A short & sweet tweet/X for . . .

         ... the challenge of a lifetime ...

    ... for several researchers mathematicians?

Listening to @BBCRadio4's 'The Kitchen Cabinet', reminded of Hodges' model #h2cm as a cabinet, space, place, or repository. A critical cabinet for at least two reasons:
#1. An aide-mémoire
for assessments, plans, interventions (as formulations too), evaluation. #Person 🧵1.

— Peter Jones (@h2cm) March 20, 2025

This thread, also written - copied out beforehand provides the basis for an enlarged post to follow.

Individual - Group and Rights: c/o Bond (1996)

INDIVIDUAL

|

     INTERPERSONAL    :     SCIENCES               

HUMANISTIC --------------------------------------  MECHANISTIC      

SOCIOLOGY  :   POLITICAL 

|

GROUP

"What this means is that it is necessary, or perceived as necessary, for each individual to protect his or her interests against the incursion of others, and the same for each group. Now this would not be possible if each individual did not have his or her own private or personal interests, and if each group did not have its own group interests, and that is undeniably true. Both individuals and groups are undeniably separate and different. Nevertheless, there is a common human interest in individuals and groups being decent to one another and respecting one another, and it would be better for every individual and every group if fear and adversarial competition could be eliminated. It is only because these things can never be completely eliminated, that universal solidarity can never be achieved, that we need the protection of rights, which, as has already been said (p.202 above), are always rights against. ...

SOCIETY - COMMUNITY SOCIAL JUSTICE sense of - SOLIDARITY

Rights are always adversarial, and provide deontic moral grounds for preventing actions or inactions that are contrary to the interests of the person or group whose rights they are. They are needed because such a danger will always continue to exist. This does not mean, of course, that universal solidarity, however unachievable, is not the ideal, for the closer we can get to it the better the interests of all individuals and all groups are served." pp.202-203.

Bond, E.J. (1996). Ethics and Human Well-Being: An Introduction to Moral Philosophy. Cambridge, Mass.: Wiley-Blackwell. p.202-203.

Citizenry: In Hodges' model

individual

|

INTERPERSONAL : SCIENCES

humanistic ---------------- HUMAN NEEDS --------------- mechanistic

SOCIOLOGY : POLITICAL

|

group

Philosopher My identity	'Nowhere'?
Public, Family, Community	Citizens, Nation State, Welfare Political identity

BBC Radio 4 The Public Philosopher: Citizens of Nowhere?

Bliss + Symbols = Language for Care?

As I have written before on W2tQ the initial attraction of Hodges' model was its relation to brainstorming, mind-mapping, diagrams and the possibility of iconic languages. In addition, in the 1980s graphical user interfaces GUIs were introduced on microcomputers and PCs. There followed a rapidly expanding literature on icons, visual languages and interfaces. I had also heard of a Charles Bliss [ Charles K. Bliss (1897-1985) ] and Bliss Symbolics. So, to brainstorming ... we can add ideographs and pictographs.

This past week BBC Radio 4 explored the life and work of Charles Bliss and the application of Bliss in literacy, care and special needs education. The programme presented by Michael Symmons Roberts is available for 4 weeks. For its 30 minutes length the programme introduces Bliss himself, his life, aims, the challenges he and his wife faced and the ongoing legacy of his work. It could be argued - and has been - that this is a step backwards to hieroglyphs; but the programme is broader in its reference to 'care'...

individual

|

INTERPERSONAL : SCIENCES

humanistic --------------------------------------- mechanistic

SOCIOLOGY : POLITICAL

|

group

'bliss'	Wikipedia - Portal:Constructed languages
BBC Radio 4 The Symbols of Bliss	Ideal of Universal - International Languages

In the 1990s I received some copies of a journal devoted to 'Unish' a constructed language. The link to unish.net does not seem to work, but the Wikipedia site below includes some details.

Total Football, Total Policing, Total Care?

individual

|

INTERPERSONAL : SCIENCES

humanistic ---------------------------------------  mechanistic

SOCIOLOGY : POLITICAL

|

group

Self-Actualisation | Self-Care "Winning is just one day,  a reputation can last a lifetime.  To have your own style,  to have people copy you,  admire you. That's the  greatest gift."  JOHAN CRUYFF 1947-2016.  The Times, 25 March 2016. p.80.	Johan Cruyff - Pythagoras in Boots
TOTAL CARE?	TOTAL POLICING

Cruyff image: https://www.pinterest.com/pin/468585536202234231

Reading the signs - Idealised Care

With the axes of the health career model labelled and the care domains - that fall between - identified, what can we read into and from the health career - care domains - model?

What basics of care and caring can we find there, what assumptions can we jump upon?

Here is a list ... (which also illustrates how the model grows with the learner) :)

• Health, well-being and social care are not declared in the face of the model, this suggests the model is high-level - generic.
• Health care (here) has at least seven disciplinary degrees of freedom:


• Sciences (biology, physics, chemistry)
• Politics
• Psychology
• Sociology
• Spirituality

