EPSS has pleasure in presenting weekly current research summaries with relevance to the work of educational psychology.
These Research Briefing Papers aim to:
- Provide a summary of up to date research on topics relevant to schools, settings and services
- Make research studies published in journals accessible to practitioners
- Provide a foundation for those with similar interests to discuss topics relevant to their work
- Contribute to developing a research ethos within Norfolk Children’s Services
We are pleased to receive feedback about Research Briefing Papers and suggestions for future topics. Please contact Christopher Mears, Assistant Educational Psychologist christopher.mears@norfolk.gov.uk
4. Personalizing Education: A person-centred approach for children with special educational needs.
Hammond, N. and Palmer, N. (forthcoming). Personalising Education: A person-centred approach for children with special educational needs. London, UK: Trentham Books / UCL IOE Press. Person Centred Reviews or PCRs are a person centred tool used to develop a collaborative live action plan centred on the ‘focus person’. They have predominantly been used in social care with adults and there is a lot of evidence to suggest their benefits. More recently they have been used in schools with vulnerable children and those with special educational needs, however with little research into the use with children (under 14). Everyone who is involved around the child is invited to the meeting including family, education, health and social care; and the child themselves. Within the PCR each participant offers their own views/answers to a set of 7 questions on large sheets of paper, set up around the room, each using their own coloured pen so it is clear who has said what. The PCR facilitator brings ideas together to create the collaborative ‘live action plan’ which will be taken forward from the meeting. The role of the PCR is to directly involve the focus person in their meeting, to shift the power from the professionals and recognising everyone in the rooms’ expertise and to provide an inclusive, empowering meeting whereby there is ownership over the action plan. The PCR aims to promote social inclusion and reduce inequality within the community.
In reference to research partners experience of PCRs it was found that the facilitator’s role was essential, co-construction was highly valued and there was a need for preparation for everyone involved in the PCR. These findings prompted the researchers to adapt the PCR model to incorporate all the suggestions and produce an evidence base model for use with children and young people.
Dr Nick Hammond and Nikki Palmer from Norfolk Educational Psychology Support Service have conducted a piece of research, with over 60 research partners, including a cluster of schools. Firstly it looked at the experiences of parents, school staff and support professionals of current SEN processes, and secondly what parents and schools experience of PCRs were, after they had been rolled out in select schools. Results highlighted there are high levels of need, however these might not be indicative of needing an EHCP. Need often included parent and school anxiety, lack of support or breakdown in relationships as well as child led need. There was also evidence of a strong negative circular attribution between parents, schools and the local authority in terms of responsibility, confidence and actions. There was also evidence to suggest that having an EHCP made no different to the support their child received. The final finding here was the need to up-skill school staff in how to include children with SEND.
In reference to research partners experience of PCRs it was found that the facilitator’s role was essential, co-construction was highly valued and there was a need for preparation for everyone involved in the PCR. These findings prompted the researchers to adapt the PCR model to incorporate all the suggestions and produce an evidence base model for use with children and young people.
