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" Psychological formulation in residential teams working with people with dementia : "
King, Jordan Matthew
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Latin Dissertation
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| Record Number
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832140
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| Doc. No
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TLets695858
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| Main Entry
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King, Jordan Matthew
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| Title & Author
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Psychological formulation in residential teams working with people with dementia :\ King, Jordan Matthew
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| College
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Staffordshire and Keele Universities
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| Date
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2016
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| student score
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2016
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| Degree
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Thesis (D.Clin.Psy.)
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| Abstract
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Psychologists are encouraged to integrate their practice more closely within multidisciplinary mental health teams, whilst maintaining their professional identity (Onyett, 2007). The Team Formulation approach is one solution; this aims to provide a protected thinking space for a group staff to construct a shared understanding of a service user’s difficulties which guides intervention planning (Johnstone, 2014). However, it requires some initial investment from services. Chapter one investigated the evidence relating to the use and effects of team formulation in secondary mental healthcare. Eleven papers were systematically critiqued. A synthesis of findings revealed that whilst team formulations had no direct impact on clinical outcomes, they helped promote psychological thinking and facilitated better working alliances with service users. Several quantitative studies minimised bias through control groups and randomised designs, although practicebased evidence may have overstated effects due to a lack of methodological rigour. To address the identified gaps and limitations of the literature, chapter two describes a Q methodology study exploring multidisciplinary views on formulating with teams in dementia care settings. Participants ranked the relative importance of various aspects of sessions, and elaborated on their views through a semistructured interview. Results indicated three shared viewpoints regarding what was most valued about a team formulation approach, namely: Working together to identify residents’ unmet needs; Prioritising the needs of the resident versus those of the team; and Being heard – Valuing the relationship between the facilitating clinician and team. Viewpoints were explored in terms of their implications for clinical practice, including supporting residential teams to process the emotional impact of their work in addition to maintaining a focus on residents’ individual needs. Finally, chapter three provides a first person reflective account of the process of completing this thesis, and it’s impact on the personal and professional development of the author.
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Staffordshire University
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