Good practice guidelines on the use of psychological formulation

Professional guidelines and criteria in relation to formulation

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Professional guidelines and criteria in relation to formulation

Accreditation through partnership handbook (2010):
Guidance for clinical psychology programmes
2.1 Required learning outcomes
The skills, knowledge and values to develop working alliances with clients, including individuals, carers and/or services, in order to carryout psychological assessment,
develop a formulation based on psychological theories and knowledge, carryout psychological interventions, evaluate their work and communicate effectively with clients, referrers and others, orally, electronically and in writing.
2.2 Learning outcomes
Clinical and research skills that demonstrate work with clients and systems based on a scientist-practitioner and reflective-practitioner model that incorporates a cycle of assessment, formulation, intervention and evaluation.
2.3.1 Transferable skills
Deciding, using abroad evidence and knowledge base, how to assess, formulate and intervene psychologically, from a range of possible models and modes of intervention with clients, carers and service systems.
2.3.3 Psychological formulation

Developing formulations of presenting problems or situations which integrate information from assessments within a coherent framework that draws upon psychological theory and evidence and which incorporates interpersonal, societal, cultural and biological factors.

Using formulations with clients to facilitate their understanding of their experience.
Using formulations to plan appropriate interventions that take the client’s perspective into account.
Using formulations to assist multi-professional communication, and the understanding of clients and their care.
Revising formulations in the light of ongoing intervention and when necessary reformulating the problem.
Division of Clinical Psychology

2.3.4 Psychological intervention
On the basis of a formulation, implementing psychological therapy or other interventions appropriate to the presenting problem and to the psychological and social circumstances of the clients, and to do this in a collaborative manner with:


couples, families or groups;

Understanding therapeutic techniques and processes as applied when working with a range of different individuals in distress, including those who experience difficulties related to anxiety, mood, adjustment to adverse circumstances or life events, eating, psychosis and use of substances, and those with somatoform,
psychosexual, developmental, personality, cognitive and neurological presentations.

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