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Journal articles on the topic 'Holistic Persona'

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Author: Grafiati

Published: 10 December 2022

Last updated: 29 January 2023

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1

Friesen, Andrew, and Terry Orlick. "A Qualitative Analysis of Holistic Sport Psychology Consultants’ Professional Philosophies." Sport Psychologist 24, no. 2 (June 2010): 227–44. http://dx.doi.org/10.1123/tsp.24.2.227.

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Incorporating the holistic development of the athlete into an applied sport psychology intervention has been addressed in the literature (e.g., Bond, 2002; Ravizza, 2002). How sport psychology consultants actually practice holistic sport psychology remains unclear. The purpose of this research was to provide a clarification as to what holistic sport psychology is and examine the beliefs, values, theoretical paradigms, and models of practice of holistic sport psychology consultants’ professional philosophies (Poczwardowski, Sherman, & Ravizza, 2004). Qualitative interviews with five purposefully selected holistic sport psychology consultants were conducted. In general, holistic consulting can be interpreted to mean: (a) managing the psychological effects to the athlete’s performance from nonsport domains; (b) developing the core individual beyond their athletic persona; and (c) recognizing the dynamic relationship between an athlete’s thoughts, feelings, physiology, and behavior. The corresponding beliefs, values, theoretical paradigms, and models of practice of holistic consultants were also presented.

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2

ten Klooster, Iris, Jobke Wentzel, Floor Sieverink, Gerard Linssen, Robin Wesselink, and Lisette van Gemert-Pijnen. "Personas for Better Targeted eHealth Technologies: User-Centered Design Approach." JMIR Human Factors 9, no. 1 (March 15, 2022): e24172. http://dx.doi.org/10.2196/24172.

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Background The full potential of eHealth technologies to support self-management and disease management for patients with chronic diseases is not being reached. A possible explanation for these lacking results is that during the development process, insufficient attention is paid to the needs, wishes, and context of the prospective end users. To overcome such issues, the user-centered design practice of creating personas is widely accepted to ensure the fit between a technology and the target group or end users throughout all phases of development. Objective In this study, we integrate several approaches to persona development into the Persona Approach Twente to attain a more holistic and structured approach that aligns with the iterative process of eHealth development. Methods In 3 steps, a secondary analysis was carried out on different parts of the data set using the Partitioning Around Medoids clustering method. First, we used health-related electronic patient record data only. Second, we added person-related data that were gathered through interviews and questionnaires. Third, we added log data. Results In the first step, 2 clusters were found, with average silhouette widths of 0.12 and 0.27. In the second step, again 2 clusters were found, with average silhouette widths of 0.08 and 0.12. In the third step, 3 clusters were identified, with average silhouette widths of 0.09, 0.12, and 0.04. Conclusions The Persona Approach Twente is applicable for mixed types of data and allows alignment of this user-centered design method to the iterative approach of eHealth development. A variety of characteristics can be used that stretches beyond (standardized) medical and demographic measurements. Challenges lie in data quality and fitness for (quantitative) clustering.

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3

Wei, Zitong. "Deepening Intentionality and Linguisticality With Nothingness: An Eastern Perspective on the Fusion of Phenomenology and Hermeneutics." Qualitative Inquiry 26, no. 5 (March 18, 2019): 479–85. http://dx.doi.org/10.1177/1077800419836687.

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This article provides an Eastern perspective on the fusion of phenomenology and hermeneutics. Moving from the perspective of being to nothingness, I look at predicate logic and the basho of nothingness. Based on examinations of being within the pre-dichotomized gestalt of lived experience, I argue that phenomenology and hermeneutics are inseparable. The holistic perspective suggests that researchers adopt basho as a unit of analysis and take relational persona as an analytical perspective. The article concludes with a discussion on embodied being and an alternative view of transferability. It is expected that qualitative researchers engage in philosophical hermeneutics and cross-cultural dialogues to extend understandings of relational being and create new possibilities for qualitative inquiry.

