the Five Ps of LD
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The document discusses formulation in learning development, drawing from clinical psychology. It explains that formulation involves co-constructing a narrative with the student to understand the presenting problem, pertinent factors, their perception of the task, process, and product. This differs from clinical psychology by focusing on learning challenges rather than mental illness. The document provides suggestions for using formulation in learning development practice, including that it may not always be needed but can develop learning and underpin other activities.
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the Five Ps of LD
- 1. The Five Ps of LD: Using Formulation in Learning Development One to One Practice Helen Webster Newcastle University UK @ncl_wdc Writing Development Centre Explore the possibilities
- 2. @ncl_wdc Writing Development Centre Explore the possibilities Shared LD Values Emancipatory Person- centred Social justice Collaborative Inclusive Non-judgemental Aspirational Empowering Holistic Situated Non-directive Student-led Reflective
- 3. @ncl_wdc Writing Development Centre Explore the possibilities The Problem in Practice •Identify • Hm, let’s have a look at your essay… •Explain • Ah, I see the issue, look… •Advise • What you need to do is… •Examine •Diagnose •Prescribe
- 4. @ncl_wdc Writing Development Centre Explore the possibilities Why look to Clinical Psychology? “At some level, it all makes sense” (Butler, 1998) “As no one else can know how we perceive, we are the best experts on ourselves” (Gross, 1992) “The single most damaging effect of psychiatric diagnosis is loss of meaning as people’s problems are divested of their personal and social situatedness and labelled as ‘illness’.” (Johnstone, 2017).
- 5. @ncl_wdc Writing Development Centre Explore the possibilities What is Formulation? • A core skill, although ‘there is no universally agreed definition of formulation’ (DCP 2011) • ‘The tool […] the lynchpin that holds theory and practice together’ (Butler, 1998) • ‘A crucible’ (Dudley and Kuyken, 2013) • ‘A shared narrative or story’ (DCP, 2011) • ‘constructed rather than discovered’ (Harper and Spellman 2006) • “The process of co-constructing a hypothesis” (Johnstone, 2017) • “A process of ongoing collaborative sense-making” (Harper and Moss, 2003)
- 6. @ncl_wdc Writing Development Centre Explore the possibilities Characteristics of formulation: Person- not Problem-centred All formulations: • summarise the service user’s core problems; • suggest how the service user’s difficulties may relate to one another, by drawing on psychological theories and principles; • aim to explain, on the basis of psychological theory, the development and maintenance of the service user’s difficulties, at this time and in these situations; • indicate a plan of intervention which is based in the psychological processes and principles already identified; • are open to revision and re-formulation. (Johnstone and Dallos, 2006)
- 7. @ncl_wdc Writing Development Centre Explore the possibilities Differences with Clinical Psychology Clinical Psychology Learning Development Distress and mental illness are inherently problems Learning is by nature challenging and unsettling Alleviate distress and problematic behaviours Not remedial Treatment More learning! Therapy Not therapy (possibly therapeutic…?) Achievement and maintenance of wellbeing Exponential and ongoing learning Ongoing treatment process Often one-off or short term Assessment*, Formulation, Treatment No linear or formally staged process – mixed in Clinician - Service User University – Learning Developer – Student
- 8. @ncl_wdc Writing Development Centre Explore the possibilities Formulation in Learning Development “The clinician brings knowledge derived from theory, research and clinical experience, while the service user brings expertise about their own life and the meaning and impact of their relationships and circumstances” (Johnstone, 2017) The LDer brings… The student brings…?
- 9. @ncl_wdc Writing Development Centre Explore the possibilities The Five Ps of LD Presenting “Problem” Pertinent factors Perception of task Process Product
- 10. @ncl_wdc Writing Development Centre Explore the possibilities How to formulate The Learning Developer: • Contracting • Tentative, non-directive language • Juxtaposition of meanings • Asking questions • Prioritising and directing • “Explaining” • “Suggesting” • Summarising The Student: • Decides • Comments • Interprets • Explains • Concludes • Interrogates • Negotiates • Supplements • Suggests • Corrects • Rejects
- 11. @ncl_wdc Writing Development Centre Explore the possibilities The difference between Diagnosis and Formulation in Learning Development
- 12. @ncl_wdc Writing Development Centre Explore the possibilities Suggestions for Practice LD Formulation… • may not always be appropriate or necessary • develops learning in its own right – it is an ‘intervention’ • could be used alongside other LD activities e.g. coaching, teaching, advising (care should be taken in contracting) • is an iterative, ongoing process open to revision • is non-linear • could be light-touch or in-depth • could be used to underpin other LD activities e.g. workshop design • is a rich source of CPD for the Learning Developer
Editor's Notes
- From our root professions (in the UK, recruitment patterns): Counselling, SpLD, Teaching, EAP, research, Educational development, Librarianship, Learning Technology etc From our theoretical underpinning: academic literacies, Critical Pedagogy From our professional body: (ALDinHE)
- Problematic in terms of values Also in terms of what we’re missing – the student’s expertise This is academic socialisation, not academic literacies.
- Both new professions struggling to establish themselves as distinct Both dealing with subjective constructs that are hard to observe or categorically identify Both person-centred, not problem-centred Both dealing with issues around the power and authority to make meaning and sense of identity and experience and perception
- Core skill in Clin Psy, but used in other mental health professions Not an expert judgement Note links with academic literacies approaches – power, meaning, authority to construct
- LD would probably wish to alter the language a bit here, focussing less on ‘problems’ and health care terminology.
- In the centre is the curriculum, discipline community, institution or lecturer, which neither of you can fully speak to, but both of you can piece together
- The original 5 Ps from CBT are Presenting Problem, Predisposing, precipitating, Perpetuating and Protective factors.
- Please don’t sue me JK