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Care Plans

The Care Programme Approach was officially adopted into the national mental health care framework in 1991, and later adapted and revised. The cornerstone of the CPA is the Care Plan, a documented plan of the needs and strengths of a service user, and how to manage these in the future. The Care Plan also identifies all the people involved in that service user’s care, and any risk factors. For people who are in contact with multiple professionals (for example a therapist, a neurologist, a psychiatrist etc.) a care coordinator is named. This person assumes overall responsibility for the Care Plan and for coordinating the different professionals. Care Plans are also dynamic, and should be reviewed regularly with the service user (usually something like every six months).

As defined in the Department of Health literature Making the Care Programme Approach Work For You, the CPA is supposed to be a collaborative effort with the service user. In fact a large driving force behind the adoption of this model was the complaints of the service users that they felt they were being treated like objects, that they had no say in the care they were receiving and their opinions were completely unvalued. In the Central and North West area there is a target that 30% of care plans should be written in the first person – that is, by the service user.

“It is also expected that all people providing services do so within a set of personal / professional values that:

-Shows respect for you as a person including recognition of your personal strengths and qualities
-Respect your dignity at all times
-Offer you information about reasonable choices you can make regarding your care and support.
-Demonstrate respect for equality of opportunities for all, regardless of ethnic origin, gender, sexual orientation, culture, or spiritual beliefs.
-Help you feel as in control of the whole process as possible
-Respect the views of people who are important to you”

As the importance of carers and families has been more recognised, it has also become a recognised practice to involve the support network around the service user in the care plan, and to invite them to the care plan review meetings.

As well as recognising the problems and needs of the individual, Department of Health guidelines state that the care plans should also look at the strengths of the service user and how these can be developed / leveraged to promote recovery and wellbeing. Finally, the service user should always be provided with a copy of their care plan as soon as possible after it has been completed.

It drives me potty to hear about badly produced care plans. I have heard of care co-ordinators copy/pasting care plans across different clients (!), leaving entire sections of the plan blank, writing no risk factors, or (and this is REALLY common) writing only the barest of plans. By this I mean one sentence responses in sections, showing that the person filling out the care plan has not really paid any attention to the service user. To say something like “service user fine” in a care plan review is simply not acceptable.

So, psychology students, medical students, and anyone else who might one day find yourselves completing someone’s Care Plan: Remember what it is you are filling out, and what its purpose is.

Assumptions

Recently I have been playing a console game online, which is quite unusual for me. I am from a different generation, a generation of LAN parties, groups of gaming mates who have all carted their computers to one location to enjoy the kind of multiplayer experience that consoles have been trying to recapture since. Shouting friendly insults, advice, and commands to each over the gaming noise, and occasionally throwing objects too. It wasn’t always so friendly, it could get very competitive at times, but it always worked out and everyone would be back next time for more.
Ah I miss the days of deathmatch before it was dominated by a minority of players. I also miss turning my enemies into chickens, that was always good for a laugh :-P

Then Internet gaming took off and you no longer had to be in the same room to play with each other. In one swoop the social element of gaming disappeared, now only developing over longer games like Work of Warcraft and its ilk. You turn on, play against strangers sat in your room alone, and then turn off at the end. Many online gamers interact with other players only minimally.

The introduction of chat messaging within games early on helped that a little, as did the introduction of voice chat functionality, but it wasn’t until consoles made this more standard and also introduced fixed profiles that real progress was made. There is still a long way to go before gaming becomes truly social again, and I have no idea how it is going to get there. There are some major obstacles to overcome first…

My recent experience reminded me of something. That people often are not comfortable playing with other players clearly outside their age range. For example when I plugged in my headset (with my microphone carefully on mute as usual) I realised that the two other players in my game were young. Very young. At a guess I would have said they were about twelve. They were also American, so there was a lot of “ohmygosh” and similar expressions of amazement at almost anything that happened (even at a loading screen once!). I also realised that not only had they assumed that I was about their age, but they had also made the mistake of assuming that because I had chosen a female character, I was female myself. I’m sure they would have been surprised to find out I was an almost thirty British male!

The psychology of the digital age is something that originally drew me to study psychology. The rules of social interaction are being rewritten, completely new ways of interacting and communicating are shaping our society. When I have more time I would love to dedicate more effort to learning about some of the theories in this area. Its a shame that my course doesn’t cover it!

As promised, here are the videos that help memorise parts of the brain :)

Part 1

Part 2

Study Technique

Studying can be a real bitch. Especially with a reading-heavy course like psychology, and doubly so because you have a mix of facts, dates, names, theories, and more abstract things to remember. So developing a good study technique is key to survival. I am only now starting to get real study technique down, for the first year there really didn’t seem any need since we could wing it and revise hard near exam time.