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Torres, Bernat Morales. "Paradoxes of Pain: A Dialogue between Plato and Contemporary Phenomenology." Azafea: Revista de Filosofía 22, no. 1 (December 21, 2020): 49–65. http://dx.doi.org/10.14201/azafea2020224965.

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The paper presents a dialogue, between contemporary phenomenology and Plato, on the nature and complexity of pain. Taking as a departure point D. Leder’s article «The experiential paradoxes of pain», the article delves into the essentially liminal character of pain and focusses afterwards in two paradoxes that this experiences reveals. The first one is the one that describes pain as a sensation and also as an interpretation; the second one is the one that describes pain as a destructive and also productive experience. Throughout the article we will see that the Platonic approach, although being much more holistic (in the sense of combining always the persona, ethical, political and also cosmological perspective), is not far away from the phenomenological one. That both approaches try to set limits and to describe an experience that escapes all limitations and determinations.

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5

Disantara, Fradhana Putra. "THE IMPLEMENTATION OF DIPLOMATIC LEGAL PRINCIPLES: GERMAN EMBASSY STAFF VISITING ISLAMIC DEFENDERS FRONT (FPI) HEADQUARTERS CASE." International Journal of Law Reconstruction 5, no. 1 (March 7, 2021): 1. http://dx.doi.org/10.26532/ijlr.v5i1.13636.

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This legal research uses a conceptual approach and statue approach; by using primary and secondary legal materials. The purpose of this legal research is to describe the principles of diplomatic law and their application to the case of actions of German Embassy staff who have visited the headquarters of the Islamic Defenders Front (FPI). The results of this study indicate that diplomatic law is a system containing various principles of international law to regulate diplomatic relations between countries with universal approvement. Then, the development of diplomatic law is very progressive; marked by various conventions and codifications to create holistic norms. Furthermore, the actions of German Embassy staff visiting FPI headquarters cannot be justified by diplomatic law. This is because the potential acts of espionage by German Embassy staff also target the violation of the principle of non-intervention. Hence, on diplomatic law; violation of the principle of non-intervention creates persona non grata consequences.

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6

Banerjee, Meenakshi, Shantala Hegde, Harish Thippeswamy, Girish B. Kulkarni, and Narasinga Rao. "In search of the ‘self’: Holistic rehabilitation in restoring cognition and recovering the ‘self’ following traumatic brain injury: A case report." NeuroRehabilitation 48, no. 2 (March 9, 2021): 231–42. http://dx.doi.org/10.3233/nre-208017.

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BACKGROUND: Following mild-moderate traumatic brain injury (TBI), an individual experiences a range of emotional changes. It is often difficult for the patient to reconcile with their post-injury persona, and the memory of pre-injury personhood is particularly painful. Insight into one’s cognitive deficits subsequent to injury can lead to an existential crisis and a sense of loss, including loss of self. OBJECTIVE: Restoration of cognitive functions and reconciliation with loss of pre-traumatic personhood employing a holistic method of neuropsychological rehabilitation in a patient suffering from TBI. METHODS: Ms. K.S, a 25-year-old female, presented with emotional disturbances following TBI. She reported both retrograde and anterograde amnesia. A multidimensional holistic rehabilitation was planned. Treatment addressed cognitive deficits through the basic functions approach. Cognitive behavioural methods for emotional regulation like diary writing helped reduce irritability and anger outbursts. Use of social media created new modes of memory activation and interactions. Compensatory strategies were used to recover lost skills, music-based attention training helped foster an individualised approach to the sense of one’s body and self. RESULTS: As a result of these differing strategies, changes were reflected in neuro-psychological tests, depression score and the patient’s self-evaluation. This helped generate a coherent self-narrative. CONCLUSION: Treatment challenges in such cases are increased due to patient’s actual deficits caused by neuronal/biochemical changes. Innovative and multi-pronged rehabilitation strategies which involve everyday activities provided an answer to some of these problems. This method of rehabilitation may provide an optimistic context for future research.

