Relational-Centred Assessment and Planning: A Turn Toward Creative Potential and Possibilities

1. Relational-Centred Assessment and Planning: A Turn Toward Creative Potential and Possibilities Care Matters: Transforming Lives—Improving Outcomes Conference The 8th International Looking After Children Conference Keble College, Oxford UK July 7-9 2008 Gerard Bellefeuille, PhD Grant MacEwan College, Edmonton, AB, Canada bellefeuilleg@macewan.ca

2. Aims of the Workshop To describe the “doing” of assessment and planning from a “relational-centred” perspective. To report on the preliminary results from a phenomenological study on the lived experiences of residential youth with relational-centred assessment and case planning.

3. Non-relational, traditional models of assessment and case planning offer a rather simple view of casework in which “experts” are trained to assess the needs of “clients” and then arrange, coordinate, monitor, and evaluate for services in a sequential set of prescribed steps, Traditional Models of Casework

4. In seeking to understand the lives and circumstances of children, youth, and families, the use of a singular and narrowly focused assessment and planning frameworks can fragment, reduce, and isolate parts such that the integrity of the whole is lost.

5. Relational-Centred Assessment and Case Planning Process Relational-centred assessment and case planning is an interactive process of determining and assigning value and meaning to what is known about the lives of those we serve while, simultaneously, formulating and determining the methods by which something is done to improve one’s circumstances.

6. At the core of relational-centred assessment and case planning is the belief that all psychological growth occurs in authentic, mutually empathetic relationships (Bellefeuille & Jamieson, 2008). When we operate from a relational stance, the focus is not on “what we do” (i.e., methods of practice) but, rather, on “who we are” as practitioners.

7. Underlying Premises of Relational-Centred Planning There are several important premises that underlie the practice of relational-centred assessment and case planning. These include: 1. A non-individualistic construal of selfhood 2. The necessity of being in the moment 3. The view that relational-centred practice is inherently a creative process 4. A belief in the resourcefulness of people 5. A dynamic view of diversity that extends beyond issues of difference, and 6. A critical consciousness of social justice issues

8. Premise # 1: A Non-Individualistic Construal of Selfhood Why is this important? From a non-individualistic narrative of self, knowledge is constructed through relationships that are, themselves, embedded in a cultural, socioeconomic, and socio-political context. Wilson becomes a key part of Chuck's existence on the island. "Once we show that Chuck is able to figure out the four basic elements for human survival - food, water, shelter and fire - then we deal with the fifth element, which is companionship," says

9. Embracing a relational-centred perspective when planning requires the human service practitioners to enter an open space that is shared with others—a relational space in which knowledge, understanding, and multiple perspectives are shared and co-created.

10. Premise # 2: Being in the Moment Relational-centred planning requires a focus on the uniqueness of the moment in which coming together with another is fully experienced within the relational dynamic of being in that moment while remaining open to new possibilities.

11. Being in the moment is a giving of self that is conveyed through being available and at the disposal of the other person within the state of unknowing. To know is to be aware and to be informed. “Usually we take what we know as representing what is true, and in light of that truth we generate solutions to problems or reactions to previous actions. To not know is to not have information and will likely result in seeking and acquiring information in order to be informed or to learn that which is unknown.

12. Premise # 3: A Creative Process Relational-centred planning is a creative process rooted in imaginative thought and occurs by making connections between ideas and, or, experiences that were previously thought of as unrelated.

13. Premise # 4: Belief in the Resourcefulness of People The belief in the resourcefulness of people is central to relational-centred planning. This entails a focus on people’s strengths and resources that fosters a climate of hope for seeing beyond current conditions, because when people begin to hope in relationship with one another, they are presented with previously unrecognized opportunities to discover unexplored possibilities

14. Premise # 5: Discoveries in Diversity Relational-centred planning considers diversity beyond the usual issues of difference (i.e., colour, gender, religion, disability, age, and politics) by exploring and understanding how difference has to do with experiencing ourselves and others from each other’s perspectives.

15. Premise # 6: A Critical Consciousness about Issues of Social Justice Relational-centred planning calls upon practitioners to recognize their moral obligation to use their knowledge and skills to consider how social injustices, such as those based on class, race, ethnicity, gender, and sexual orientation, have an impact on human disconnection and suffering.

16. Premise # 7: A Personally Transforming Endeavour Finally, to talk about assessment and intervention planning as relational requires human service “workers” to function more as conscious “practitioners.” This is particularly important in view of the fact that human service practice is often situated within bureaucratic structures of the human services system and manifested across various institutional settings, including group homes, institutions, schools, non-profit agencies, and government services. These settings are regulated by long-standing cultures steeped in administrative requirements that can run counter to relational-centred practice.

