Planning education plays an important role in the process of actualizing a broader application of therapeutic planning. As the gateway into the planning profession, it frames how the next generation of planners will approach the planner-public relationship. When it comes to social sensitivity training like therapeutic planning, Agyeman & Erickson see planning schools as "uniquely positioned to equip future generations of planners with well-intentioned aspirational principles and ideals but that these need to be reimagined and embodied as cultural competencies that are essential for planning" (1).
In order for planners to gain a better understanding of how to approach things like therapeutic planning, planning education needs to view caring and the planner-public relationship as a fundamental part of the field. Until planning does so, it creates an educational environment that not only hampers students therapeutic learning but one that deters emotionally-minded people from becoming planners. Baum has observed planning’s hostile relationship with emotions and recommends planning schools actively recruit emotionally minded students and staff, for example those with backgrounds in the caring professions (2). By recognizing caring as a core competency and recruiting emotionally minded planners, planning schools can create an environment that fosters the therapeutic imagination.
It will take more than a new recruitment strategy to integrate therapeutic planning more actively into planning education. At the heart of this evolution is a call for a change in curriculum. I have identified two points where therapeutic planning should be integrated into the current education environment. The first involves creating space for a theory of care in planning theory education. This could involve applying a theory of care lens to planning theory or creating a separate stream of planning theory. Either way, space needs to be created for planners to reflect on the importance of the planner-public relationship.
To this end, planning can learn from the other caring professions that have more established theories of care. Doane and Brown advise educators to be “constantly scrutinizing our educative actions to see what theories and truths are governing our own interpretations and approaches with students” (3). Therapeutic communication education requires such self-reflective inquiry from educators. Without reflective practice, where will planners learn about the intricacies of care? Planning has already started moving in this direction with Schön’s reflective practice (4) and Forester’s deliberative practice (5) but these need to be paired with a more explicit theory of care.
The other element of therapeutic planning curriculum reform involves therapeutic communication techniques. There are many therapeutic communication techniques such as Sandercock & Atilli’s arts-based practices (6), Erfan’s deep democracy (7), or techniques like non-violent communication and coaching used by other caring professions. Planning students need an opportunity to be exposed to the potential tools available. However, to cement these learnings they also need to be provided opportunities to practice skills in emotional sensitivity, conflict management, reflective practice and mindfulness.
Therapeutic practitioners in nursing have found that “purposefully designing curricula to include opportunities for student engagement in experiential creative activities that foster and develop personal knowing is one of the key approaches to nurture person centred care qualities in future practitioners" (8). In order to help planning students turn a theory of care into practice, they need the opportunity to engage and experiment in a supportive environment that fosters critical and reflective care. Planning does not need to reinvent the wheel in order to create such an academic environment. There is much that planners can learn from other caring professions about best practices and approaches to therapeutic education.
Recommendations for planning education institutions:
In order for planners to gain a better understanding of how to approach things like therapeutic planning, planning education needs to view caring and the planner-public relationship as a fundamental part of the field. Until planning does so, it creates an educational environment that not only hampers students therapeutic learning but one that deters emotionally-minded people from becoming planners. Baum has observed planning’s hostile relationship with emotions and recommends planning schools actively recruit emotionally minded students and staff, for example those with backgrounds in the caring professions (2). By recognizing caring as a core competency and recruiting emotionally minded planners, planning schools can create an environment that fosters the therapeutic imagination.
It will take more than a new recruitment strategy to integrate therapeutic planning more actively into planning education. At the heart of this evolution is a call for a change in curriculum. I have identified two points where therapeutic planning should be integrated into the current education environment. The first involves creating space for a theory of care in planning theory education. This could involve applying a theory of care lens to planning theory or creating a separate stream of planning theory. Either way, space needs to be created for planners to reflect on the importance of the planner-public relationship.
