- learn about the conceptual framework Hodges' model. A tool that can help integrate HEALTH and SOCIAL CARE, INFORMATICS and EDUCATION. The model is situated, facilitates person-centredness, integrated - holistic care and reflective practice. A new site using Drupal is an ongoing aim - the creation of a reflective workbench. Email: h2cmng @ yahoo.co.uk Welcome

Thursday, December 31, 2015

"Dual Legacies of a Health Career and a Baton to Match" BMJ Evidence Based Nursing Blog

Approached through twitter I was invited to write a blog post on a mental health nursing related topic of my choice. The final text manages to reflect the time of year, the time of my career, student's careers and the health career.

There is of course a great deal of other very informative content.


BMJ Evidence Based Nursing blog post

Twitter: EBNursingBMJ

Thanks to Gary Mitchell, Associate Editor.

Out of the Shadows - Mental Illness

"How a pioneering approach to treating mental illness is helping to fight one of the world’s most neglected diseases."




Out of the Shadows


My source: Email re. an INTAR 2016 conference call.

Tuesday, December 29, 2015

Care for the ear - Svetlana Alexievich

individual
|
INTERPERSONAL : SCIENCES
humanistic --------------------------------------- mechanistic
SOCIOLOGY : POLITICAL
|
group - population

"Flaubert called himself a human pen; 
I would say that I am a human ear."

"I am drawn to that small space called
 a human being . . . a single individual."



"It always troubled me that the truth 
doesn't fit into 
one heart, 
into one mind, 
that truth is somehow splintered. 
There's a lot of it, it is varied, 
and it is 
strewn about the world."



Alexievich, S. (2015) 'Speak with a human voice', Life & Arts, FT Weekend, December 19-20. pp.1-2.

The Nobel Prize in Literature 2015 Svetlana Alexievich

Svetlana Alexievich, Voices from Big Utopia

Monday, December 28, 2015

Newton and Einstein had it right - Reflection in H2CM

In the New Year I've a series of posts that almost seemed to write themselves after reading:

Johnson, D.D. (1994) Dualistic, Multiplistic, and Relativistic Thinking as it Relates to a Psychology Major. Honors Theses. Paper 202. http://opensiuc.lib.siu.edu/uhp_theses/202/
What (I believe) Hodges’ model does provide through its combined structure and care (knowledge) domains is ready cognitive access to three forms of thought as discussed by Johnson:
  1. Dualist
  2. Multiplistic
  3. and Relativistic Thinking
In selected papers within the bibliography and here on W2tQ since 2006 I've made many claims about Hodges' model. The old website (defunct) introduced Hodges' model from the standpoints of patient (intra- interpersonal); carer (sociology); student - life long learner (sciences); lecturer, institution (political - did I mention 'citizen' in there?).

Johnson has provided a fresh impetus to consider the model anew and with it threshold concepts and other ideas. In the posts to follow there are for example at least four ways in which Hodges' model supports dualist thinking and (importantly) mitigates against its possible excesses.

Sunday, December 27, 2015

H2CM bibliography: New reference in "The Psychology of Arson"

I have only just caught up with a new addition to the bibliography for Hodges' model (please see the side bar).

Abstract: key points
  • One in ten patients in secure mental health settings have a conviction for deliberate fire-setting.
  • This chapter views the issue of inpatient care and management from a forensic mental health nursing perspective. 
  • Hodges’ Health Career – Care Domains – Model (HCM; Hodges, 1998) is used to provide an overview of the political, biological, psychological and sociological aspects of care and management.
  • Nurses can deliver and/or support all aspects of care and treatment and have particularly significant roles related to management of relational security and recovery-oriented practice. 
  • The HCM can be usefully supplemented by a firesetting specific model to enhance nursing assessment.

