The Impact of Planning Alternative Tomorrows with Hope (PATH) for Children and Young People

Autor/inn/en	Wood, Henry; O'Farrell, Karen; Bjerk-Andersen, Caroline; Mullen, Cate; Kovshoff, Hanna
Titel	The Impact of Planning Alternative Tomorrows with Hope (PATH) for Children and Young People
Quelle	In: Educational Psychology in Practice, 35 (2019) 3, S.326-338 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kovshoff, Hanna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-7363
DOI	10.1080/02667363.2019.1604323
Schlagwörter	Planning; Secondary School Students; Students with Disabilities; Males; Parents; School Personnel; Educational Psychology; Foreign Countries; Visual Aids; Barriers; Program Effectiveness; Program Implementation; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ablaufplanung; Planungsprozess; Sekundarschüler; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Male; Männliches Geschlecht; Eltern; Schulpersonal; Erziehungspsychologie; Pädagogische Psychologie; Ausland; Anschauungsmaterial
Abstract	This small-scale research project investigated the impact of a person-centred planning (PCP) tool -- Planning Alternative Tomorrows with Hope (PATH) -- with children and young people (CYP) with special educational needs and disabilities (SEND) in mainstream settings. Semi-structured interviews were used to explore the perceived impact of the PATH process for three secondary-aged male students, three parents and the member of school staff who conducted the students' PATH. Thematic analysis was used to analyse the data, which resulted in four main themes: usefulness of the graphic, positive effects, child-centredness, and possible barriers to successful implementation. PATH was described as having a variety of useful benefits, such as increasing CYP's confidence and motivation. In addition, barriers to successful implementation of PATH were identified by participants, which in turn may limit its impact. In particular, families and children identified that they would benefit from receiving additional information and guidance about the process before the meeting to maximise its utility. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01