Team formulation in an assessment and treatment unit for individuals with learning disabilities: An evaluation through staff views. (14th September 2018)

• Record Type: Journal Article
• Authors: Turner, Kellie; Cleaves, Lydia; Green, Samantha
• Is Part Of: British journal of learning disabilities. Volume 46:Number 4(2018:Dec.)
• Page Start: 278
• Page End: 283
• Publication Date: 2018-09-14
• Subjects: challenging behaviour -- clinical psychology -- learning (intellectual) disabilities -- mental health; Learning disabilities -- Periodicals; Learning disabled -- Periodicals; Learning disabled children -- Periodicals; Learning disabled youth -- Periodicals; 362.3
• DOI: 10.1111/bld.12249
• Languages: English
• ISSNs: 1354-4187

Abstract

Accessible Summary: The authors aimed to find out whether staff found team formulation helpful and whether staff felt it changed their work with service users. Twenty‐eight staff members working on the assessment and treatment unit were asked to complete a questionnaire about team formulation. Most staff found formulation meetings to be helpful (80%) and felt that formulation meetings improved how they work with service users (86%). These findings suggest team formulation may improve staff approach and the care and support service users receive in hospital. Abstract: Background: Research suggests that the use of team formulation within mental health services may improve staff understanding of service users' difficulties and increase team empathy and reflection. The aim of this evaluation was to investigate staff perceptions of team formulation within an assessment and treatment unit for individuals with learning disabilities. Specifically, the authors aimed to investigate whether staff found team formulation helpful and whether staff felt it impacted their work with service users. Materials and Methods: A survey was completed using a cross‐sectional questionnaire design. Twenty‐eight staff members working on the assessment and treatment unit were asked to complete an anonymous questionnaire about team formulation meetings. Results: The response rate was 54%. The majority of staff agreed that they found formulation meetings to be helpful (80%) and that formulation meetings positively impacted how they work with service users (86%). The most common theme arising from staff responses concerning the most helpful aspects of formulation meetings was "gaining a greater understanding of service users." Conclusions: The findings from this evaluation show that the majority of respondents felt team formulation was helpful and had a positive impact on their work with service users. These findings support the use of team formulation within mental health and learning disabilities services. Future research could investigate the impact of team formulation on service user well‐being and outcomes.