Warwick Business School, University of Warwick, Warwick, UK.
Judge Business School, University of Cambridge, Cambridge, UK.
Sociol Health Illn. 2019 Sep;41(7):1305-1322. doi: 10.1111/1467-9566.12944. Epub 2019 Apr 23.
Our research examines how different forms of knowledge and expertise are increasingly important in caring for people experiencing mental illness. We build on theoretical developments regarding multiple ontologies of knowing about illness. We examine how experiential knowledge of mental health problems, learned by being subject to illness rather than through objective study, is enacted in mental healthcare teams. We focus on Peer Workers (PW), individuals who have lived experience of mental health problems, and who contribute knowledge and expertise to mental health care within multidisciplinary healthcare teams. Our longitudinal study was undertaken over 2 years by a multidisciplinary team who conducted 91 interviews with PW and other stakeholders to peer support within a comparative case study design. We show how workers with tacit, experiential knowledge of mental ill health engaged in care practice. First, we show how subjective knowing is underpinned by unique socialisation that enables the development of shared interactional spaces. Second, we point to how the situated nature of subjective knowing is uniquely embedded in time and space and allows for the alignment of embodied knowledge with trajectories of care. Third, we provide insight into how subjective forms of expertise might be incorporated into multidisciplinary care.
我们的研究考察了不同形式的知识和专业技能在照顾患有精神疾病的人方面如何变得越来越重要。我们借鉴了关于疾病认知的多种本体论的理论发展。我们研究了通过患病而不是通过客观研究获得的心理健康问题的经验知识如何在精神卫生保健团队中发挥作用。我们关注的是同伴工作者（PW），他们有心理健康问题的亲身经历，并在多学科医疗保健团队中为精神卫生保健做出贡献。我们的纵向研究由一个多学科团队进行，历时 2 年，通过比较案例研究设计，对 PW 和其他利益相关者进行了 91 次访谈，以了解同伴支持。我们展示了具有隐性、经验性心理健康知识的工作人员如何参与护理实践。首先，我们展示了主观认知如何得到独特的社会化的支持，从而发展出共同的互动空间。其次，我们指出主观认知的情境性质如何独特地嵌入在时间和空间中，并允许将体现的知识与护理轨迹对齐。第三，我们深入了解如何将主观形式的专业知识纳入多学科护理中。
