Pearson Edexcel Level 3 Diploma in Health and Social Care (Adults) for England (QCF) Pearson Edexcel Level 3 Diploma in Health and Social Care (Adults) for Wales and Northern Ireland (QCF) –Specification – Issue 5 – November 2013 © Pearson Education Limited 2013

557

Unit 98: Support Person-Centred Thinking and Planning

Unit code: LD 302

Unit reference number: A/601/7215

QCF level: 3

Credit value: 5

Guided learning hours: 41

Unit summary

This unit is aimed at those who work in a range of health or social care settings. This unit enables the learner to extend their knowledge about the principles, processes and context of person-centred thinking, planning and reviews. It also requires the learner to explore their own role in implementing person-centred thinking and planning and to develop further the skills and attitudes necessary to fulfil this role. This unit forms part of the Learning Disability pathway of the Edexcel Level 3 Diploma in Health and Social Care (Adults) for England (QCF)

Assessment requirements

This unit needs to be assessed in line with the Skills for Care and Development QCF Assessment Principles. Learning outcome 5 must be assessed in a real work situation.

Assessment methodology

Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.

Pearson Edexcel Level 3 Diploma in Health and Social Care (Adults) for England (QCF) Pearson Edexcel Level 3 Diploma in Health and Social Care (Adults) for Wales and

Northern Ireland (QCF) – Specification – Issue 5 – November 2013 © Pearson Education Limited 2013

558

Content

1 Understand the principles and practice of person-centred thinking, planning and reviews

Person-centred thinking: definitions; basing plans on the person’s own priorities; working towards an individual’s goals; building a circle of support; planning with the person and not for them; supported self-direction; individualised planning to incorporate hopes and wishes of the individual; safeguarding quality; reviewing plans with the individual and others to ensure success; facilitating changes of direction; the ongoing process; non-judgemental approach; acceptance of the individual; acknowledging gifts and dreams; listening to the individual Relevance and benefits of the person-centred approach: defining the approach/key features; placing individuals at the centre of planning; supporting people to make choices; enabling friendships and relationships; increasing confidence; raising self-esteem; achieving self-actualisation; involvement of significant others; involvement of communities; supporting future plans Beliefs and values: Rogers, core conditions, growth-promoting climate; Maslow, hierarchy of needs; work of Michael Smull eg essential lifestyle planning; work of John O’Brien; social model; holistic model, normalisation; principles of inclusion; differences between person-centred and other approaches to planning and review, eg needs-led, service-led, cycle of assessment, multi-disciplinary/inter-agency Person-centred thinking tools: eg important to/for, working/not working, the doughnut, matching staff, relationship circle, communication charts, 4+1 questions, citizenship tool, decision making non-agreement, presence to contribution, dreaming, Making Action Plans, (MAPS), Planning Alternative Futures, (PATHS), key features; commonalities; differences; preferred contexts; purposes; ways of using one-page profiles, eg in health action planning, adult placements; developing person-centred plans and support plans

2 Understand the context within which person-centred thinking and planning takes place

Legislation, policy and guidance: relevant sections from eg Care Standards Act 2000, Community Care Act 1990, Disability Discrimination Act 1995, (as amended 2005), Human Rights Act 1998; White Paper Valuing People (2001): a new strategy for learning disability for the 21st century; White Paper Valuing People Now, (2007), from progression to transformation; Protection of Vulnerable Adults (DH 2006b) Relationship between planning and services: use of information from reviews to inform strategic commissioning; accelerating the development of the person-centred plan throughout the organisation; providing better intelligence about what works for an individual; providing better intelligence about what community services are needed, what services need to be developed in response to current and future needs; going beyond conventional service options; meeting statutory requirements; individual at the centre of the process; identifying actions

Pearson Edexcel Level 3 Diploma in Health and Social Care (Adults) for England (QCF) Pearson Edexcel Level 3 Diploma in Health and Social Care (Adults) for Wales and Northern Ireland (QCF) –Specification – Issue 5 – November 2013 © Pearson Education Limited 2013

559

The person-centred team: definition; structured sense of purpose; knowledge of what is important for team members; producing team plans; implementing plans; allocation of roles and tasks to meet staff interests and strengths; sharing learning; reasons for reflection; effective leadership/role of the manager; role of facilitators; involvement of staff in decision-making; using person-centred thinking within the team; implementing the approach across organisations

3 Understand own role in person-centred planning

Own role: personal expectations; expectations of others; facilitating self-directed support; use of journals to record plans and actions; use of support circles/relationship circles to identify support networks; use of relevant person-centred thinking tools; recognition of place within team/organisation; competence in using relevant skills to support individuals; reasons for choice of skills; identifying actions; following up actions Use of person-centred tools to support individuals: eg 4 +1 questions, my daily and weekly routines, To For/To Sort, Good day/Bad day Challenges: issues of control; taking risks; relationships within teams/organisations; dealing with personal issues; willingness to develop; levels of self-awareness; conflicting values, own/person-centred; boundaries; self-esteem levels Overcoming challenges: use of person-centred thinking tools; use of mentors/counselling; peer review; use of facilitators to enable progression; purpose for change

4 Be able to implement person-centred thinking, planning and reviews

Own community connections: use of person-centred thinking tools: eg Who am I? My gifts and capacities, hopes and fears, mapping our network, passion audit, capacity mapping, who am I – my places; use of relevant person-centred tools eg, Making Action Plans (MAPS), Planning Alternative Futures, (PATH), Dreams and Nightmares, use of caution with this tool; reasons for choices

