Policy context for person centred approaches transition
Download
1 / 25

Policy context for person centred approaches: Transition - PowerPoint PPT Presentation


  • 154 Views
  • Updated On :

Policy context for person centred approaches: Transition . There is more information below these slide if you cannot see them go to: view on the top toolbar and click ‘note pages’.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Policy context for person centred approaches: Transition' - mabyn


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
Policy context for person centred approaches transition

Policy context for person centred approaches: Transition

There is more information below these slide if you cannot see them go to: view on the top toolbar and click ‘note pages’


Policy context for person centred approaches transition

Research has shown that the statutory processes designed to support young people are experienced as confusing and complex, and that there are too few opportunities for young people leaving school.

Norah Fry Research Centre, Bridging the Divide at Transition,

British Institute of Learning Disabilities, 2002


Valuing people 2001
Valuing People (2001) support young people are experienced as confusing and complex, and that there are too few opportunities for young people leaving school.

  • Three main messages have come out of consultation with disabled children:

  • Treat us more like our brothers and sisters,

  • We want to do the things other children do, not always ‘something special’, and

  • Give us a chance to be independent, get a job and have a home.


Sen code of practice 2001
SEN Code of Practice (2001) support young people are experienced as confusing and complex, and that there are too few opportunities for young people leaving school.

  • The role of parents as key partners in decision making

  • The significance of the young person perspective


Learning to listen core principles for the involvement of children and young people 2001
Learning to Listen support young people are experienced as confusing and complex, and that there are too few opportunities for young people leaving school. Core Principles for the Involvement of Children and Young People (2001)

  • A visible commitment is made to involving children and young people

  • Children and young people’s involvement is valued

  • Children and young people have equal opportunity to get involved


Every child matters 2003
Every Child Matters 2003 support young people are experienced as confusing and complex, and that there are too few opportunities for young people leaving school.

  • Being healthy

  • Staying safe

  • Enjoying and achieving

  • Making a positive contribution

  • Economic well-being


Jan 2005
Jan 2005 support young people are experienced as confusing and complex, and that there are too few opportunities for young people leaving school.

Transition to adult hood: personalisation in planning will require increased access to advocacy and information; person centred planning approaches to be used widely


Jan 20051
Jan 2005 support young people are experienced as confusing and complex, and that there are too few opportunities for young people leaving school.

  • by 2015, all disabled young people and their families will experience continuity and co-ordination in the services that they receive, as both children and adults. This will result from their own increased control and empowerment (through mechanisms such as person-centred planning and Individualised budgets)


October 2006
October 2006 support young people are experienced as confusing and complex, and that there are too few opportunities for young people leaving school.

  • Listening to children, young people and their families – and providing a personalised, integrated response to their needs is at the very heart of the Children Act 2004


Policy context for person centred approaches transition
2007 support young people are experienced as confusing and complex, and that there are too few opportunities for young people leaving school.

  • Our belief is that all people with learning difficulties and/or disabilities: have a right to expect high quality services which are person-centred and/or personalised to meet need (pg 7)


Independence well being and choice 2005
Independence well-being and choice 2005 support young people are experienced as confusing and complex, and that there are too few opportunities for young people leaving school.

  • Services should be person-centred, seamless and proactive


21 may 2007
21 May 2007 support young people are experienced as confusing and complex, and that there are too few opportunities for young people leaving school.

  • As part of any assessment process, it will be necessary to identify and assess any risks involved in supporting the person. Person-centred planning approaches identify what is important to a person from his or her own perspective and find appropriate solutions. We commend person-centred approaches for everyone.


Policy context for person centred approaches transition
2007 support young people are experienced as confusing and complex, and that there are too few opportunities for young people leaving school.

… deliver a Transition Support Programme for 14-19 year olds, which will promote joint working, a holistic approach, and include access to an advisor or key worker, advocacy and support, and person centred planning approaches. pg18


Jan 2007
Jan 2007 support young people are experienced as confusing and complex, and that there are too few opportunities for young people leaving school.

Person-centred planning approaches should be used, and in particular:

  • with transition plans drawn up with adult services from Year 9 onwards;

    2) to co-ordinate assessments and thereby focus holistically on young people; and

    3) to ensure timely decisions are agreed to avoid eleventh-hour changes to plans at the transition deadline.


