In this assignment I will look at the ethical implication of policy implementation in the areas of transition from childrens services to adult services. I will look at the importance of person centred planning in relation to transition and planning by

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In this assignment I will look at the ethical implication of policy implementation in the areas of transition from children’s services to adult services. I will look at the importance of person centred planning in relation to transition and planning by referring to policies and literatures.  

What is person centred transition planning?

According to Valuing  People white paper (2001) there are about 1.7 million children  with additional educational needs( Carnaby et al, 2003, DOH, 2001), the paper has mentioned issues and barriers which are preventing young people with learning difficulties from fully participating in the society ( Carnaby et al 2003).  Carnaby et al (2003) mentions that transition from school to adult service is a crucial step in transition to adulthood and decisions made during this stage set the foundation for adult life. In UK person centred transition is guided by key legislations such as  Disabled Persons’ Act (HMSO, 1986); The Education Act (HMSO, 1993) and associated SEN Code of Practice (DfES,  2002); and the NHS and Community Care Act (DoH, 1990).

Moreover, Person centred planning emerged from progressive thinking about ways to better lives, services and community inclusion for people with learning difficulties (Clegg et al, 2010). What’s more Theories like Normalisation and Social role valorisation influenced Person Centred Transition planning, both of these approaches are ideologically based and provide guideline for service  providers. Normalisation approach expects the transition plan to ensure person has the right to exercise their choice, wishes and desires (Heal, 1999). Incorporating Wolfensburgers (1998) approach of Social Role Valorisation would make services and professionals increase valuation and positive imagery of the person (Heal, 1999). What’s more person centred transition planning has also been developed from social model of disability and disability movement, which wants balance of power between disabled people and services (Coles, 2001). However, these social theories and person centred planning are still used to describe the way services should run and it seems these philosophies and person centred planning has not been fully adopted or implanted across social care (Dowling et al, 2007).  

To commence, Person centred planning can be seen as a process, key planning tool and an empowering approach designed to support and plan individuals with learning difficulties life (Carnaby et al, 2003).  The plan provides the freedom to build a tailored life that provided the person with a fulfilling future  (Clegg et al, 2010)  Person centred planning was incorporated into transition planning by Valuing People (DoH 2001).  Mansell and Beadle- Brown (2004) stated that the white paper identified person centred planning as key component to delivering the governments four key principles which are rights, independence, choice and inclusion( DoH, 2001) . Transition from children to adult services often takes a while to plan with planning normally starting in year nine at high school (Abbott and Heslop, 2009). A transition plan is intended to draw together information from everyone involved in the life of the young person in order to plan a holistic transition into adulthood (Clegg et al, 2010).  Transition planning will cover remaining years at school as well as longer term plans, such as health, safety, leisure, training, career choices, finance and living arrangement after they leave school at the age of 19(Abbott and Heslop, 2009, DOH, 2001).

Person centred transitions is often multi agency led, different professionals from different background will come together to form person centred transition plan working in partnership with young disabled person and their families (Pascall and Hendy, 2004) . The most notable Professional who works in transition plan is the connexions advisor as well as other agencies and individuals (Clegg et al, 2010). However, research has shown that there is high level of dissatisfaction with multiagency working in connection to transition planning; a key problematic area is lack of clear communication between agencies (Glendinning, 2002). Beresford (2004) has stated that national service framework will include standards which transition services and other services will need to meet in order to provide a smooth transition process.

Issues around Transition in general

It’s important to look at the general process of transition to adulthood and what it involves and what it means to make the transition to adulthood. Transition to adulthood is described as a crossing of boundaries ( Patton and  Viner, 2007).Important changes in life take place at this stage in terms of social context such as leaving education and home, starting employment, exploring relationship and sexuality, ( Patton and Viner, 2007).  However, transition for young people with learning difficulties tend to focus around moving from adult services to children’s services (Clegg et al, 2010). What’s more research shows similar experience of transition faced by young people in care and by those with additional health needs (Stein and Munro, 2008). These young people share a number of experiences, both in terms of their general transition to adulthood and their relationships with services. A key common characteristic is that they all require a combination of health and support services in order to access a good quality of life, and that existing services seem to find it a complex matter to meet their needs. The young people are particularly vulnerable to a failure of health and social services to meet their needs in the context of the transition to adulthood (Stein and Munro, 2008).

Literature review on transition to adulthood has shown just how challenging and difficult transition can be for young people, but for a person who has learning difficulties and other vulnerable young people these challenges can be even more difficult (Clegg et al, 2010, Stein and Munro, 2008), although policies such as Valuing People (2001), Aiming High for young people(2007) and  Every Child Matters (2004) have been put in place to make transition process smooth as possible( Beresford, 2004). Research shows issues with assessment, choice and multi agency working can make transition difficult (Clegg, et al 2010).  

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Ethical implication in relation to policy implementation

The Department of Health (2001) has implemented key policy known as Valuing People (2001) to enable young  people with learning difficulties to be in control over their lives. The policy states people will be able to have control over their lives through use of advocacy and person centred transition planning. Person centred transition planning should recognise peoples desires, aspiration and respect the individuals choices ( DoH of Health, 2001). However, some issues have risen as result of policy implantation in the areas of transition, these issues are discusses below . ...

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