Outcomes Based Practice – Underpinning Theories and Principles
If the emphasis that the Care Quality Commission (CQC) has placed on the importance of outcomes is anything to go by, providers of care and support services in today’s care environment may imperil themselves if they do not work to achieve and demonstrate desirable outcomes with and for the people they support in whatever capacity. This much is evident in the way that the CQC in its publication (Guidance about compliance - Essential Standards of Quality and Safety, 2010) highlights what the expected outcomes are to be and then identifies the specific regulations that would lead to meeting the outcome. It is very clear that outcomes are very important. What is …show more content…
In his book, A Way of Being, Rogers (1980) posits that:
‘individuals have within themselves vast resources for self understanding and for altering their self concepts, basic attitudes and self directed behaviour; these resources can be tapped if a definable climate of facilitative psychological attitudes can be provided’ (p. 115).
The goal therefore would seem to be, to simulate, within the actual intervention process, such a definable climate of facilitation as to encourage the altering of the self concepts of the people who use services so they can tap from within themselves the resources that would help them to achieve desired outcomes.
There is not one ideal approach to providing the necessary stimulus for engineering this altering of self concepts. It is trite that a holistic approach best serves this purpose, where the individual is central to all output and all intervention is geared towards the attainment of that person’s self actualisation, whatever that might be - in common parlance, a person-centred approach.
In its 2006 report the Social Care Institute for Excellence, drawing from Qureshi et al, identified three typologies of outcomes: * outcomes involving change, e.g., improvements in physical symptoms * outcomes involving maintenance or prevention, e.g., keeping alert