19 march 2008
19 March 2008 support young people are experienced as confusing and complex, and that there are too few opportunities for young people leaving school.

  • Planning is person centred and needs focused, identifying the hopes, aspirations and goals of the young person who plays an active part in decisions about their future.


Policy context for person centred approaches transition

Transition planning has as its main focus the fulfilment of the hopes, dreams and potential of the disabled young person, in particular to maximise education, training and employment opportunities, to enjoy social relationships and to live independently. Transition plans take a person-centred planning approach. Pg 40


Working together 2008
Working together 2008 the hopes, dreams and potential of the disabled young person, in particular to maximise education, training and employment opportunities, to enjoy social relationships and to live independently. Transition plans take a person-centred planning approach. Pg 40

  • Participation which is tokenistic or unreflective will lead to cynicism and feelings of powerlessness among children and young people.


Valuing people now the 5 big priorities
Valuing people Now: the hopes, dreams and potential of the disabled young person, in particular to maximise education, training and employment opportunities, to enjoy social relationships and to live independently. Transition plans take a person-centred planning approach. Pg 40The 5 big priorities

  • Personalisation

  • What people do during the day

  • Better health

  • Access to housing

  • Making sure that change happens


Our health our care our say 7 outcomes for social care
Our health our care our say the hopes, dreams and potential of the disabled young person, in particular to maximise education, training and employment opportunities, to enjoy social relationships and to live independently. Transition plans take a person-centred planning approach. Pg 407 outcomes for social care

  • Improved health and emotional wellbeing;

  • Improved quality of life

  • Making a positive contribution,

  • Choice and control,

  • Freedom from discrimination,

  • Economic wellbeing

  • Personal dignity.


Putting people at the centre of commissioning march 2007
Putting people at the centre of commissioning: March 2007 the hopes, dreams and potential of the disabled young person, in particular to maximise education, training and employment opportunities, to enjoy social relationships and to live independently. Transition plans take a person-centred planning approach. Pg 40

  • Person-centred care – how commissioning can get care right for individuals

  • Person-centred care and support – helping individuals to improve their well-being through employment


10 december 2007
10 December 2007 the hopes, dreams and potential of the disabled young person, in particular to maximise education, training and employment opportunities, to enjoy social relationships and to live independently. Transition plans take a person-centred planning approach. Pg 40

  • Person centred planning and self directed support to become mainstream and define individually tailored support packages.


June 2008
June 2008 the hopes, dreams and potential of the disabled young person, in particular to maximise education, training and employment opportunities, to enjoy social relationships and to live independently. Transition plans take a person-centred planning approach. Pg 40

  • Leaders and managers and workers recognising the increasing role of people using services as commissioners of this service.

  • Skills and roles within the workforce to be developed to meet person centred-needs and enabling the workforce to spend time on brokerage and advocacy.


12 may 2008
12 May 2008 the hopes, dreams and potential of the disabled young person, in particular to maximise education, training and employment opportunities, to enjoy social relationships and to live independently. Transition plans take a person-centred planning approach. Pg 40

  • The Government wants a society where all are respected and included as equal members of society, and where everyone has the opportunity to fulfil their potential. Public services should enable people to feel empowered and supported in meeting their aspirations


Useful website addresses
Useful Website addresses the hopes, dreams and potential of the disabled young person, in particular to maximise education, training and employment opportunities, to enjoy social relationships and to live independently. Transition plans take a person-centred planning approach. Pg 40

  • Individual budgets –

  • http://individualbudgets.csip.org.uk

  • Valuing People –

  • http://valuingpeople.gov.uk

  • Our health, our care, our say – http://www.dh.gov.uk/en/policyandguidance/organisationpolicy/modernisation/ourhealthourcareoursay/index.htm

  • Putting People First – http://www.dh.gov.uk/en/publicationandstatistics/publications/publicationspolicyandguidance/DH081118

  • Independent Living – www.officefordisability.gov.uk

  • NSF Children, young people and maternity services –

  • http://www.dh.gov.uk/policyandevidence/healthandsocialcaretopics/childrensservices/fs/en

  • Aiming High –

  • http://www.hm-treasury.gov.uk