• Health and social care theory and practices are reductive.
• Health care involves the traversal of space - distance.
• Health and social care has the potential to be depersonalising and alienating.
• Health and social care is simple and complex.
• The environment is inherent within the model in its varied forms.
• There is a moment of imbalance within the INDIVIDUAL - GROUP.
• Context is essential as a means to situate care (co-ordinate in an 'x','y' sense).
• The means is provided to situate the care context in a person-centred way.
• This model provides a template for personal and group reflection (shallow or deep).
• The model is open in terms of the final content, the content as expressed in care approach, philosophy, discipline, description (concepts, problems, priorities, strengths, a 'mash-up') is not dictated.
• In acknowledging the existence and primacy of the individual (located at the top so - must be important), the model provides a (potential) focus and vehicle for individualised, personalised, person-centred care.
• Whilst individualised care is at the center of care theory, practice and management, it cannot be defined purely by virtue of the INDIVIDUAL-group axis and the claim of an associated INTRA-INTERPERSONAL care domain.
• The individual must also be considered as a POLITICAL entity, a citizen, a legal entity that falls under the auspices of human rights. As such the individual is someone who can (or has previously) expressed their choices, wishes as to their health, care, well-being, best interests.
• Being an INDIVIDUAL within the family of humankind - 1 of some 6.x or > 7 billion - this person is unique and deserving of highest quality care, dignity and respect that should be accorded to all people.
• Health and social care whilst organisationally distinct (POLITICAL - POLICY) are to the INDIVIDUAL and carers (GROUP) concurrent, transparent and ideally integrated activities.
• Physical care (SCIENCES) can be, and is, defined in mechanistic terms; for example, time (objective), events, place, outcomes, observations / data (discrete, quantitative).
• Physical care is hence primarily objective.
• Emotional INTERPERSONAL care can be, and is defined in humanistic terms; for example, time (subjective), communication, responses to events (behaviour), feelings, beliefs, relationships (SOCIAL), expectations, fears, observations / data (subjective, qualitative).
• Physical care, emotional care is often mediated through the SOCIAL domain and the group - the family unit.
• Since this model indicates an initial structure and content the model is of potential use as a reflective resource for novice through to expert.
• The model is generic and as such not limited to health and social care.
• Such is the generic nature of the model it can support all learners in lifelong learning.
• The Spiritual is not there: it is ineffable. It is everywhere, everything, every'I' and everynow.
• Time is inherent in several forms within health and social care.
• The economics of health care is infused to all the domains, notably in the first instance to the SCIENCES and SOCIAL domains.
• The economic effects upon the individual in a humanistic sense, may be remote, but is inverse in terms of its impact.
• The model reinforces dualism: mind - body (but cognitively innoculates also).
• In highlighting boundaries, dichotomy, limits the model can stress the need for integration.
• The model suggests an antipodean fracture in relationships*: the patient and clinician (across physical care and mental health) inhabit the Northern hemisphere; while the carer (public), manager and policy maker the Southern.
• Health and social care is grounded in human communication (and that which is mediated).
• 'Sense making' must be a key issue in health and social care.
• Given the scope of the model, technology must be making a major impact across all fields of health and social care.
• The model can simultaneously represent the SOCIO- and the -TECHNICAL.
• A great many (potentially - all) values and standards are inherent in the model.
• This model can be represented using many media.
• This model is open to the Management Consultant's delicacy alphabet soup, i.e. using letters to represent approaches / methods, e.g. 4P's, 4C's.
• Health and social care can also be described holistically.

*Clearly, given the relationships and issues that arise this bears further examination and discussion.

This list is subject to revision - addition.

Image source:
http://en.wikipedia.org/wiki/File:Antipodes_LAEA.png

Ticks in boxes and triplicate thinking

Having things in triplicate may be reassuring from an admin perspective. ...

That said, 1st year learners on wards can relax to focus on learning, not having to worry (too much) about the administration - the running of the ward 24/7.

Very soon though years 2... 3 come knocking and they must consider due process, they have to question and get to grips with the established routine that sets and keeps several plates spinning.

Of course IT has by and large (?!) removed the need for paper carbon copies (although those three copies should have three distinct purposes).

Despite that an obsession with ticks in just three boxes may not be enough when it comes to high quality multidisciplinary, holistic and integrated care - it's ticks in the mind and attitude that count.

Additional links:
Records Management Society

The Productive Ward

Image source:
Triplicate Girl - http://upload.wikimedia.org/wikipedia/en/6/63/Triplicate_Girl_LSH3.jpg

Records I: Idealism, Comprehensiveness and who's that behind the tree?

[Opening thoughts: Even in the 21st C. idealism peppers more than philosophy; influencing education, professionalism (in all fields) and much more. The comprehensive ideal is not just the preserve of education; it is spread widely...]

Where does idealism lie in records?

If you are a health or social care student reading this, then (hopefully) a good dose of idealism (plus your bursary and future prospects!) drives you on. This idealism, transformed into motivation, helps to ensure that your written efforts - both course work and clinical notes - are worthy of earning the ticks-in-boxes and your mentor's signature. These in turn reflect your aspirations as a professional and all that entails.

Your clinical records and theoretical accounts of care (assignments, case studies...) must also play the role of a bridge facilitating travel between practice and theory. Your idealism makes you a runner, an athlete of the gaps. As a student you are still learning how to navigate the QUAD. What is this 'space'? What corners can you cut? No, first let's cover the corners that must remain forever 90 degrees! As a student - and a lifelong learner - you help question existing practice.

As soon as we first pick up those crayons we realise that comprehensiveness is readily applied as a measure for many processes in which '100%' becomes or is associated with the ideal. The usual association calls upon comprehensiveness as a property of information - as are validity, accuracy, timeliness and others. Records and information do not sit still. They are full of energy. True, when the archivist gets hold of them that energy may be potential rather than kinetic, but in use they are multicontextual and travel takes time. Perhaps, this is how - as our records (and information) travel hither and thither - comprehensiveness sticks out its big foot and trips the unwary traveller. As all learners negotiate the QUAD, they need guidance, support and protection. The QUAD really is a learner's paradise, but there are dangers out there amongst the sun-dappled trees....

Keep your (socio-technical) eyes open, because sometimes when you least expect it comprehensiveness teams up with idealism AND policy to create conceptual (if not practical) mayhem. Tree of knowledge - yes sure - but keep an eye on the fauna.
More to follow...