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7

Kloeckner, Ana Paula, Jonatas Ost Scherer, and José Luís Duarte Ribeiro. "A game to teach and apply design thinking for innovation." International Journal of Innovation 9, no. 3 (December 17, 2021): 557–87. http://dx.doi.org/10.5585/iji.v9i3.20286.

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Objective: Develop and apply a game to facilitate the use of design thinking for innovation.Method: The construction of the game was based upon the Constructivism Theory. The game was developed following the steps of: (i) understanding the target audience and the context; (ii) defining learning objectives; (iii) structuring the experience; (iv) identifying resources and applying gamification elements; (v) evaluation. Originality/Relevance: Design Thinking emerges as an alternative to improve the innovation process in companies. To facilitate this innovation process, this paper presents a game, through its development and application, based on the principles and stages of Design Thinking, focusing on difficulties of its implementation.Results: The game provides an iterative passage through all stages of the design thinking, giving a holistic view of the process, starting with a deep understanding of the problem, and coming to a design solution.Social / management contributions: The results of the game application have shown its potential to: (i) ease teamwork, avoiding negative discussions and providing active participation from all students; (ii) lead to insight generation in a comprehensible way, making clear the difference between insights and ideas; (iii) simplify the use of inspiring methods and techniques (such as Persona, Empathy Map and Napkin Pitch); (iv) develop creative confidence; (v) provide a pleasant and motivating learning environment for collaborative multidisciplinary work.Theoretical/Methodological contributions: The game provides a method for building serious games and the game as a method of applying Design Thinking for Innovation.

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Purwosaputro, Supriyono, Mohammad Mukhtasar Syamsuddin, and Septiana Dwiputri Maharani. "The concept of man according to Driyarkara in the development of Indonesian human identity." Research, Society and Development 9, no. 10 (September 28, 2020): e3279108669. http://dx.doi.org/10.33448/rsd-v9i10.8669.

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This study aims to find the human concept according to Driyarkara's metaphysical anthropological thinking, and to find its relationship with the development of Indonesian human identity. This research was a literature study in the field of philosophy which puts Driyakara’s works in the field of human philosophy as a material object and human philosophical works from other philosophers as a formal object. The research object used philosophical hermeneutic by implementing method steps, such as: analysis, verstehen, interpretation, description, heuristic, holistic. The results show: first, Driyarkara rests on the dynamics of human existential experience in its depth by using the phenomeno-logical method from loop to funcamental as the idea of man, namely the Pancasila man. Second, humans as an open-dynamic person develop life together by cooperating as a form of familial democracy to enhance each other's fellow human beings, because that's why humans are “becoming” not “being”. Third, Driyarakara’s human concepth an existential situation in a harmonious unity (harmony unity). Fourth, criticism of Driyarkara's fundamental human concept, and produce the identities of the human persona subject in the network of human existence. Fifth, Driyarkara's human concept remains actual and has theoretical and practical relevance for the development of Indonesian human identity. The Driyarkara’s human concept is worthy of being introduced in culture through education directed at the humanitarian process by developing cognitive, religious,and aesthetic talents so that humans are more autonomous and dignified, to be actual in real life practice.

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9

Smith, Marlaine C., Rothlyn Zahourek, Mary Enzman Hines, Joan Engebretson, and Diane Wind Wardell. "Holistic Nurses’ Stories of Personal Healing." Journal of Holistic Nursing 31, no. 3 (March 5, 2013): 173–87. http://dx.doi.org/10.1177/0898010113477254.

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10

Ahmad, Zainal Arifin. "Pola Pembelajaran Agama Islam di Madrasah dalam Perspektif Pendidikan Holistik: Studi Kasus di Madrasah Aliyah Negeri 3 Sleman Yogyakarta." Sukma: Jurnal Pendidikan 2, no. 1 (June 4, 2018): 121–36. http://dx.doi.org/10.32533/02105(2018).