The biggest change this year is the sheer quantity of reading we have to do. Some modules are worse than others of course, and a stark example of that is that our Developmental Psychology reading for the last lecture amounts to more than almost the entire reading for Individual Differences. When the term started I began by doing all the reading and taking notes on the reading before the lecture, then taking notes in the lecture, then if possible re-reading the relevant parts after the lecture. What I have realised is that although it is still important to work hard, you can also work smart and lighten the load significantly. So this is my current plan:

-Skim the reading. I don’t mean read fast, this is quite literally a skim over the text, just noticing the way it is structured, maybe a few words that jump out, any headings, and possibly vague topics.

-Speed-read the text. There are a lot of pages online that give the basics to speed-reading, but quickly they are: use a finger underneath the line to follow (or lead) where you are reading. This helps you stay focused, maintain speed, and prevent regression or jumping (going back and re-reading things and jumping around the page reading words at random); have a good environment free of distractions; do not worry if you miss something, keep going. There are more but these have been the most useful for me.

-At the end of each section summarise what you have read in your head.

-Take printed slides into the lecture and make notes on the slides.

-Re-read only the relevant parts of the text, this time taking notes and combining that with your notes from the lecture.

-Return later and test yourself then re-read your notes. I have read a study (which I do not have the details of to hand) that found that constant revision of something is less effective at committing it to memory than revising with increasing gaps. I believe it was optimal at something like a day after first learning, a week after that, three weeks after that (don’t quote me on this!). Various studies and theories also claim that it is more effective to study in a small group (obviously not the reading parts) because even explaining things to others helps you remember and understand it better and may highlight weaknesses in your understanding that you were not aware of.

I did look into memory techniques too, but although there are some fantastic techniques for remembering long number sequences, remembering theories, names, and dates remains quite tricky. Having said that some time ago I watched a fantastic video about brain anatomy memnomics (how the hell do you spell that?!) that I will have to post here.

If anyone has any other effective study tips please let me know!

I

Freud pt.1

Its interesting that despite my long interest in psychotherapy I have never read or studied Freud. To be honest I have always been put off by the overemphasis of sexual and aggressive drives, and now I’ve read more about Freud’s theories I still feel the same about it. However I do now appreciate more just how much he is to be thanked for; I can see how many other schools of psychoanalysis have drawn from and adapted his ideas. So I will attempt to summarise Freud’s theories very briefly here.

Freudian psychoanalysis is built around three models: The topographic, the structural, and the developmental.

The first model splits the mind into the Conscious, the Pre-conscious, and the Unconscious. The Conscious contains those things that you are aware of and attend to (pay attention to). The Pre-conscious contains those things that you could be aware of, if you attended to them (a physical example would be someone standing on the edge of your vision). Finally Freud’s major and vital contribution: the Unconscious. Here lie things that you are not aware of, and cannot become aware of simply by attending to them. Freud believed that everything in our Unconscious has an innate force pushing it towards consciousness, but anything that could be threatening or objectionable to our conscious selves (such as certain sexual fantasies) is pushed back into our unconscious through a process called repression. However if this objectionable material is mutated and disguised, perhaps as a joke, a dream, or a slip of the tongue (often called a Freudian slip) it may be let through into our consciousness.
This conflict between consciousness and unconsciousness forms, Freud believed, our personalities, behaviours, and mental disorders.

Some time after the above theory, which is the only of Freud’s theories to stand up to empirical testing, Freud proposed the structural model. Here he proposed three collections of thought types (they were never meant to be taken as individual entities or personalities the way they have often been mis-interpreted today): the Id, the Ego, and the Super Ego.

The Id houses all our desires and fantasies, which Freud believed all came from sexual or aggressive drives. It is concerned primarily with immediate gratification and avoiding a state of unpleasure.

The Super Ego contains all the commands and rules of society. It is the aspect of our minds that deals with deciding what is appropriate in different contexts, and tries to control the chaotic Id.

The Ego mediates between these two, helping us balance desires against societal restrictions, resolving the conflict.

The final model Freud proposed is the developmental model, however I will save that for my next post ;-)

I have just finished reading Stitches by David Small, a graphic novel about his childhood growing up in a loveless home. I also received Psychiatric Tales for Christmas, another excellent graphic novel (ish). I am always amazed at how powerful graphic novels can be, so I thought I’d make a quick list of some psychology related graphic novels that I consider worth reading. Please let me know if you know of any more!

Couch Fiction – Phillipa Perry and Junko Graat
This graphic novel is not particularly “story” driven, but does give a great insight into the therapy process. We follow a therapist seeing her new client, and while the troubles he has and her dealing with him are about as simple as can be, being able to see into the minds of both people gives a unique insight into what it is like both to be a client and a therapist. The footnotes at the bottom of most pages then explain the process further, including explaining certain terms and also the intentions of the therapist.
An interesting graphic novel especially worth reading for anyone who wants to know more about what psychodynamic therapy is about.

Psychatric Tales – Darryl Cunningham
This “graphic novel” is clearly intended to give people insight into what working on a psychiatric ward is like. It is split into focused sections like “elderly”, “cutting”, and “bipolar”, and the author clearly has plentiful experience and hold the values of respect, caring, and understanding close. Recommended for anyone interested in learning about psychiatric wards or mental health in general.