5 Be able to implement person-centred thinking, planning and reviews

Implementing the approach: working with individuals to produce plans; choice of person-centred thinking tools; using one-page profiles to produce a plan; using information from a review to begin a plan for individuals; agreeing responsibilities in achieving actions; producing person-centred reviews, process, content and format; enabling individuals to choose who supports them; asking individuals what they want support staff to do; using this information to develop and select staff; including sections in job descriptions and specifications which reflect an individual’s person-centred plan; involving individuals in recruiting support workers; involving individuals in planning circles of support

Pear

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Lear

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D

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1

Under

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pla

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and r

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1.1

Exp

lain

what

per

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and h

ow

it

rela

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to p

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and p

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centr

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1.2

Exp

lain

the

ben

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of usi

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thin

king w

ith indiv

idual

s

1.3

Exp

lain

the

bel

iefs

and v

alu

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n w

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centr

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lannin

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bas

ed

1.4

Exp

lain

how

the

bel

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and v

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on w

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h

per

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king is

bas

ed d

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m

asse

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ent

and o

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appro

aches

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1.5

Exp

lain

how

per

son-c

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hin

king t

ools

can

form

th

e basi

s of a

per

son-c

entr

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lan

1.6

D

escr

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the

key

featu

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of diffe

rent

styl

es o

f per

son-c

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lannin

g a

nd t

he

conte

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in w

hic

h

they

are

most

use

ful

1.7

D

escr

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exam

ple

s of per

son-c

entr

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hin

king t

ools

, th

eir

purp

ose

, how

and w

hen

eac

h o

ne

mig

ht

be

use

d

1.8

Exp

lain

the

diffe

rent

way

s th

at o

ne-

pag

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file

s ar

e use

d

Pear

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Pear

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Wal

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Spec

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Nove

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2013 ©

Pea

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561

Learn

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ate

2

Under

stan

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within

whic

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centr

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hin

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nd

pla

nnin

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akes

pla

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2.1

In

terp

ret

curr

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polic

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isla

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under

pin

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entr

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lannin

g

2.2

Anal

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rela

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pla

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eliv

ery

of

serv

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2.3

D

escr

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how

per

son-c

entr

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lannin

g a

nd p

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n-

centr

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evie

ws

influen

ce s

trate

gic

com

mis

sionin

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2.4

Exp

lain

what

a p

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entr

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eam

is

2.5

Exp

lain

how

per

son-c

entr

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e use

d

within

a t

eam

2.6

Anal

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how

to a

chie

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ucc

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ple

men

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of per

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org

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2.7

D

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the

role

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man

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in im

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men

ting

per

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entr

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2.8

Exp

lain

how

this

rel

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s to

the

role

of a

faci

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Pear

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QC

F) –

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5 –

Nove

mber

2013 ©

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2013

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Learn

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3.1

Exp

lain

the

range

of

way

s to

use

per

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thin

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pla

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in o

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w

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as

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as

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3.2

Exp

lain

the

diffe

rent

per

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kills

re

quired

to s

upport

indiv

idual

s 3.3

Id

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may

be

face

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men

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king,

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and r

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in o

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3.4

D

escr

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how

challe

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in im

ple

men

ting p

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4

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able

to a

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per

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centr

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lannin

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rela

tion t

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wn life

4.1

D

emonst

rate

how

to u

se a

per

son-c

entr

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hin

king

tool in

rel

ation t

o o

wn life

to iden

tify

what

is

work

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work

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4.2

D

escr

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what

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w

ould

be

use

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ow

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4.3

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luat

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could

be

use

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ore

about

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n c

om

munity

connec

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4.4

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luat

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n-c

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hin

king t

ools

or

per

son-c

entr

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lannin

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tyle

s co

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be

use

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o

thin

k m

ore

about

ow

n futu

re a

spirat

ions

Pear

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Wal

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Spec

ific

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Iss

ue

5 –

Nove

mber

2013 ©

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rson E

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2013

563

Learn

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5

Be

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to im

ple

men

t per

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entr

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king,

pla

nnin

g a

nd r

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5.1

D

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the

per

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entr

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styl

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f per

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entr

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lannin

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hat

can b

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d

to h

elp indiv

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move

tow

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thei

r dre

ams

5.2

Show

that

the

pla

n a

nd p

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ss a

re o

wned

by

indiv

idual

5.3

D

emonst

rate

how

per

son-c

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hin

king t

ools

can

be

use

d t

o d

evel

op a

per

son-c

entr

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lan

5.4

U

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a p

erso

n-c

entr

ed r

evie

w t

o

star

t a

per

son-c

entr

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lan

5.5

U

se p

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n-c

entr

ed t

hin

king t

o e

nab

le indiv

iduals

to

choose

those

who s

upport

them

5.6

Support

the

indiv

idual an

d o

ther

s in

volv

ed t

o

under

stan

d t

hei

r re

sponsi

bili

ties

in a

chie

ving

actions

agre

ed

5.7

D

emonst

rate

a s

ucc

essf

ul per

son-c

entr

ed r

evie

w

Lear

ner

nam

e:__________________________________________

D

ate:

___________________________

Lear

ner

sig

nat

ure

:_______________________________________

D

ate:

___________________________

Ass

esso

r si

gnat

ure

:______________________________________

D

ate:

___________________________

Inte

rnal

ver

ifie

r si

gnatu

re:

________________________________

(i

f sa

mple

d)

Dat

e:___________________________