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This research aims at investigating the pattern of Islamic learning process at Yogyakarta-based Islamic senior high school-3 from holistic learning perspective. The research adopts qualitative approach. The research shows that the pattern of the Islamic learning process at the Islamic senior high school implemented in the unity of Islamic education curriculum with three main inseparable components, i.e. intra-curricular, extracurricular and hidden-curricular, has accommodated holistic learning principles. The accommodation can be evaluated from the implementation of basic holistic learning principles comprising of interconnectedness, wholeness and being. In spite of this accommodation, the research has found some weaknesses in the Islamic learning processs. First, the development of the five-level of learners potencies as envisioned in holistic learning, i.e. personal, community, social, planetary and cosmic, has not been formulated explicitly in the curriculum and lesson plan. The existing formulation only respects to the development of six dimensions of learners potencies, i.e. physical, emotional, intellectual, social, aesthetic, and spiritual. Second, the intra-curricular learning process is still more oriented to teaching for the test and less oriented to teaching for the whole task. Third, the subject matter of Islamic learning curriculum, i.e. al-Qur’an-Hadis, Akidah-Akhlak, and Fikih have not been integrated as a single unit. The three subject matters still stand on their own theme, and have not been integrated as a single unit. The research has successfully mapped out the characterizing pattern of quality development of Islamic learning process seen from the perspective of holistic learning at the madrasah.[Penelitian ini bertujuan untuk mengungkapkan pola pembelajaran agama Islam di MAN 3 Sleman Yogyakarta ditinjau dari perspektif pembelajaran holistik. Penelitian ini menggunakan pendekatan kualitatif. Hasil penelitian menunjukkan bahwa proses pembelajaran agama Islam di MAN 3 Sleman Yogyakarta yang diimplementasikan dalam kesatuan program pembelajaran intrakurikuler, ekstrakurikuler, dan hidden curricular secara umum telah mengarah kepada pola pembelajaran holistik. Dikatakan demikian karena dalam penerapan kesatuan tiga program pembelajaran tersebut ditemukan adanya penerapan tiga prinsip dasar pembelajaran holistik yang meliputi connectedness, wholeness, dan being. Hanya saja, dalam proses pembelajaran agama Islam tersebut masih terdapat beberapa kelemahan. Pertama, secara konseptual, pengembangan lima level potensi peserta didik (personal, komunitas, sosial, planetari, dan kosmis) sebagaimana dicanangkan dalam pembelajaran holistik belum terumuskan secara eksplisit dalam kurikulum maupun dalam perencanaan pembelajaran agama Islam. Rumusan yang ada hanya berkenaan dengan pengembangan enam dimensi potensi peserta didik (fisik, emosi, intelektual, sosial, estetika, dan spiritual). Kedua, proses pembelajaran agama Islam intrakurikuler masih lebih dominan berorientasi pada teaching for the test dan kurang berorientasi pada teaching for the whole task. Ketiga, materi pelajaran agama Islam intrakurikuler yang meliputi Akidah-Akhlak, al-Qur’an-Hadis, dan Fikih masih merupakan materi pelajaran yang berdiri sendiri-sendiri dan belum terintegrasi sebagai satu kesatuan untuk dapat memberikan kemampuan kepada peserta didik dalam melakukan tugas-tugas yang bersifat kompleks dan menyeluruh (whole task). Penelitian ini memberi kontribusi dalam memetakan karakteristik pola proses pembelajaran agama Islam di madrasah ditinjau dari perspektif pembelajaran holistik.]

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11

Ahmad, Zainal Arifin. "Pola Pembelajaran Agama Islam di Madrasah dalam Perspektif Pendidikan Holistik: Studi Kasus di Madrasah Aliyah Negeri 3 Sleman Yogyakarta." Sukma: Jurnal Pendidikan 2, no. 1 (June 4, 2018): 121–36. http://dx.doi.org/10.32533/02105.2018.