Depresso – Brick
Ok, I admit I’ve not had a chance to read this one yet. But it looks good!

Stitches – David Small
Growing up in a loveless house is difficult in any circumstances, but it wasn’t until later that this young man finally found out how much damage he suffered at the hands of his parents. An emotional story of a trapped child, and triumph over adversity.

Busy Busy

I wanted to write a longer update but this is about all I can find time for right now. We have had lectures for three out of five modules now and I am realising just how much work is involved this term. Its not even just the amount of reading (three lectures in and I’m already half a textbook behind!) but the level at which we are expected to perform – reading multiple sources and picking up on the differences, forming arguments, and coming to our own conclusions. It is tricky stuff!

I know I can do it though, I just have to focus, work extremely hard, and keep motivated. I am aiming squarely at that First and I will do the work required to get me there.

Right now though I need sleep. Tomorrow is a pig of a day, a two hour lecture starting at 9am then a three hour lecture finishing at 8pm! So for now, sleep well all! To make up for the poor post I will pull one from the vaults and put it up tomorrow :-)

The Student Returns

I had my first lecture of the term this morning, and the first lecture in over six months. The lecture was for Individual Differences which is about the study of personality and intelligence, and I (as did many of my fellow students) really enjoyed it. This module seems to be that rare and lucky combination of an interesting module and an interesting and enthusiastic lecturer.

The lecture was certainly smoothed along by the cake a good friend brought (@jmaguirez) brought in for us. Damn you cook tasty cakes dude!

I wasn’t as prepared as I would have liked to be. Despite staying up until midnight last night I only managed to get through two of the chapters assigned for the lecture, partly because I only found out yesterday afternoon that the details of the chapter reading had been uploaded. I also forgot to print the slides before the lecture, thanks to my “just another thirty minutes” alarm snooze this morning.

Having now almost caught up on the reading I can tell that this will be a module I will really enjoy. The ways that we differ from each other is a fascinating and rich topic, not to mention full of controversy!

The lecturer did make quite a big slip up though: he stated that depression leads to personality disorder and made mention of the DSM. I’m sure everyone in the class knows that depression (an affective disorder according to DSM categories) and personality disorders are quite different, even if there is often comorbidity. I can only guess that he was trying to say depression can become a diagnosed disorder if it is enduring, but his choice of words certainly confused a few students!

2011 in review

New years day is my birthday, but I have never fully understood why other people celebrate new years. However it does provide a convenient point to pause and look back at the previous year and remember and appreciate all that has happened. So that is what I am going to do.

2010 was a tough year for me, but in its toughness it brought significant change. 2011 has been all about holding on to those changes, while 2012 will be about maintaining and improving those changes to provide a solid foundation for a future that will be very different from the bad times I am getting away from.

All in all 2011 has been a good year with a number of achievements.

I founded the newsletter for the psychology society, which I hope will be a continuing legacy, and I went on to be elected as the president of the society.

I have learned to balance my work and responsibilities better by controlling how much I undertake at once, something that I was acutely aware of back in January.

I overcame mental and physical illness and won awards, completed an NVQ and started another, and got pretty good grades for my first year.

I went for two interviews for placements, coped with “failure”, then finally found a fantastic placement.

Finally, I have gained insight into myself and my personal history, and battled thoughts about my ultimate goals.

2011 has been tricky, but on the whole enjoyable and I have learned vast amounts. I suppose the next question is: what are my plans for 2012? Stay tuned to find out!

I have completed my reflective account for my work placement and I am pretty proud of it. I managed to use (vaguely) a recognised model of reflective practice and I suspect I may be one of the few people to write a reflective account with references :P (Not that this is necessarily a good thing, I hope I don’t get marked down for it! :S)

The other part of my assignment is coming along nicely although I think I really should have had a tighter focus considering the word limit of 1,500 words. Out of that limit I have so far written…4,000 words :S And even then I’ve dropped out two sections that I had in my plan!

My very detailed essay plan!

I write very detailed plans in mind mapping software, branching off topics and subtopics until I know exactly what I am going to write for almost every sentence and what references I am going to use where. My biggest problem is that I tend to find references first then decide what I want to write, and then I want to use every reference I have found. The problem with this is that it can lead to a very disjointed final essay as it is effectively a collection of many points that don’t always flow particularly well.

While looking again at mind mapping software I came across Rationale, which due to the cost I am not especially interested in but I did like the template they demonstrate on the video on their website – starting an assignment it lays out boxes for you to input two reasons with support, and an objection and rebuttal. While this is a little oversimplified for a final plan (for me) I think starting with this approach would really help the focus of my assignments.

Another approach I have heard of that I would like to start using, which could be tied in with the above, is to create a plan that has a point on it for each paragraph you intend to write. This again helps focus and streamline the writing.

For now I have to stick with what I’ve done and learn for next time. I am juggling 47 references now and I just don’t have the energy to start the plan again!

If you are interested in mind mapping software, XMind is available for free and is very good.

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