Over the last fifteen years or so, a number of interesting documents on the concept of Human Centered Planning have been translated into English. Many of them have been lost in the history of old websites, and since they are still relevant, I have tried to dust off and recall at least some of them. I will keep adding more resources to this post.
The roots of people-centred planning
The authors of the 2000 text, Connie Lyle O’Brien and John O’Brien, offer detailed insight into the origins of Person-Centered Planning from the perspective of those who were at its birth. They chart the evolution of the approach between 1979 and 1992 as a result of the work of “communities of practice”-that is, groups of professionals, advocates, trainers, and legions of families who shared a vision of social justice and sought new ways to support people with developmental disabilities (i.e., especially intellectual disabilities, co-occurring disabilities, autism, etc.) in their own decision-making and integration into mainstream life. In addition to describing the practical workings of communities of practice, the document provides background on the origins of the main techniques of Person-Centred Planning, as well as guidance on how to avoid their hollowed-out, technocratic application through listening, sharing experiences and developing knowledge through practice. Download here.
What more can be done for Joaquin?
Beth Gallagher and John O’Brien present Joaquin’s story of transitioning from residential care back into the mainstream community despite complex needs and systemic barriers. The authors show how the family’s long-term and unwavering efforts, coupled with the commitment of a social service professional, led to the creation of tailored supports that enabled a stable and meaningful life outside of an institution for a man with autism with care-demanding behaviors, whose medical condition also required frequent hospitalizations. The text reveals barriers in a system that still favours collective and controlling care, but also offers practical examples of how these barriers can be overcome through partnership, belief in a person’s potential and collaboration with the community. Joaquin’s system-relevant story becomes an inspiration to all who ask, “What else is possible when support truly comes from the needs, wants, and values of the person themselves?” Download here.
Positive rituals and quality of life
Michael W. Smull recalls the importance of daily rituals in the lives of people with disabilities. She points out that rituals – often unconscious but essential – play a key role in coping with transitions, reinforcing identity and creating a sense of home. While we normally maintain our rituals more or less mindlessly, for people with disabilities, rituals are often suppressed, replaced by social service programs, or interrupted by staff changes. Michale Smull calls for services to pay attention to people’s personal habits because acknowledging and supporting rituals enhances quality of life and relationships, contributes to well-being, and reduces conflict, often mistaken for problem behavior. If people with disabilities have lost their rituals or have not had the opportunity to build them, it is the job of the caring environment to help create and then maintain positive rituals. Ritual work is given considerable attention in Essential Lifestyle Planning, one of the major approaches to Person-Centered Planning, co-authored by Michael Smull. Download here.
Common sense tools: MAPS and Circles
In this text, Marsha Forest and Jack Pearpoint introduce MAPS (Making Action Plans) and Circles of Friends designed to promote inclusive education and inclusion of all children, including those with complex needs, in mainstream school settings. The text is a call for equality in education, based on the idea that every child has the right to be welcomed in mainstream schools and communities. The authors not only point out the long-term negative effects of segregated education, but also provide concrete and humanly formulated strategies to overcome these barriers – through the cooperation of families, teachers, peers and children themselves. Both MAPS and Circles are presented as practical, easy-to-use tools with great transformative potential to help restore hope, build relationships and create learning environments that reflect the values of acceptance, friendship and respect. Download here.
