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How person-centred planning can contribute to organisational change in a school.

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Title: How person-centred planning can contribute to organisational change in a school.
Authors: Hughes, Cerian, Maclean, Georgina, Stringer, Phil
Source: Educational Psychology in Practice. Jun2019, Vol. 35 Issue 2, p229-238. 10p.
Subjects: Agent (Philosophy), Planning, Management, Organization, Education, Schools, Employees
Abstract: This article reflects on the experience of applying a person-centred approach to promote organisational change in an educational context. A detailed example is drawn from a Planning Alternative Tomorrows with Hope (PATH) process with a group of school staff. The article considers existing research into person-centred approaches and explores key factors that may help or hinder the effectiveness of these approaches. A number of implications for professional practice are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Educational Psychology in Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: How person-centred planning can contribute to organisational change in a school.
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  Data: This article reflects on the experience of applying a person-centred approach to promote organisational change in an educational context. A detailed example is drawn from a Planning Alternative Tomorrows with Hope (PATH) process with a group of school staff. The article considers existing research into person-centred approaches and explores key factors that may help or hinder the effectiveness of these approaches. A number of implications for professional practice are discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Psychology in Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/02667363.2018.1557599
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      – SubjectFull: Planning
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      – SubjectFull: Management
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      – SubjectFull: Organization
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      – SubjectFull: Education
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      – SubjectFull: Employees
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              Text: Jun2019
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