Attard Christie, Elliot Michelle, Grech Paulann, McCormack Brendan
Division of Nursing, Queen Margaret University, Musselburgh, United Kingdom.
Department of Mental Health, Faculty of Health Sciences, University of Malta, Msida, Malta.
Front Rehabil Sci. 2022 Jan 5;2:744146. doi: 10.3389/fresc.2021.744146. eCollection 2021.
The concept of knowledge is divided into explicit and tacit knowledge; explicit knowledge refers to the knowledge that can be articulated, written and stored, while tacit knowledge refers to personal experiences, values, beliefs and emotions of an individual. By Nonaka's theory, explicit and tacit knowledge do not lie separately but interact together by interactions and relationships between human beings. Thus, the SECI model is based on the assumption that knowledge is created through the social interaction of tacit and explicit knowledge; known as knowledge conversion. The SECI model is based upon four modes of knowledge conversion; socialization, externalization, combination and internalization. 'Ba' is considered to be a shared platform for knowledge creation. 'Ba' is a shared space, be it physical, mental or a combination of both that serves as a foundation of knowledge creation. Ba involves sharing of tacit knowledge i.e. emotions, feelings, experiences and mental images. It also involves the formation of a collective relationship which is open to the sharing of practices, values, processes and culture. This concept focuses mainly on the individual as a person who holds the knowledge rather than just on the knowledge itself. It aims to create a common space to bring people together where they can dialogue to share and create knowledge. As in the relationships formed in person-centered practices, relationships formed in Ba are based on not just the sharing of objective knowledge but also on sharing values, beliefs, and emotions. It also reflects the formation of a person-centered environment as a basis for person-centered research where healthful relationships with the participants are formed. Furthermore, Ba will aid in creating a sense of connectiveness and dialogue, thus focusing on the idea that the development of new practices is done with others rather than to others. In this article we will discuss how these Eastern concepts can be adapted and used to develop person-centered practices within child and adolescent mental health services, specifically related to rehabilitation and recovery. The concepts of personhood will be discussed, followed by a reflection on current practices adopted when working with children and adolescents.
知识的概念分为显性知识和隐性知识；显性知识是指能够清晰表达、书写和存储的知识，而隐性知识则指个人的经验、价值观、信仰和情感。根据野中郁次郎的理论，显性知识和隐性知识并非各自独立存在，而是通过人与人之间的互动和关系相互作用。因此，SECI模型基于这样一种假设，即知识是通过隐性知识和显性知识的社会互动而产生的，这被称为知识转化。SECI模型基于四种知识转化模式：社会化、外化、组合和内化。“场”被认为是知识创造的共享平台。“场”是一个共享空间，无论是物理空间、心理空间还是两者的结合，它都作为知识创造的基础。“场”涉及隐性知识的共享，即情感、感受、经验和心理意象。它还涉及形成一种集体关系，这种关系开放地分享实践、价值观、过程和文化。这个概念主要关注作为知识持有者的个人，而不仅仅是知识本身。它旨在创造一个共同空间，将人们聚集在一起，使他们能够进行对话以分享和创造知识。就像在以个人为中心的实践中形成的关系一样，在“场”中形成的关系不仅基于客观知识的共享，还基于价值观、信仰和情感的共享。它还反映了以个人为中心的环境的形成，作为以个人为中心研究的基础，在这种研究中与参与者建立起健康的关系。此外，“场”将有助于创造一种联系感和对话氛围，从而强调新实践的发展是与他人共同完成，而不是针对他人。在本文中，我们将讨论如何调整和运用这些东方概念，以在儿童和青少年心理健康服务中发展以个人为中心的实践，特别是与康复和恢复相关的实践。我们将讨论人格的概念，随后反思在与儿童和青少年合作时所采用的当前实践。
