Exploring experiences of group consultation using person-centred planning tools

Abstract

Person Centred Planning (PCP) is widely used in the education system by schools and Educational Psychologists (EPs) as a tool to support consultation and promote inclusion. By utilising their consultation skills, EPs are arguably well placed to facilitate PCP sessions. Most research regarding PCP is concerned with looking at the direct outcomes of PCP sessions rather than the consultation process involved. To further develop practice, it is deemed important to explore processes to gain a greater understanding of how facilitating the sessions might bring about desired outcomes. Chapter 1 A systematic literature review addresses the question: What are participants’ experiences and views of person-centred planning sessions within educational contexts? A segregated mixed methods review of six studies was carried out which utilised a thematic synthesis for the inductive exploration of qualitative data. A synthetic product, which goes beyond the primary studies, makes suggestions for EPs using PCP to support consultation in practice. Gaps in the literature and subsequent avenues of further research are also considered. Chapter 2 This chapter bridges the systematic literature review and empirical research, providing a methodological and ethical critique. It outlines the decision-making processes of the research which are informed by my conceptual framework. Chapter 3 Using a phenomenological methodology, the empirical study explored the question: How do EPs understand and facilitate organisational change through group consultation using PATH? Findings are reported and implications for practice are discussed. Chapter 4 This chapter provides a reflective account of the research journey. It details personal reflexivity, implications for research, EP practice, and implications for my role as a fully qualified research-practitioner