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This research aims at investigating the pattern of Islamic learning process at Yogyakarta-based Islamic senior high school-3 from holistic learning perspective. The research adopts qualitative approach. The research shows that the pattern of the Islamic learning process at the Islamic senior high school implemented in the unity of Islamic education curriculum with three main inseparable components, i.e. intra-curricular, extracurricular and hidden-curricular, has accommodated holistic learning principles. The accommodation can be evaluated from the implementation of basic holistic learning principles comprising of interconnectedness, wholeness and being. In spite of this accommodation, the research has found some weaknesses in the Islamic learning processs. First, the development of the five-level of learners potencies as envisioned in holistic learning, i.e. personal, community, social, planetary and cosmic, has not been formulated explicitly in the curriculum and lesson plan. The existing formulation only respects to the development of six dimensions of learners potencies, i.e. physical, emotional, intellectual, social, aesthetic, and spiritual. Second, the intra-curricular learning process is still more oriented to teaching for the test and less oriented to teaching for the whole task. Third, the subject matter of Islamic learning curriculum, i.e. al-Qur’an-Hadis, Akidah-Akhlak, and Fikih have not been integrated as a single unit. The three subject matters still stand on their own theme, and have not been integrated as a single unit. The research has successfully mapped out the characterizing pattern of quality development of Islamic learning process seen from the perspective of holistic learning at the madrasah.[Penelitian ini bertujuan untuk mengungkapkan pola pembelajaran agama Islam di MAN 3 Sleman Yogyakarta ditinjau dari perspektif pembelajaran holistik. Penelitian ini menggunakan pendekatan kualitatif. Hasil penelitian menunjukkan bahwa proses pembelajaran agama Islam di MAN 3 Sleman Yogyakarta yang diimplementasikan dalam kesatuan program pembelajaran intrakurikuler, ekstrakurikuler, dan hidden curricular secara umum telah mengarah kepada pola pembelajaran holistik. Dikatakan demikian karena dalam penerapan kesatuan tiga program pembelajaran tersebut ditemukan adanya penerapan tiga prinsip dasar pembelajaran holistik yang meliputi connectedness, wholeness, dan being. Hanya saja, dalam proses pembelajaran agama Islam tersebut masih terdapat beberapa kelemahan. Pertama, secara konseptual, pengembangan lima level potensi peserta didik (personal, komunitas, sosial, planetari, dan kosmis) sebagaimana dicanangkan dalam pembelajaran holistik belum terumuskan secara eksplisit dalam kurikulum maupun dalam perencanaan pembelajaran agama Islam. Rumusan yang ada hanya berkenaan dengan pengembangan enam dimensi potensi peserta didik (fisik, emosi, intelektual, sosial, estetika, dan spiritual). Kedua, proses pembelajaran agama Islam intrakurikuler masih lebih dominan berorientasi pada teaching for the test dan kurang berorientasi pada teaching for the whole task. Ketiga, materi pelajaran agama Islam intrakurikuler yang meliputi Akidah-Akhlak, al-Qur’an-Hadis, dan Fikih masih merupakan materi pelajaran yang berdiri sendiri-sendiri dan belum terintegrasi sebagai satu kesatuan untuk dapat memberikan kemampuan kepada peserta didik dalam melakukan tugas-tugas yang bersifat kompleks dan menyeluruh (whole task). Penelitian ini memberi kontribusi dalam memetakan karakteristik pola proses pembelajaran agama Islam di madrasah ditinjau dari perspektif pembelajaran holistik.]

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12

Ortiz, Charles L. "Holistic Conversational Assistants." AI Magazine 39, no. 1 (March 27, 2018): 88–90. http://dx.doi.org/10.1609/aimag.v39i1.2771.

