ABSTRACT
This chapter explores the theory and practice underpinning the use of person-centred approaches in schools and settings. It provides a balanced view of the history and use of person-centred practices in order to introduce new perspectives and further strengthen inclusive leadership. The history of person-centred approaches goes back 60 years and is attributed to the psychologist Dr Carl Rogers where, as part of his focus on mental health, he explored the notion of a ‘fully functional person’. The journey of person-centred approaches initially grew from theory to practice through the psychotherapy route of counselling. The person-centred approach gained traction in educational settings over time and through various means. In 2007, a study by Gatongi sought to review its potential as a method through which to improve disruptive behaviour in classrooms. Concept confusion is best described as difficulty disentangling concepts within similar themes.