To this end, planning can learn from the other caring professions that have more established theories of care. Doane and Brown advise educators to be “constantly scrutinizing our educative actions to see what theories and truths are governing our own interpretations and approaches with students” (3). Therapeutic communication education requires such self-reflective inquiry from educators. Without reflective practice, where will planners learn about the intricacies of care? Planning has already started moving in this direction with Schön’s reflective practice (4) and Forester’s deliberative practice (5) but these need to be paired with a more explicit theory of care.
The other element of therapeutic planning curriculum reform involves therapeutic communication techniques. There are many therapeutic communication techniques such as Sandercock & Atilli’s arts-based practices (6), Erfan’s deep democracy (7), or techniques like non-violent communication and coaching used by other caring professions. Planning students need an opportunity to be exposed to the potential tools available. However, to cement these learnings they also need to be provided opportunities to practice skills in emotional sensitivity, conflict management, reflective practice and mindfulness.
Therapeutic practitioners in nursing have found that “purposefully designing curricula to include opportunities for student engagement in experiential creative activities that foster and develop personal knowing is one of the key approaches to nurture person centred care qualities in future practitioners" (8). In order to help planning students turn a theory of care into practice, they need the opportunity to engage and experiment in a supportive environment that fosters critical and reflective care. Planning does not need to reinvent the wheel in order to create such an academic environment. There is much that planners can learn from other caring professions about best practices and approaches to therapeutic education.
Recommendations for planning education institutions:
- Make the concept of care and the planner-public relationship core competencies required for graduation.
- Actively recruit students and staff with a background in the caring professions and/or and interest in emotions, conflict, trauma and reconciliation.
- Incorporate a theory of care and therapeutic planning into the planning theory curriculum.
- Incorporate training in therapeutic communication techniques into the curriculum and provide opportunities for students to engage, experiment and reflect on their caring skills.
- Foster academic partnership with caring disciplines like nursing and social work.
1. Agyeman, J., & Erickson, J. S. (2012). Culture, Recognition, and the Negotiation of Difference. Journal of Planning Education and Research,32(3), 358-366.
2. Baum, H. (2010). Planning and the problem of evil. Planning Theory,10(2), 103-123.
3. Doane, G. H., & Brown, H. (2010). Recontextualizing Learning in Nursing Education: Taking an Ontological Turn. Journal of Nursing Education,50(1), 21-26.
4. Schön, D. A. (1983). The reflective practitioner: How professionals think in action Basic Books.
5. Forester, J. (1999). The deliberative practitioner: Encouraging participatory planning processes. MIT Press.
6. Erfan, A. (2017). Confronting collective traumas: An exploration of therapeutic planning. Planning Theory & Practice, 18(1), 34-50.
7. Sandercock, L., & Attili, G. (2014). Changing the Lens. Journal of Planning Education and Research,34(1), 19-29.
8. Schwind, J. K., Lindsay, G. M., Coffey, S., Morrison, D., & Mildon, B. (2014). Opening the black-box of person-centred care: An arts-informed narrative inquiry into mental health education and practice. Nurse Education Today,34(8), 1167-1171.
2. Baum, H. (2010). Planning and the problem of evil. Planning Theory,10(2), 103-123.
3. Doane, G. H., & Brown, H. (2010). Recontextualizing Learning in Nursing Education: Taking an Ontological Turn. Journal of Nursing Education,50(1), 21-26.
4. Schön, D. A. (1983). The reflective practitioner: How professionals think in action Basic Books.
5. Forester, J. (1999). The deliberative practitioner: Encouraging participatory planning processes. MIT Press.
6. Erfan, A. (2017). Confronting collective traumas: An exploration of therapeutic planning. Planning Theory & Practice, 18(1), 34-50.
7. Sandercock, L., & Attili, G. (2014). Changing the Lens. Journal of Planning Education and Research,34(1), 19-29.
8. Schwind, J. K., Lindsay, G. M., Coffey, S., Morrison, D., & Mildon, B. (2014). Opening the black-box of person-centred care: An arts-informed narrative inquiry into mental health education and practice. Nurse Education Today,34(8), 1167-1171.