Person-Centred Thinking and Accountability

Curriculum Guideline

Effective Date:
Course Code
CCSD 2335
Person-Centred Thinking and Accountability
Classroom & Community Support
Applied Community Studies
Start Date
End Term
Semester Length
Flexible delivery ranging over 1 to 15 weeks
Max Class Size
Contact Hours
30 hours: Lecture/Practice
Method(s) Of Instruction
Learning Activities
  • Lecture
  • Small group work
  • Student presentations
  • WebCT
Course Description
In this course, students will focus on the issues and considerations in life planning for individuals. The course examines how to identify and obtain information crucial in the process of person-centred planning. Emphasis is placed on the understanding planning a dynamic process involving building relationships
Course Content

The following global ideas guide the design and delivery of this course:

  • The premise of PCP is rooted in the principles of rights, independence, choice and inclusion.
  • As with any planning tool, there are strengths, weaknesses/obstacles, and barriers associated with its implementation and use.
  • Understand that PCP involves a team/community approach and individuals may assume various roles and responsibilities.
  • Develop an understanding of the skills and attributes necessary in PCP.
  • Developing a self-awareness of the impact they have in planning and working with a person’s network including the power and relationship dynamic involved in PCP.
  • Clarify roles and responsibility in relation to organization mandate and priorities.
  • Planning as it relates to key transitional life milestones.
  • Accountability as a concept that impacts on several levels including macro, mezzo and micro.
Learning Outcomes

Upon successful completion of this course, the student will be able to:

  1. Describe and assess the similarities and differences in the development of person-centred approaches, person-centred services and person-centred planning.
    • Explore the foundation of Person-Centred planning through Person-Centred thinking.
    • Examine the components that determine the success or achievement of Person-Centred planning in relation to quality of life.
    • Explore what Person-Centred planning is and what it is not.
    • Describe and assess the similarities and differences in the development of Person-Centred approaches, Person-Centred services and Person-Centred planning.
  2. Explain the development and cultural differences of PCP approaches.
    • Describe and evaluate a range of PCP methods and approaches
    • Identify formal and informal approaches for identifying an individual’s interests, preferences and needs.
    • Examine the skills and abilities required of a practitioner to ensure the emotional and sensitive components extracted through PCP are respected.
  3. Describe how teams and groups work to facilitate PCP.
    • Describe how teams and groups work to support effective PCP
    • Describe the skills and abilities essential to PCP including process and graphic facilitation.
  4. Review formal processes required of agencies and services to ensure safeguards are put in place.
    • Describe and explain accountability as it relates to PCP, formal processes and safeguards.
    • Describe and explain accountability measures at a micro, mezzo and macro level.
Means of Assessment

This course will conform to Douglas College policy regarding the number and weighting of evaluations. Typical means of evaluation would include a combination of:

  • Case study
  • Group presentation
  • Self and peer assessments
  • Research paper
Textbook Materials

Textbooks and Materials to be Purchased by Students


O’Brien, J., Lyle O’Brien, C. (2002).  Implementing Person-Centered Planning – Voice of Experience.

Inclusion Press. (vol 2)

(ISBN 1-895418-50-X)  or similar text