Gathering the views of young people with profound and complex needs at

post school transition.

An Educational Psychology perspective

Charlotte AndersonEducational Psychologist (Probationer)

What were the objectives?

• To promote the views of young people with profound and complex needs in a secondary school’s post-school transition planning framework.

• To develop an effective tool to enable the young people to express their views on post-school destinations.

How?

• Adapt the Mosaic Approach (Clark & Moss, 2011) for this population.

• Pilot the method with a small group of young people with profound and complex needs at post-school transition.

• Evaluate the method on merit and worth.• Train school staff in the application of this

approach and seek to embed it in the transition planning framework.

Key Implications for practice• The Mosaic Approach has potential value as a

tool to ascertain the views of young people with PCN at post-school transition stage.

• A listening culture must be promoted and embedded at all stages of education for meaningful participation to occur.

• Provision for individual choice at FE level must be made for people with PCN and methods to ascertain views must be embedded in this setting.

What was the contribution of the Educational Psychologist

in this process?

Drawing on a robust theory base

Understanding the importance of evidence based practice

‘X’ appears happy in the pool – smiling and watching the

water when he flaps his hands

‘X’ appears happy in the pool – smiling and watching the

water when he flaps his hands

‘X’ Takes a photo of the sign for

the pool and the changing rooms

‘X’ Takes a photo of the sign for

the pool and the changing rooms

Parent mentioned that

swimming would be part of a good day for ‘X’ at school.

Parent mentioned that

swimming would be part of a good day for ‘X’ at school.

“I like really good swimming

in the pool, playing with

[peer] in it, lots of friends”

“I like really good swimming

in the pool, playing with

[peer] in it, lots of friends”

• Training in research skills• Using consultation skills with young people,

parents and members of staff.• Training the staff team in the approach.• Using a systemic approach in schools.• Taking a broad overview of wider systems which

impact on children’s lives.

And…

For further information please contact:andersonch@stirling.gov.uk