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Team psychological formulation is an organisational intervention aimed at developing a shared understanding of a person’s mental health difficulties. There is a lack of evidence regarding the therapeutic value of this approach for older people. The purpose of this paper is to explore how older people and their carers experience a cognitive-behavioural approach to team psychological formulation, within a mental health inpatient service in the UK.

A qualitative study using interpretative phenomenological analysis was undertaken. In total, 13 participants were interviewed: five older people/carer dyads, two lone older people and one lone carer.

Three overarching themes emerged: “Emotional impact of formulation” captured the mixed emotions that the process evoked in participants. “Making sense?” reflected the therapeutic value that participants experienced and what held them back from making gains in their recovery. “Disempowered people trapped in a biomedical world” illustrated the negative aspects of ward care, which hindered recovery.

The findings provide insights into the therapeutic value of team psychological formulation and the difficulties in facilitating the process effectively. More consistency is required to ensure that team formulation is standardised. Further research into the outcomes of the approach for older people is recommended.

Recommendations are proposed for how team psychological formulation can be conducted effectively, using the mnemonic “SETUP”.

This study focussed on older people’s and their carers’ own perspectives regarding the team psychological formulation approach.

The purpose of this paper is to further understand the needs of carers when a relative with dementia is admitted to an organic impatient ward.

A constructivist grounded theory approach was employed to generate a substantive theory to understand the needs of carers and how staff perceive carer needs when a relative is admitted to a dementia ward. Five relatives and six members of staff were interviewed using purposive and theoretical sampling. Interview transcripts were analysed using initial, focused and theoretical coding using constant comparative methods to develop the end theory.

The grounded theory concluded that carers have three categories of needs: “The Safe and Cared for Relative”, “The Informed Carer and “The Understanding, Responsive and Available Service”. Underpinning the needs are the relationships between carers, their relative and staff. Three barriers were identified which can impact on these needs being effectively met. These identified barriers were: Loss, Time and Ineffective Communication.

The grounded theory demonstrates that carers needs fundamentally relate to their relatives being safe and cared for and being included and informed during the admission. Relationships can be ruptured when a barrier prevents the needs from being effectively met. Recommendations are made to aim to reduce the impact of the barriers and to aid staff in developing their understanding of the carer experience.

Exposure to trauma in childhood can have lasting impacts upon development and psychological well-being. Services can be sought to help young people heal from their experiences; however, literature suggests that their care may not always be trauma-informed. This paper aims to generate a theory to explain caregivers’ experiences of accessing mental health and therapeutic services for young people exposed to developmental trauma.

A constructivist grounded theory approach was used, using an iterative process of data collection and analysis. Nine individuals including foster carers, adoptive parents and a special guardian were interviewed following purposive and theoretical sampling. Techniques of initial, focused and theoretical coding, alongside constant comparative analysis were used to develop the end theory.

The theory demonstrates that multiple factors can impact upon caregivers’ experiences when accessing support for young people exposed to trauma. Six themes emerged documenting caregivers’ journeys from the decision to seek support to the ending of service involvement. Barriers, challenges and positive experiences are described. Results are contextualised through consideration of wider organisations and systems.

The theory highlights challenges caregivers face when accessing mental health and therapeutic support for young people exposed to developmental trauma. It provides new insights into what caregivers consider to be trauma-informed experiences of care in these settings. Tentative recommendations are provided in the hope of improving future care.

Lived mental health experience (LMHE) is a term describing the direct impact of a mental health problem or being a mental health carer. This study aims to qualitatively explore how UK-based trainee clinical psychologists with LMHE navigate doctoral training.

Trainee clinical psychologists (TCPs; N = 12) who self-reported LMHE completed a semi-structured interview which was analysed using constructivist grounded theory (CGT).

The end model had six main categories: the pressured system; narratives about LMHE within the profession; developing trainee identity and sense of self; disclosing LMHE within the professional context; building safe, balanced and reciprocal relationships with other professionals; drawing upon LMHE within clinical practice. The end model is visually depicted as an hourglass to represent receiving and internalising external information which influences identity development and bidirectionally filters outwards to shape interactions and relationships.

Findings have implications for TCPs, course centres and using trusts.

To the best of the authors’ knowledge, this is the first CGT study to qualitatively explore how TCPs with LMHE navigate the holistic trajectory of doctoral clinical psychology training.

Although literature surrounding sexual criminality is growing; with recent research, this paper aims to focus more upon burnout and emotional impact in therapists who study with sex offenders, little is known about possible gender differences in their experiences.

The study presents a systematic review that aims to provide an impartial critical examination of relevant existing literature, with the main aim of exploring the role of gender (both the staff members and the clients) in staffs’ experience of working with sexual offenders.

Findings retrieved 10 eligible studies indicating evidence of the influential role in which gender plays in the experienced staff may have when working with sexual offenders. Studies within the review demonstrated variability in views towards sexual offenders across genders; with studies finding female staff to hold more positive perceptions of sexual offenders. Further evidence suggested a global impact of working with the client group; with professionals holding differential and largely more positive views of sexual offenders than the general public. However, an adverse impact of working with sexual offenders was highlighted, particularly for staff who have worked longest within their role or have increased frequency of contact.

Limitations were highlighted in relation to the reviews ability to truly explore gender; given there are no current studies within this research area defining gender beyond male and female, losing the voices of those non-binary and transgendered individuals.

The paper includes implications for staff working with sexual offenders; including adverse affects of the clinical contact and the impact of working with same/opposing gendered clients. Research also takes a gender informed stance in exploring how staff gender impacts the relationships with sexual offenders, and the effect this may have on client outcomes.

Research is the first of its kind in taking a systematic approach to exploring the current literature surrounding staffs experiences of working with sexual offenders, through a gender informed lens.

This study aims to explore how care staff working with people with learning disabilities experienced psychologist-facilitated team formulation sessions in a cognitive analytic style (contextual reformulation).

Eleven participants attended at least one contextual reformulation session regarding a client their team referred because of challenging behaviour. Post-intervention semi-structured interviews were analysed using qualitative inductive thematic analysis.

Five themes were developed: multiple roles and functions of sessions and clinicians; challenging behaviour in relationship; making links – understanding can be enlightening, containing and practical; the process of developing a shared understanding and approach; and caught between two perspectives. Findings suggested contextual reformulation helped staff see challenging behaviour as relational, provided them with the space to reflect on their emotions and relate compassionately to themselves and others, and ultimately helped them to focus their interventions on understanding and relationally managing rather than acting to reduce behaviour.

Qualitative methodology allows no causal inferences to be made. Ten of 11 participants were female.

This qualitative study adds to the limited research base on team formulation in learning disabilities settings and specifically that using a cognitive analytic approach.