17. Relational Capabilities "I believe we can change the world if we start listening to one another again. Simple, honest, human conversation. Not mediation, negotiation, problem solving, debate, or public meetings. Simple, truthful conversation where we each feel heard, and we each listen well. This is how great changes begin, when people begin talking to each other about their experiences, hopes, and fears.” (Margaret Wheatley, 2002, p. 3)

18. Being in the moment Maintaining an attitude of openness Enhanced curiosity Authenticity Social justice praxis Interpersonal collaboration Improvisation Listening relationally Achieving They include The capability for :

20. Reality as Appearance “Truth is not what we discover, but what we create.” – Antoine de Saint­-Exupéry

21. Parable of Plato’ Cave The parable of the cave is about the distinction between appearance and reality. Some prisoners were being held fast in a deep cave, with their heads bound so that all they can see are the shadows of things cast on the wall before them, shadows cast by “human images and shapes of animals wrought in stone and wood and every material” carried in front of a fire burning some distance behind the prisoners’ heads. The bearers of the objects are hidden behind the wall and so cast no shadows; but occasionally they speak, and the echoes of their words reach the prisoners and seem to come from the shadows. The prisoners are, in Plato’s view, removed from truth or reality, although they do not realize this and would object if the suggestion were made to them. If they were freed and made to turn around towards the firelight, the prisoners would be dazzled and unable to make out the objects that cast the shadows on the wall. If they were compelled to look directly at the fire, it would hurt their eyes, and they would probably prefer to go back to the comfortable and familiar darkness of their prison. If they were forced out of the cave entirely, out into the sunlight, it would be even more painful, and objects outside the cave would be even harder for them to make out.

22. Relational-centred planning involves appreciating and understanding that we bring our own perspectives into our practice. Given that appearance is a matter of perceptions and perspective, we need to be able to step back and understand what we think we “know” to be true.

23. There are two influential lenses that shape the way we view ourselves, others, and the world in general: the theoretical perspective lens (i.e., the theoretical change frameworks that we are taught) and the life-position perspective lens (i.e., our own constructed life stories).

24. Theoretical Change Frameworks that Underpin CYC Practice The theoretical change frameworks, which are among the foundational elements of professional knowledge, reflect our beliefs about people, and they influence how we construct our interpretations of troublesome behaviour and potential for change (Ricks & Charlesworth, 2003). Calling into question the assumptions about human development and change inherent in theoretical frameworks brings to bear a level of analysis and reflection essential to competent relational-centred practice. It is important to understand that the theoretical frameworks we are taught affect not only the way we explore the lives of those we serve, they also impact how we approach the issue of change. The frameworks shape the questions we ask, the assessments we make, and, ultimately, the interventions we choose.

25. When exploring theories, consider these questions: 1. What theoretical orientations have influenced your beliefs about people and change? 2. Do you have a preference for working with individuals, families, groups, or communities? Explain your preference? 3. What areas do you inquire into when exploring someone’s life circumstances? Who do you ask? 4. What premises do you use to give meaning and significance to the information? 5. Is your philosophy congruent with or does it compliment the client’s worldview? 6. What is your philosophy regarding cultural backgrounds within and outside the dominant culture? 7. How does your theoretical lens limit your perspective? (What are you likely to mishear, or not see?)

26. The Life-Position Perspective Lens The life-position perspective lens requires being mindful about one’s own “life story”—the life experiences that influence how we position ourselves in relation to others.

27. Relational-centred practitioners commit to developing a better understanding of their prejudices by engaging in an ongoing process of examining the field of vision in which they conduct their thinking. Like glasses on our face, we do not see our filters; we see through them. The more we use them, the more they become us. We do not realize that they are there. One way to expose our filters is to examine our conversations. Consider, for instance, the contrasting statements in Figure 2. Conversations about practice sound very different from a relational stance.

29. A Co-Constructed Process of Thinking and Doing A relational orientation regards assessment and planning as a dynamic, relational process of meaning-making that points to new possibilities in perspective and opportunities for change. As Dachler and Hosking (1995) explain, meaning has no ultimate origin and can never be finalized, because it is always in the process of being made. Thus, relational-centred planning is best understood as a process of ongoing and flexible inquiry that allows information to “fold in” on itself repeatedly, allowing for validation and clarification. It is a process of respectful and compassionate inquiry into the other’s experiences of what matters and opportunities for change that are jointly negotiated, monitored, and revised. This requires a continuous and changing picture of what is needed and wanted.

