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The Challenging Behaviour Foundation Website
making a difference to the lives of people with severe learning disabilities
Registered charity no. 1060714
Scotland - Know the Process
Person-Centred Planning
The best place to start is with a detailed person-centred plan (PCP). A PCP is an ongoing recording with a positive ‘vision’ of what life should look like for the individual and the support needed to achieve the vision, maintain it, evaluate and review it.
A range of people should be involved in creating the plan, including family, friends, support staff, an advocate and social worker as well as the individual themselves, and it should focus on the individual’s strengths, abilities and preferences. It can cover information on how the person can be supported and stay healthy as well as who is important to the person and what they want for the future in terms of housing, support, education, employment and leisure.
In person-centred planning the process, as well as the plan, is owned and controlled by the person (and sometimes their closest family and friends).
For more information please refer to:
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The plan can be used to help obtain the services and support that the individual requires. The plan should also be regularly reviewed and added to over time to keep it relevant and useful.
Transition
In this pack the term transition is used to describe the period during which a young person is preparing to move into adulthood, i.e. from child to adult services.
In October 2006 the Scottish Government published a report by the Disability Working Group (Tel. 0131 244 7409, email equality.unit@scotland.gsi.gov.uk, www.scotland.gov.uk) which made recommendations across four key areas, education, employment, community care and health. One of their recommendations was that all disabled young people should receive adequate support and equipment throughout school, further and higher education, and at all points of transition such as transition from school to post school.
The Education (Additional Support for Learning (Scotland)) Act 2004 requires education authorities to plan well in advance for young people with additional support needs when they leave school. The majority of authorities have appointed a transition co-ordinator at the post school stage with responsibility for overseeing post-school transitions.
There is a duty on appropriate agencies (i.e. NHS Boards, local authorities, further education colleges, Institutions of higher education, Careers Scotland) to assist education authorities with preparation, planning and support for transitions. The education authority must also seek and take account of relevant advice and information (including assessments) from appropriate agencies or people that they think may be relevant e.g. voluntary organizations. The agency must respond within 10 weeks from the date the request is made. The education authority should also seek and take account the views of the young person, if that person has sufficient capacity to consent, and the views of the parents.
If your child has a Co-ordinated Support Plan (CSP), then the education authority will usually obtain all the information they need from the agencies listed on page 1.
It is essential that there is good communication between the young person and parents and all the supporting agencies.
The education authority should have gathered all this information at least 12 months before the young person is planning to leave school. If the young person has a CSP this can be done at the annual review.
It is good practice to for a key worker to be appointed. If the young person has a CSP there will already be a named person co-ordinating the young persons support. This professional will act as a single point of contact between the young person and family and all the other professionals involved.
The education authority must pass it on to the relevant agencies no later than 6 months before the young person is expected to leave school.
Transition planning should be part of an overall person centred plan and include a “vision” of what adulthood will look like for the individual and what support will be required to achieve the vision, maintain it, and evaluate and review it.
Key Points
The key points to remember when you are trying to champion local individualised services or support for your family member are:
- Aim high. Think about what an “ideal” scenario for your son/daughter would be. It may be that not all aspects of this vision will be achieved, but at least some will be.
- Identify “allies” that can help and support you. (The CBF is one!)
- Think creatively. Don’t accept that you can only choose from what is currently available.
- Don’t give up if you encounter barriers - barriers can be overcome.
- Find out what other families have done. Many families known to the CBF are happy to share their experiences and can provide valuable insight into how to make things happen.
Whether you are facing transition or trying to change services or support for your son or daughter, we know what a lengthy and difficult process it can be. There are times when you will forge ahead and other times when progress will seem painfully slow – and it may feel easier to ‘stay the same’ rather than try to change things. Don’t give up! Ask for help if you need it. At the CBF we know how hard it can be, and we will do all we can to support you.
Remember: It’s never too soon to start – and it’s never too late to change for the better!