Using Psychodynamic Formulations in South African Clinical Settings

Abstract

This paper examines the role played by psychodynamic formulations in the training of South African clinical psychologists. It describes formulation practices commonly encountered in training arenas. Misconceptions about the nature and function of psychodynamic formulations are outlined, and the implications of exposing trainees to more than one psychodynamic theory are explored. The informal use of psychodynamic terms in psychiatric talk, and some effects of this on the way in which patients are perceived are described. The paper argues that trainees' difficulties in learning how to formulate psychodynamically are compounded by issues of authority and access to discursive space in wardround and case conference settings. The implications of living in a post-colonial context are described, and the importance of constructing culture-sensitive formulations is stressed. The paper concludes with some suggestions for a coherent and learner-friendly approach to teaching trainees how to formulate psychodynamically.