30. that success is built on a deep understanding of what people need and want, and that everyone is involved and engaged in the process. The two key premises for success in relational-centred planning are these:

31. From the opening moments of connecting with a client, practitioners use the assessment and planning process to involve everyone in attending to the relational context, listening to and allowing the sharing of stories, opening up new possibilities and perspectives about the self and the world, facilitating engagement in hope and opportunity, and making transparent the child’s, youth’s, or family’s ideas about how they want to experience their lives in the future.

32. It is important to point out that aspects of assessment are, in fact, interventions, and all interventions result in opportunities to observe and assess what matters and what does not. In relational-centred planning there is no artificial distinction between assessment and planning except that both assist the practitioner to observe and understand the person or persons involved.

33. Remembering that relational-centred planning is the intervention, then intervention planning is synonymous with being on a journey in which people are engaged in meaningful conversations. These meaningful conversations transcend the limits of personal perspectives and take on a quality of inquiry characterized by engagement, listening, and respecting, while unravelling and making feelings and values transparent.

34. Life story development is a dynamic process that generates new meaning and insights that enable clients to identify themes in their stories. Clients also gain insight into their lives by asking questions about these elements:

35. how they feel their current situation or life circumstance developed (i.e., Could you help me understand . . . ) what approaches or practices have been tried to resolve issues (i.e., I am curious about . . . ) to what degree have efforts been or not been successful (i.e., In what way . . ) what clients have considered but haven’t tried (i.e., How might it have been helpful to . . . ) what they might consider in future (i.e., How would it make a difference if . . . )

36. This type of inquiry explores the unique meaning that clients assign to their experiences, and this unique meaning can then be considered in planning. In essence, the processes of relational-centred planning shift from fact gathering to exposing and discovering personal truths and meaning, from setting goals for the client to co-creating intended outcomes or success indicators, and from establishing service plans to engaging in conversations and activities that expose opportunities for change that are developmentally enhancing.

37. Think/Do, Think/Do, Think/Do The planning process is both a way of thinking and doing.

38. The think/do process occurs at three levels in our minds: what is happening at this moment? what was happening in this session? and what is happening overall for the person(s) being served. It is necessary for the practitioner to monitor these three levels of functioning for him- or herself and for all others involved in the assessment and planning process—including the think/do of other practitioners. The assessment and planning is a complex process of relating through the acquisition of story and meaning making, in order to determine success indicators and move forward on a path that is still under construction.

39. The Preliminary Pilot Study What it is like for youth in residential group care to be on the receiving end of relational-centred assessment and case planning.

40. Method A qualitative grounded theory approach was utilized. In-depth qualitative interviews focused on understanding intervention from the perspective of youth, while grounded theory allowed patterns emerging within these perspectives to be mapped and formed into a model explaining the process youth go through when negotiating intervention.

41. Model building took place by inductively deriving theory from concepts and categories emerging in data and deductively testing these notions through questioning participants and also by theoretically sampling new cases in attempts to both verify and falsify emergent theory (Strauss & Corbin, 1990, 1994, 1998). This iterative inductive-deductive cycle was repeated, and sampling continued, until theoretical redundancy was achieved; such redundancy occurred when no new information about these patterns and categories were emerging in interviews, and until the model developed from data remained robust and consistent in the face of new information.

42. Sample Sampling was “theoretical” allowing participants to be selected in ways that allowed notions emerging in data to be examined (Miller & Fredericks, 1999; Strauss & Corbin, 1990, 1994, 1998). Theoretical sampling is a term coined by Barney Glaser and Anselm Strauss in 1967 in the context of social research to describe the process of choosing new or to compare with one that has already been studied. It is one of the tools of qualitative research. The goal of theoretical sampling is not the same as with the probabilistic sampling; the researcher's goal is not the representative capture of all possible variations, but to gain a deeper understanding of analysed cases and facilitate the development of analytic frame and concepts used in their research

43. Recruitment took place between November 2007 and January 2008 and began with two Alberta child and youth care agencies. Because agency staff approached youth they believed would be open to involvement, only two of the 15 youth approached refused to take part. Youth ranged in age from 14 to 18 (mean of 16); 11 youth were male. Eight youth were White, two were of Asian decent, and three were Aboriginal. All participants signed informed consent forms before taking part in the study.

44. Questions were open-ended, probes were used and in keeping with the grounded theory method, questions were modified as the research progressed to explore concepts and categories emerging from data. Participants were interviewed in their own group homes or in a similar private location of their choice. All interviews took place individually. Interviews lasted 40–90 minutes and were audio-taped and transcribed.

45. Staff in both homes were given a 3 day training workshop on the relational-centred planning process and literature to read Discussed the process in weekly meetings

46. Preliminary Results The findings identify four themes. Feeling more empowered to make decisions Feeling a greater sense of ownership over goals Experienced their consellors as being more “real” Being “heard” or “listened to”

47. THANK YOU!