‘… you kind of frantically go from one thing to the next and there isn’t any time for thinking any more’: a reflection on the impact of organisational change on relatedness in multidisciplinary teams

Nutt, Katherine; Keville, Saskia

doi:10.1080/14623943.2016.1159552

Cited by 11 publications

(12 citation statements)

References 12 publications

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“…Facilitation may be a pivotal ingredient to allow this process to emerge, particularly with facilitators who are willing to take on a nurturing role and/or within settings that do not centralise reflective practice or within the early stages of group formation. Indeed, PBL enhances reflective abilities, and can be especially useful to learn this skill within a training setting rather than in the more challenging MDT settings where there may be a lack of space, time, understanding, or a reluctance to reflect or consider the value of learning about professional issues via personal experience (Nutt and Keville, 2016).…”

Section: Conclusion: the Utility Of Pbl To Understand Group Process mentioning

confidence: 99%

Can voicing conflict within experiential learning groups facilitate connection? building and developing effective multi-disciplinary team-working skills

Keville

Conlan²,

Adlington³

et al. 2016

Reflective Practice

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In the UK Clinical Psychologists (CPs) work in a variety of settings within the National Health Service (NHS), often within MultiDisciplinary Teams (MDTs). Problem-Based Learning (PBL) within CP training at the University of Hertfordshire (UH) offers unique opportunities to combine scientist-practitioner and reflective-practitioner models to learn about group dynamics from the personal experience of working within an experiential learning group. Further, given Trainees work three days per week on placement within MDTs in the NHS the learning gained within a 'safer' PBL context can be utilised within these clinical settings. For two years Trainees at UH have to work in small PBL groups with five or six members learning to work together to achieve a goal (four assessed presentations) negotiating their own personal and professional journey, as well as a group journey. Consequently, PBL offers trainees opportunities to learn a) how individuals work within a group; b) how personal experiences influence this process; c) how others influence them and are influenced by them; and d) how a group of diverse individuals conceptualise, understand and convey case vignettes to an audience. Within these groups many Trainees learn to speak out, reflect, listen attentively, empathise, validate and accept diverse experiences. Further, when differences dominate they often learn to negotiate these, finding a way to maintain effective team working in order to complete the presentation. Focusing on the conflict that can occur within (any) group this paper explores themes from the reflective narratives of 6 trainees: parallels and differences between MDTs and PBL groups, striving for and achieving authenticity; and conflict as a 'swear' word. We conclude that exploring the role PBL can play in training individuals to work effectively in teams may be of benefit within the training of other professional groups.

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Section: Conclusion: the Utility Of Pbl To Understand Group Process mentioning

confidence: 99%

Can voicing conflict within experiential learning groups facilitate connection? building and developing effective multi-disciplinary team-working skills

Keville

Conlan²,

Adlington³

et al. 2016

Reflective Practice

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“…Was it due to an inability to be empathic, an unwillingness to cross personal and professional divides, or circumstances impacting on the ability to connect when clinicians were working in busy environments? Given CPs" selection and training process emphasises the ability to be empathic it may be the stresses CPs experienced in clinical practice (Nutt & Keville, 2016) were having an impact on empathic connection. Music may be an accessible medium to counter this, even via long-distance learning methods, and this will now be explored.…”

Section: Empathy May Not Always Be Emotionally Connectedmentioning

confidence: 99%

“…The intensity of music and emotion can enable almost any person to use music therapeutically, particularly for processing emotions. Yet, alongside this we must be mindful that high work-loads (Nutt and Keville, 2016) with increasingly complex trauma-based work may result in compassion burnout and vicarious traumatisation for those working in and/or managing clinical practice. Pertinent to any learning method is the concept of scaffolding (Wood, Bruner & Ross, 1976).…”

