PATH: How to draw a person–centered planning meeting: an alternative way to record an Education, Health and Care Plan

PATH – What is it? Developed in 1990s by Jack Pearpoint, John O’Brien & Marscha Forrest PATH - Planning Alternative Tomorrows with Hope PATH is a planning process that uses graphic facilitation to help us achieving our aspirations Can supplement existing review frameworks There are eight steps in the process (during this session, we will work through steps 1 and 2) Leads to and becomes an ‘action plan’ – showing how we can move towards longer-term goals from where we are now It is important for everybody to be able to contribute to the PATH - everyone offers valuable perspectives

Using Graphics Inclusive + person-centered Graphic facilitation is about listening and communicating It is the visual translation of an event using key words and images (you don’t have to be an artist!) Using images increases understanding and supports memory (shared understanding) It can improve the quality of a conversation because people can SEE you LISTENING when you draw images of what you say

A completed PATH

Ground Rules Before we start the PATH, it is important that everyone feels safe, and there are a number of rules that we know help this: Confidentiality We need to value all contributions – ‘no thought is a silly thought’ Respect each other Be non-judgemental Take time to think …

The PATH Process

Pen Portrait: Alex – Reception Social, Emotional and/or Mental Health Aggressive behaviours, verbal abuse, difficulty with peer interactions, no identified friendship group, assaulted staff/peers, throws toys Learning + Development EYFS – within months PSED, months C&L and months PD. Environmental Chaotic home circumstances. Mother has had several partners over recent years. Lives with his Mother and her partner and 2 siblings (new baby, one older). Health Some speech, language and communication difficulties (expressive language). Occasionally wets the bed. Alex’s views: Alex likes school. Despite recent assault on Miss Smith, Alex says she is his favourite teacher. Alex says he has friends in school. Alex likes maths games, football and cooking. He dislikes reading, writing and PE. Alex doesn’t like sharing his bedroom or his toys. Mother’s views: Worried about Alex getting in trouble outside school with older children. She finds his behaviour challenging at home. Although she is concerned about his progress in school and has tried to help where she can, but finds this difficult with a new baby at home.

The PATH Process Step 1: The Dream Step 2: Goal 1 year from now Step 3: Now Step 4: Who Step 5: Getting stronger Step 6: 1 month from now Step 7: 6 months from now Step 8: Next steps What is important for the young person in the future? Imagine a world with no constraints… What will be different? What will it look like? What will people (including the young person) be doing/feeling? What is important for the young person in the future? Imagine a world with no constraints… What will be different? What will it look like? What will people (including the young person) be doing/feeling?

The PATH Process What do we want the young person to be able to do in a year’s time (that they can’t do now)? Desired outcome has to be: positive and possible SMART longer term goals What do goals look/ feel like? What do we want the young person to be able to do in a year’s time (that they can’t do now)? Desired outcome has to be: positive and possible SMART longer term goals What do goals look/ feel like?

The PATH Process What people like about me? What I can do well? And why? What is important for the young person? (views of family and professionals)? What’s going well? What is not going so well? What people like about me? What I can do well? And why? What is important for the young person? (views of family and professionals)? What’s going well? What is not going so well?

The PATH Process Who do you need to enrol to achieve your goal? Who will do it? (Professionals from Education, Health and Social Care, voluntary organisations, Family and friends) Who do you need to enrol to achieve your goal? Who will do it? (Professionals from Education, Health and Social Care, voluntary organisations, Family and friends)

Joseph’s PATH

The PATH Process What the young person needs in order to be well supported (actions, programmes and/ or interventions in Education setting/ at home or in the community)? What additional or different resources will be needed to carry out these actions? What the young person needs in order to be well supported (actions, programmes and/ or interventions in Education setting/ at home or in the community)? What additional or different resources will be needed to carry out these actions?

The PATH Process Short term goals Specific to: Who? Where? When? (moving from the dream to now) Short term goals Specific to: Who? Where? When? (moving from the dream to now)

The PATH Process What do we want the young person to be able to do six months from now that they can’t do currently (desired outcome)? Medium term Goals What do we want the young person to be able to do six months from now that they can’t do currently (desired outcome)? Medium term Goals

The PATH Process List of actions for each goal (How, who, where and when?)

Molly’s PATH

Let’s have a go: Alex – Reception Social, Emotional and/or Mental Health Aggressive behaviours, verbal abuse, difficulty with peer interactions, no identified friendship group, assaulted staff/peers, throws toys Learning + Development EYFS – within months PSED, months C&L and months PD. Environmental Chaotic home circumstances. Mother has had several partners over recent years. Lives with his Mother and her partner and 2 siblings (new baby, one older). Health Some speech, language and communication difficulties (expressive language). Occasionally wets the bed. Alex’s views: Alex likes school. Despite recent assault on Miss Smith, Alex says she is his favourite teacher. Alex says he has friends in school. Alex likes maths games, football and cooking. He dislikes reading, writing and PE. Alex doesn’t like sharing his bedroom or his toys. Mother’s views: Worried about Alex getting in trouble outside school with older children. She finds his behaviour challenging at home. Although she is concerned about his progress in school and has tried to help where she can, but finds this difficult with a new baby at home.

Reflections: What are your thoughts re. PATH? What are the benefits / barriers? How might we incorporate this into our practice? What will you do from today?

References: Pearpoint, J., O’Brien, J. & Forest, M. (1993) PATH A workbook for planning positive possible futures. Toronto: Inclusion Press. O'BRIEN, John & PEARPOINT, Jack (2002): Person- Centered Planning with MAPS and PATH. A Workbook for Facilitators. Toronto: Inclusion Press O’BRIEN, John, PEARPOINT, Jack & KAHN, Linda (2010): The PATH & MAPS Handbook. Person-Centered Ways to build Communnity. Toronto: Inclusion Press PEARPOINT, Jack (2002): Hints for Graphic Facilitators. Toronto: Inclusion Press