{"id":536,"date":"2019-07-25T12:47:26","date_gmt":"2019-07-25T12:47:26","guid":{"rendered":"http:\/\/blog.soton.ac.uk\/edpsych\/?p=536"},"modified":"2022-07-27T20:24:49","modified_gmt":"2022-07-27T20:24:49","slug":"the-impact-of-planning-alternative-tomorrows-with-hope-path-for-children-and-young-people","status":"publish","type":"post","link":"https:\/\/blog.soton.ac.uk\/edpsych\/2019\/07\/25\/the-impact-of-planning-alternative-tomorrows-with-hope-path-for-children-and-young-people\/","title":{"rendered":"The Impact of Planning Alternative Tomorrows with Hope (PATH) for Children and Young People (2019)"},"content":{"rendered":"<p><strong>Authors:<\/strong> Henry Wood, Karen O\u2019Farrell, Caroline Bjerk-Andersen, Cate Mullen, and Hanna Kovshoff<br \/>\n<strong>Published:<\/strong>&nbsp;2019<br \/>\n<strong>Publication:<\/strong>&nbsp;Educational Psychology in Practice<\/p>\n<p style=\"background-color: #f2f2f2;padding: 10px\">This small-scale research project investigated the impact of a Person-Centred Planning (PCP) tool &#8211; Planning Alternative Tomorrows with Hope (PATH) &#8211; with children and young people (CYP) with Special Educational Needs and Disabilities 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\u2019 PATH. Thematic analysis was used to analyse the data, which resulted in four main themes: usefulness of the graphic, positive effects, child-centeredness, and possible barriers to successful implementation. PATH was described as having a variety of useful benefits, such as increasing CYP\u2019s 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.<\/p>\n<p><span class=\"authors\">Wood, H., O&#8217;Farrell, K., Bjerk-Andersen, C., Mullen, C. &amp; Kovshoff, H.<\/span>&nbsp;<span class=\"date\">(2019)<\/span> The Impact of Planning Alternative Tomorrows with Hope (PATH) for Children and Young People<span class=\"art_title\">.<\/span>&nbsp;<em><span class=\"serial_title\">Educational Psychology in Practice,<\/span><\/em><span class=\"doi_link\">&nbsp;<a href=\"https:\/\/doi.org\/10.1080\/02667363.2019.1604323\">DOI: 10.1080\/02667363.2019.1604323<\/a><\/span><\/p>\n<p><a href=\"http:\/\/blog.soton.ac.uk\/edpsych\/files\/2019\/07\/PATH-article-pre-pub.pdf\">Download (pre-publication version)<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Authors: Henry Wood, Karen O\u2019Farrell, Caroline Bjerk-Andersen, Cate Mullen, and Hanna Kovshoff Published:&nbsp;2019 Publication:&nbsp;Educational Psychology in Practice This small-scale research project investigated the impact of a Person-Centred Planning (PCP) tool &#8211; Planning Alternative Tomorrows with Hope (PATH) &#8211; with children &hellip; <a href=\"https:\/\/blog.soton.ac.uk\/edpsych\/2019\/07\/25\/the-impact-of-planning-alternative-tomorrows-with-hope-path-for-children-and-young-people\/\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":58097,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"ngg_post_thumbnail":0,"footnotes":""},"categories":[1003900],"tags":[1003886,158623],"class_list":["post-536","post","type-post","status-publish","format-standard","hentry","category-person-centred-planning","tag-published-article","tag-research-project"],"_links":{"self":[{"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/posts\/536","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/users\/58097"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/comments?post=536"}],"version-history":[{"count":3,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/posts\/536\/revisions"}],"predecessor-version":[{"id":951,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/posts\/536\/revisions\/951"}],"wp:attachment":[{"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/media?parent=536"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/categories?post=536"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/tags?post=536"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}