Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.569871
Title: Person-centred reviews : an exploration of the views of students and their parents/carers
Author: Warner, Julie
Awarding Body: University of East London
Current Institution: University of East London
Date of Award: 2012
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Abstract:
The person-centred review (PCR) is a model for the review of a young person’s special educational needs (SEN), advocated for use at transition. The young person and their family are placed at the centre of the process, which adopts principles relating to humanistic and positive psychology, and utilises visual strategies for information sharing and planning. This exploratory study investigated the views of 16 students with SEN, and their parents/carers. A mixed-methods design was employed. The views of the participants were gathered through semi-structured interviews as the dominant qualitative method. A thematic analysis was conducted separately for parents and young people. Quantitative data were gathered from the young people before and after their PCR to explore changes in the young people’s locus of control, feelings of positivity towards school and motivation. The findings indicate that the PCR is a constructive and reassuring process for parents and young people. Parents shared views on the wealth of detailed information shared openly and honestly within a relaxed and informal, yet organised and structured process. Parents and young people felt they had contributed to the process as equal partners, feeling their voices were heard. Child-friendly strategies ensured the young people could access the meeting, although some parents felt that the meeting was too long and parts were not understood by the child. The young people were generally positive about the process, although many felt daunted beforehand, possibly due to a lack of preparation. No change was found in the young people’s locus of control or feelings of motivation. Many young people indicated higher ratings of positivity towards school following the PCR. Implications for schools and education professionals are outlined, highlighting the role of the Educational Psychologist in facilitating PCRs, delivering facilitator training, and promoting meaningful pupil and parent participation.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.569871  DOI: Not available
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