plans, 214–6 power between and people requiring support, 18–20 role in building community, 297–302 supporting families, 247–53 professions accountability, 20 challenges for in person centred planning, 19 profiling, 205–8, 210 Programme Analysis of Service Systems (PASS), projects grant funding for, 301 psychiatry, 107 public services restructuring, 20 Quality Action Group, 43, 298–9 quality of life debate, questioning model professional care, 263 questions, 155 review process, 275–6 racism within service settings, 166 recording learning, 64–70 Registered Nurse in Learning Disabilities, 107 relationship circles of, 284 relationship building staff ignorance on how to support, 282 relationships importance of, 100 religion diversity in terms of, 165 religious needs person centred planning, 176 religious values lack of experience of, 166 Report of the Committee of Enquiry into Mental Handicap Nursing and Care (Jay Report) (1979), 7, 12 Report of the Howe Committee into Events at Ely Hospital in 1969, 314 INDEX reports importance to/importance for, 55–6 resettlement, resources factor in integrating health action plans and person centred plans, 118 responsive action person centred planning, 34–5 review process care managers and, 274–5 changes to, 261–2 four plus two questions, 275 importance to/importance for, 55 questions, 275–6 sharing learning, 276–7 support planning, 274–6 rights key principle of, self-directed support and, 117 Robust Services Project, 90 Rogers, Carl, 31 Royal Albert Hospital, Lancaster, safeguarding families’ role in person centred planning, 252–3 person centred plans, 215, 230 safety quality of effective support planning, 266 school leaving, 204 people with learning disabilities leaving, 191–3 scope person centred planning, 30 Scotland qualification for social care workers in, 92 Scottish Community Development Centre, 287 Scottish Office, 298 Sector Skills Council, 106 self-advocacy groups, 287 self-assessment, 265 self-determination, 35 citizenship and, 217–20 key to citizenship, 10, 76–7 quality of effective support planning, 266 self-directed support, 10, 117, 257–77 model for, 96 sentence length in total communication, 147–8 service design cultural factors linked to, 181 service evaluation, service providers responsibilities for support planning, 267 service supports lack of information on, 166 sexual relationships mental capacity and, 217 sexuality, 217 Shared Action Planning (SAP), 14 shared identity component part of community, 281 sharing learning review process, 276–7 sharing power person centred planning, 32–4 Single Assessment Process, 257 skills matching to personality characteristics, 61 person centred thinking, 52–64 recognition of, 222 required to instil into workforce, 103–4 Skills for Care, 106–7 Skills for Health, 107 Skills Sector Council, 107 skills training, 51 Small Sparks, 300–1 Snow, Judith, 284–6, 291, 299 social care bridging chasm of, 262 development of new model of, 290–1 social care workers Scottish qualifications, 92 social inclusion, 290 social justice promotion of, social model of disability, 101–2, 109–10, 286–7 in person centred planning, 14 social services discrimination in people from minority ethnic communities, 165 formation of, social work assessment best practice, 14 social workers different role of, 264 responsibilities for support planning, 268 INDEX societal attitudes, 11, 18 Special Educational Needs Code of Practice, 193 speed in total communication, 147 staff roles and responsibilities defining, 57–9 stammer, 154 statutory services, 287 Stirling Quality Action Group in, 298–9 Stirling Council Community Services, 299 Strategic Health Authorities, 109–10 Strategy for Neighbourhood Renewal, 289 stress importance of, 97, 100 support, 36 availability of, 183 key to citizenship, 10, 79 person centred planning, 222–4 support planning assistance in writing, 267–8 impact of mixed economy of on care managers, 270–1 materials to assist, 272 operation of, 265–6 person centred planning, 273 person centred planning and, 268–9 processes to assist, 273–4 qualities of effective, 266–7 reviewing, 274–7 shift from care planning to, 261–2 supported tenancies, 16 supportive requirement for transition planning, 193 supportive questions, 154 sustainable dialogues, 297–8 Talking Mats, 156–7 tenancies mental capacity and, 218 The Same As You?, 9, 75 Thistle Foundation, 92 timing factor in integrating health action plans and person centred plans, 118 tools person centred thinking, 52–64 Top Tips, 272 315 total communication, 138–60 as aid to expression, 154–5 as way of meeting cultural needs, 157–8 communication charts, 151–5 definition of, 140 emphasis in, 147 legislative support for, 141 non-literal language in, 