None of these can stand alone but must be integrated with the others in order to write an effective plan.
Note: Sometimes we believe that the problem for lack of progress is inconsistent implementation because we can not get someone to consistently implement what we have written. Sometimes this is true; however, we must explore if we have sufficiently partnered/collaborated with the this person (including a parent in some situations) in developing a plan that is appropriate and fits with the needs, beliefs and abilities of the parent/guardian…or other caretaker/service providers or others who would implement this plan. Authors John Walter and Jane Peller in Becoming Solution-Focused in Brief Therapy stated: “There is no such thing as a resistive client, only inflexible therapists.” Sometimes this also applies to our work. We need to ask ourselves not only if the plan reflects the assessments but also if we will have the support and cooperation of the parents/guardians, other caretakers, teachers, service providers or whoever would implement the plan. What about the support of the participant? This may seem like a strange question to some; however, taking into consideration a participant’s strengths, weaknesses and preferences is absolutely critical.
To continue with this information click here: What are the essential components for a therapeutic plan?
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