Dickens, G.L. & Doyle, M. (2015) Mentally disordered firesetters in secure mental health care: a forensic mental health nursing perspective (Chapter 17) In, The Psychology of Arson, 1st Ed., (Eds.) Doley, R.M., Dickens, G.L., Gannon, T., pages 260-275. Oxford: Routledge. ISBN: 978-0-415-81069-2

Saturday, December 26, 2015

WHO (2010): A conceptual framework for action on the social determinants of health

individual
|
INTERPERSONAL : SCIENCES
humanistic --------------------------------------- mechanistic
SOCIOLOGY : POLITICAL
|
group


 Behaviours (individual)

Education

Micro level - individual interaction

psycho-
Biology

Material circumstances
Living and working conditions
Food availability
social
Behaviours (social)
Social policies
socio-

Culture and Societal Values        Gender
Ethnicity (racism)

Social
Social

Social cohesion & Social capital 

Social determinants 
HEALTH 

Labour market, Land
Macroeconomics
economic                 Governance
Public policies

Occupation     Income

class               HEALTH SYSTEMS
protection
POLITICAL CONTEXT

WHO
Structural determinants
 INEQUALITIES


The concepts mapped within Hodges' model above are taken from:
Figure 5. Final form of the CSDH conceptual framework - page 48.

See:
Solar O. & Irwin, A. (2010) A conceptual framework for action on the social determinants of health. Social Determinants of Health Discussion Paper 2 (Policy and Practice). Geneva: World Health Organisation. p.48.



Wednesday, December 23, 2015

Visual Literacies as Visual Imageries - 8th Global Meeting of the Visual Literacies Project

Is it a stretch from Hodges' model to the visual literacies? A connection that allows visual culture to be read, theorised and practised through "writing, letters, graphic novel, storytelling"; I'm sure there is.

In 2012 I was able to attend a workshop on visual methodologies in Newcastle (UK). The speakers there took me out of my comfort zone; children's drawings, video, self-generated data, photographs. How much of health (digital, ...) literacy is visual? That preceding sentence itself bears closer examination. Is this a legitimate question? What do how and much mean in this context? What is the measure that provides the much? Where are the values? These may be initially intangible but social media and the portrayal of images, files, dialogue, what is personal and confidential could suddenly undermine values. What of the outcomes and the dependencies between literacy forms that can confound us? How are we to respond to critics of the many literacies that are proposed?

In health and social care dementia can amount to storytelling by proxy, but this is subtraction. Taking away, diminishing identity while also acknowledging the need to assure individual stories and narratives. There is a need to try to anchor identity in an accessible form across the senses and media. So much of health and social care is invisible: knowledge lies and is found in all its forms. It may be fragmented and fragmentary. Practitioners seek to illuminate. The matter of where, when, why and how to cast the light. Increasingly the patient must navigate their own course, be independent in their illness. Even if vision is physically limited, visual literacy is still demanded. The unique, personal sense of seeing. Policy dictates people see, the sick see and they recover through self-care, coping strategies, personal resources.

Concepts are increasingly a visual currency; reflection, reflective practice, the exchange of ideas across disciplines and much more. What is very interesting in this call is the invitation for cross-over presentations. Looking back to the 2012 workshop I am reminded about the frequent lack of overarching ideas or theory to encompass things like health communication or literacies.

Does this matter?

Jones, P. (1996). An overarching theory of health communication? Health Informatics Journal, March, 2:(1), 28-34. http://jhi.sagepub.com/content/2/1/28.abstract
(My source: Inter-Disciplinary.Net )

