Using Person-Centred Planning in Student Music Therapy Practice with Disabled Adults in a Community Day Programme in Aotearoa New Zealand

This research project used a case study design to explore the use of person-centred planning (PCP) with disabled people in a community day programme. The study was located in a New Zealand context as part of a music therapy student placement with data collected over six months at the facility. This case study involved reflection on music therapy work with three people as a part of the student’s regular practice, exploring methods, techniques and strategies using PCP when working with disabled adults. This interpretivist study used secondary analysis of data (including my clinical notes, reflective journals, and notes from discussions with the staff) as the methodology. A thematic analysis identified six themes that were of interest in the relationship between PCP and music therapy practice with disabled adults: building person-centred relationships; person-centred support; person-centred empowerment; collaborative reflexivity; holding community in mind; and providing an affirming space. The findings suggested that PCP is helpful as an inclusive practice for music therapy working with disabled adults in Aotearoa New Zealand. There were some challenges to implement PCP in the practice, such as the full involvement of disabled people and their families, as well as limited resources. Contemporary critical disabilities research also challenges traditional perspectives of disability rights, advocating for more inclusivity, accessibility, and equity. Although PCP and less ableist approaches focus on different aspects, they share some common values, such as respect for collaboration, inclusivity, and equity. Looking at the values of PCP and contemporary critical approaches might provide a new way of thinking and working for music therapists in future practice. The process of my research deepened my knowledge of PCP and improved my practice working with disabled adults. It also provided opportunities for me to engage critically and reflexively in thinking about different approaches in music therapy and the disabilities field.