148 person centred skills and, 158–60 relationship with person centred planning, 139–41 sentence length in, 147–8 speed in, 147 using, 146–8 visual clues in, 147 vocabulary in, 149–50 training community development, 288 determining working/not working, 226–7 range of languages in, 183 to facilitate plans, 224–7 workforce, 106–9 transition change distinguished, 21 experiences of, 189–93 legal context for, 193–5 person centred, 189–210 processes for, 192 Transition Pathway, 200–4, 208 transition planning, 189–210 parents, 190 requirements for, 193 transport disadvantaged in for people with learning disabilities from minority ethnic communities, 166 transport systems leisure intertwined with, 100 Trent Project, 105 Turning Point, 90 Tyson, Andrew, 271 understanding problems for persons with learning disabilities, 138–60 United States person centred planning, 235 urgency families and, 236–8 316 INDEX value base for those working with people with learning disabilities, 101–2 Valuing People: A New Strategy for Learning Disability for the 21st Century 9–10, 16, 27, 36, 47, 75, 106, 116–7, 131, 141, 193, 195, 290 Valuing People Support Teams, 107, 195 viewpoint person centred planning, 30 visual clues in total communication, 147 visual supports, 155 vocabulary in total communication, 149–50 vocational qualifications, 95–6 Voices Group, 297–8 voting mental capacity and, 217 well-being factors important to, 96–8 work importance of, 97 workforce skills to instil into, 103–4 training and developing, 106–9 what people with learning disabilities want from, 104–6 working/not working person centred planning, 247 person centred thinking tools, 127 tool for recording learning, 64–7 training to determine, 226–7 workload balance of care managers’, 270–1 World Health Organisation, 156 Year transition reviews, 196–8, 208 Year 10 transition reviews, 198–200, 208 EDITED BY This valuable text offers a range of practical, person centred and evidence-based approaches to tackling challenges faced by professionals working with people with learning disabilities It helps the reader to analyze issues relating to person centred practice and citizenship, and considers the implications of this key government initiative for health and social care professionals Jeanette Thompson, Jackie Kilbane & Helen Sanderson The authors aim to support professionals in working through this changing agenda, whilst identifying the interface between their own professional practice and person centred approaches to working with people who have a learning disability The book includes well referenced practical approaches to the subject area, alongside creative and innovative thinking Person Centred Practice for Professionals is key reading for students, academics and professionals working or training to work with people with learning disabilities Jeanette Thompson is the self-directed support programme manager for Sheffield City Council, UK Jackie Kilbane works as an independent Organisation Consultant and Facilitator Helen Sanderson leads H.S.A, a development agency exploring how person centred thinking and planning can change peoples lives, organizations and communities She is the expert advisor on person centred planning to the Valuing People Support Team Cover design Hybert Design • www.hybertdesign.com www.openup.co.uk Thompson, Kilbane & Sanderson In addition, the book also: • Explores the historical context of learning disability services and how this has contributed to the development of person centred services • Introduces a range of practical person centred thinking tools that can be readily used within professional practice • Contains a model to inform the delivery and integration of person centred practice within professional practice • Considers the contribution of a range of different professional roles to the person centred and self-directed support approach • Evaluates the relevance of person centred thinking and planning to people from different cultural backgrounds and those undergoing the transition from adolescence to adulthood PERSON CENTRED PRACTICE for Professionals PERSON CENTRED PRACTICE for Professionals PERSON CENTRED PRACTICE for Professionals .. .Person Centred Practice for Professionals Person Centred Practice for Professionals Edited by Jeanette Thompson, Jackie Kilbane and... teaches person centred awareness and person centred thinking Jonathon says, ‘The Person Centred Planning helped my Mum and Nan who were worried about me travelling on the train After my Person Centred. .. Harvey 47 Person centred partnerships Simon Duffy and Sam Smith 74 Person centred approaches to educating the learning disability workforce Jeanette Thompson and Lynne Westwood Person centred approaches