Call for Participation 2016

Wednesday 6th July – Friday 8th July 2016
Mansfield College, Oxford

Concepts like picture, visual art, and realism circulate in newspapers, galleries, and museums as if they were as obvious and natural as words like dog, cat, and goldfish. – James Elkins
Human societies of all kinds have throughout history always generated their own distinctive visual cultures. However, with the possible exception of art historians this sense of immense diversity and rich historical precedence has been somewhat ignored. Everyday discussions in all forms of media appear to suggest that ours is the visual generation, when this is clearly not the case. Indeed, the term ‘visual literacy’ has crept into our general language use indicating that there is a code for interpreting visual texts of all kinds. This notion in itself has become a source of discussion in many areas and forms one of the key topics for this conference. This project seeks to place a reflective pause in the busy lives of the delegates who attend, and the visual bombardment we all encounter with the aim of unpacking how the visuals in the respective professional and personal worlds represented actually create meaning. As Sherwin (2014: xxvi) suggests, its time that we all “retool our minds” in this digital-visual age in order to “judge well how we judge.” Or to put it another way, one of the key focal points will be the reimagining of how the visuals we deal with on a day to day basis generate understanding
Hence, this project aims at generating an interdisciplinary forum in which the notion visual literacy can be explored and expanded by a range of delegates from all walks of life. The conference as a whole could be of interest to a spectrum of delegates ranging from those who are simply interested in how visual frames create a sense of meaning in social media, everyday encounters as well as those interested in art history, advertising, drawing and doodling, comics, movies, museum curation and painting. As stated, in particular one of the key discussion points of this event is the reimagining of where the visual field as whole could move into in the future. In considering this overall domain and future directions, Gretchen Bakker (2015:205) begins her critique of this overall area with the statement: “Let us imagine ourselves.” Bakker’s comment reveals the shift in thinking across several fields related to visual literacy who would appear to have begun to question how visual elements actually create meaning. This project offers the time and space for these individual fields to describe not only how meaning is made within their field or daily walk, but future directions for their fields.
Thus, this project will seek to take this statement as a core theme, asking accepted delegates to not only imagine how their work could evolve beyond their current interests and understanding, but also imagine how their work connects to those working in other fields. There are numerous concurrent and intersecting fields at this current time.
Looking to encourage innovative inter- and transdisciplinary dialogues, we warmly welcome papers, narratives, presentations, artwork, or performances from all disciplines, professions, and vocations which grapple with issues related with visual literacies and visual imageries. These may be related to, but not limited by, any of the following themes;
1. Visual Literacy as a Focus and Framework
~ Is there such a thing as visual literacy in your experience and/or discipline?
~What are the current debates in your experience and field?
~What are the various elements that are a part of visual literacy in your experience?
~What are the modes and nodes of interdisciplinary connections to visual literacy in your field?
~How will the concept of visual literacy be described in the next decade in your discipline?
2. Visual Literacy as Practice
~What are the forms of representation and realization of visual literacy in your field?
~What are the current debates and issues around the notion of ‘practice’ in your field?
~What are the current ‘tools, approaches and applications’ of visual literacy in your field?
~What are the current interdisciplinary connections to the ‘tools, approaches and applications’ of visual literacy in your field?
~What are the ‘insiders views’ visual literacy? (That is from the perspective of artists, taggers, digital natives, digital or visual immigrants)
3. Visual Literacy as Analysis
~What are the modes of visual literacy analysis in your field?
~What are the ‘tools’ of visual literacy analysis in your field?
~What are the current debates around analysis in your field?
~What are the current debates and forms of analysis in the areas of art history, fine arts, creative arts, multimodality, cinema, television, drama and IT?
Call for Cross-Over Presentations
The Visual Literacies as Visual Imageries project will be meeting at the same time as a project on Diaspora. We welcome submissions which cross the divide between both project areas. If you would like to be considered for a cross project session, please mark your submission “Crossover Submission”. 
...


Additional links:

Visualities Research Group, Newcastle Univ.

Book: 
Rose, G. (2012) Visual Methodologies An Introduction to Researching with Visual Materials, 3rd ed., London: Sage Publications Ltd.

Thursday, December 17, 2015

Workforce: What binds us all together?

individual
|
INTERPERSONAL : SCIENCES
humanistic --------------------------------------- mechanistic
SOCIOLOGY : POLITICAL
|
group

Empathy  Rapport

"The Force is what 
gives a Jedi his power. 
It's an energy field 
created by 
all living things. ...

Dignity   Respect

Emotional Intelligence

Open wonder

PURPOSE

... It surrounds us and penetrates us. 
It binds the galaxy together."
http://www.imdb.com/title/tt0076759/quotes


PROCESS
Shared values

PRACTICE

Communication

Mutuality

Partnership

Collaboration

Caring
Obi Wan: "I FEEL A GREAT DISTURBANCE IN THE WORKFORCE" Illustration credit HSJ cover Malcolm Willett
POLICY

Saturday, December 12, 2015

(Reprise) Noah - Thanks Frank and Happy Birthday!

individual
|
INTERPERSONAL : SCIENCES
humanistic --------------------------------------- mechanistic
SOCIOLOGY : POLITICAL
|
group

Trying to stay 'Young at Heart' here too.