Section: Scaffolding Lifelong Learning By Compassionately Embracing Omentioning

confidence: 99%

“…It is crucial to acknowledge this alongside the value of compassionate spaces as the focus on face-to-face contact with people can mean supervision becomes a secondary requirement, minimising the value of this important process in our quality control and CPD. CPs value supervision, yet current service demands make this difficult to argue for in the climate of austerity (Nutt and Keville, 2016). It is essential we maintain these aspects of working practice for CPs and other front-line professionals.…”

Section: Scaffolding Lifelong Learning By Compassionately Embracing Omentioning

confidence: 99%

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The Hardest Part Is Knowing I Will Survive: The Use of Music and Creative Mediums to Enhance Empathy and Facilitate Life-Long Distance Learning in Professionally Qualified Clinicians

Keville¹,

Nutt²,

Brunton³

et al. 2019

JETS

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Music is an experience that can cross personal and professional domains alongside cultural, gender, age and generational boundaries; it can also enhance the learning process through emotional processing and connection. This paper focuses on the learning experience of qualified clinical psychologists (CPs) working in the United Kingdom. This group of CPs had experience of undertaking experiential learning and reflective writing during their professional training. It considers the potential to continue a learning process, 3 years post qualification, through long distance methods using vignette-based material.Empathising with, and understanding, the position of others from differing backgrounds is an important competency within the therapeutic work of CPs and this comes alongside acknowledging and understanding ones’ own experiences, both past and present. CPs work with difficult life experiences and complex issues; connecting constantly can be exhausting and, perhaps, unrealistic. Yet, to truly empathise one must connect with, and understand, the lived experiences of others. We will consider what helps and hinders this process, and how music and other creative mediums can be effectively used in learning even via long distance methods. We will further consider how CPs may be well placed to enhance the learning about, and processing of, difficult emotional experiences for themselves, other clinicians and the people they might work with.

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“…This may be crucial as participants identified how hard it is to reflect on the reflective learning process as it happens. This might partly be due to time -lack of reflection is also noted among qualified CPs where the demands of the job make it increasingly difficult to formalise RP into the working day (Nutt & Keville, 2016).…”

Section: Reflective Practice: Learning As An On-going Processmentioning

confidence: 99%

Inside it was orange squash concentrate: trainees’ experiences of reflective practice groups within clinical psychology training

Lyons

Mason

Nutt

et al. 2019

Reflective Practice

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Despite many Clinical Psychology training programmes utilizing reflective practice groups as the preferred method to develop reflective practice skills, there remains little research examining the experiences of such groups from a trainee perspective. Interpretative Phenomenological Analysis was used to explore the experiences of eight qualified Clinical Psychologists who attended reflective practice groups on one Clinical Psychology training programme in the United Kingdom. A purposive sample was recruited for a single, semistructured interview. Five superordinate themes were identified: 'The process: there were so many layers'; 'The impact: an ongoing process'; 'Commitment: I hated it, but I still went'; 'The facilitator: a presence who was not always present' and 'Getting through it: finding ways to cope'. The findings illustrate the varied and complex experiences of the participants. Whilst the experience was often difficult, participants appeared committed to attending and sought out ways to navigate the experience. The results are conceptualised in terms of existing psychological theory and literature. A critique of the research and suggestions for future studies are offered, including exploring the views of the facilitators of such groups and comparing how groups are utilized within different training programmes. Recommendations are made relating to the development of future reflective practice groups, which include consideration of the style of facilitation and the frequency and size of the group.

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‘… you kind of frantically go from one thing to the next and there isn’t any time for thinking any more’: a reflection on the impact of organisational change on relatedness in multidisciplinary teams

Cited by 11 publications

References 12 publications

Can voicing conflict within experiential learning groups facilitate connection? building and developing effective multi-disciplinary team-working skills

Can voicing conflict within experiential learning groups facilitate connection? building and developing effective multi-disciplinary team-working skills

The Hardest Part Is Knowing I Will Survive: The Use of Music and Creative Mediums to Enhance Empathy and Facilitate Life-Long Distance Learning in Professionally Qualified Clinicians

Inside it was orange squash concentrate: trainees’ experiences of reflective practice groups within clinical psychology training

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