Let's hope we can reach maturity - ecologically speaking - this weekend.

Friday, December 11, 2015

"The Revolving Boy" - and Girls 'one day soon'?

individual
|
INTERPERSONAL : SCIENCES
humanistic --------------------------------------- mechanistic
SOCIOLOGY : POLITICAL
|
group

"Derv soon discovers that he has an extraordinary sense of direction: he is also acutely uncomfortable unless he is able to "unwind" before going to bed each night the number of times he has turned during the day. Some of all this he understands when he learns how he had been born - weightless - in space. But it is not until a friendly teacher gains the family's confidence and takes him to a group of scientists that he begins to fathom the true explanation of his unique capabilities." (sleeve notes, 1967).

space medicine, birth in space,
 radiation sources,
DNA-RNA,
safety, low Earth orbit, high Earth orbit, weightlessness, microgravity, birth,
conception, speculation,
sex in space: apogee-perigee?
Why? Love?
Newton's Laws of Motion?
Einstein: Line of Sight?
"Where there's a will...."
 minerals, growth - development,
bones, diet, mobility,
space-Earth: 'Home'?
Species - Homo ?


Book cover: Friedberg, The Revolving Boy, 1967
human rights, unborn child,
guardianship,
non-nationality: Citizen of the World,
parenthood,
friendship
freedom
choice
Law:
Individual:Group
Earth challenges:
Space & Antarctica Treaties...
'top and tail' - Arctic




Additional links:

Sagan, C. (1973) Communication With Extraterrestrial Intelligence (Ceti). M.I.T. Press.

Vakoch, D.A. (ed.) (2011) Communication with Extraterrestrial Intelligence, New York: NY, State University of New York Press.

Ack. Thanks to my friend Paul Brown who told me about this book c.1973.

Monday, December 07, 2015

Patient education and human rights in Hodges' model

individual
|
INTERPERSONAL : SCIENCES
humanistic --------------------------------------- mechanistic
SOCIOLOGY : POLITICAL
|
group








"Patient education is Article 25 of the universal Declaration of Human Rights, and Article 4 of Patients' Rights Law - The right for information, the ethical principle of respect and a component of the nursing professional standard that prove the examples of good practice. The patient, with the exception of life-threatening situations, and when the relatives or contact persons are not available, receives educational information on expected handling, treatment and care processes, medication, and all that is followed by the agreement on the part of the patient to receive treatment, rehabilitation or prevention process." (p.1957)

Reference:
Beta, G., & Lidaka, A. (2015). The Aspect of Proficiency in the Theoretical Overview of Pedagogical Practice of Nurses. Procedia - Social and Behavioral Sciences, 174, 1957–1965. http://doi.org/10.1016/j.sbspro.2015.01.861

Saturday, December 05, 2015

Medical Sociology: The Importance of 1894....2015 patient career - health career

individual
|
INTERPERSONAL : SCIENCES
humanistic --------------------------------------- mechanistic
SOCIOLOGY : POLITICAL
|
group





INTERESTINGLY, it was a physician, Dr Charles McIntire who, in 1894, in a paper entitled "The Importance of the Study of Medical Sociology", was one of the first to draw attention to the potentialities of medical sociology in the field of medicine.



Reference:
McKinlay, J.B. (1971) The concept “patient career” as a heuristic device for making medical sociology relevant to medical students. Social Science and Medicine, 5(5), 441-460.

McIntire, C. (1991) "The Importance of the Study of Medical Sociology," Sociological Practice: Vol. 9: Iss. 1, Article 5. Available at: http://digitalcommons.wayne.edu/socprac/vol9/iss1/5

McIntire, C. (1894) "The Importance of the Study of Medical Sociology," Bulletin of American Academy of Medicine, 1, pp. 425-33