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This column describes work being done at Nuance Communication in developing virtual personal assistants (VPAs) that can engage in extended task center dialogues and the involve the coordination of many complex modules, along with conversational and collaborative support to such VPAs.

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Ventegodt, Søren, Mark Gringols, and Joav Merrick. "Clinical Holistic Medicine: Holistic Rehabilitation." Scientific World JOURNAL 5 (2005): 280–87. http://dx.doi.org/10.1100/tsw.2005.37.

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Quality of life, health, and ability are often lost at the same time and most often in one decaying existential movement over 5 or 10 years. This “lost life” is mostly too slow to be felt as life threatening, but once awakened to reality, it provokes the deepest of fears in patients: the fear of death itself and destruction of our mere existence. The horrible experience of having “lost life”, often without even noticing how it happened, can be turned into a strong motivation for improvement. Personal development is about finding the life deeply hidden within in order to induce revitalization and rehabilitation. Rehabilitation is about philosophy of life with the integration of the repressed painful feelings and emotions from the past and the letting go of the associated negative beliefs and decisions. The holistic medical toolbox builds on existential theories (the quality of life theories, the life mission theory, the theory of character, the theory of talent, and the holistic process theory) and seems to have the power to rehabilitate the purpose of life, the character of the person, and fundamental existential dimensions of man: (1) love; (2) strength of mind, feelings, and body; and 3) joy, gender, and sexuality; allowing the person once again to express and realize his talents and full potential. The principles of rehabilitation are not very different from other healing, but the task is often more demanding for the holistic physician as the motivation and resources often are very low and the treatment can take many years.

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Drozdowicz, Zbigniew. "Eliadowskie zegary czasu mitologicznych i religijnych wierzeń oraz praktyk." Humaniora. Czasopismo Internetowe 40, no. 4 (December 30, 2022): 13–33. http://dx.doi.org/10.14746/h.2022.4.1.

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In practice, every researcher of religion faces the issue of such description and explanation of various beliefs and the related practices which have to be localized in a specific place and time. On the otherhand, those of them who make the attempt to present them in a holistic manner must construct such a time clock which might be applied towards those who which they see as historically most significant. Such a scholar was Mircea Eliade. Similar to many other researchers of these beliefs and practices he had faced the problem of finding such a common “denominator” which enables us to present not only what is dividing them but also what joins them. In the latter case it had been personified by the religious persona (homo religiosus), who independently from place and time could achieve a state of such perfection which would allow eternal existence. Its main issue is based on the fact that he can only realize this desire in a specific place and time, and the latter foten becomes a serious threat to him. In Eliade’s view it is the clash between the sacred and the profane. The problem he tried to solve during his many years of research work was based not just on how to show the historical functioning of these two worlds but also how to explain the fact that in Western culture the first one is more and more giving up the field to the latter one. He had used not one but two time clocks – the first one is measuring the sacred time and the other the secular one. It is however discussable in what extent these measurements are accurate or (what is basically the same issue) if those clocks are well constructed.

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15

Fairchild, Marilyn, and Sheri Stronach. "Holistic Voice Therapy for the Whole Person." ASHA Leader 23, no. 8 (August 2018): 38–39. http://dx.doi.org/10.1044/leader.ae.23082018.38.

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Mills, Ian James. "A Person-Centred Approach to Holistic Assessment." Primary Dental Journal 6, no. 3 (August 2017): 18–23. http://dx.doi.org/10.1308/205016817821931006.

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Holistic assessment is an important aspect of providing high quality care focused on meeting a patient's individual needs. A holistic assessment should take into consideration the overall health of the patient, including their physical, psychological, social and spiritual wellbeing. This paper aims to clarify the meaning of 'holistic’ in relation to dentistry and describes how this relates to treating the person as a whole, rather than be aligned to any particular treatment philosophy. The importance of a person-centred approach in undertaking a holistic assessment is highlighted. A brief overview of the relational aspects of person-centred care (PCC) is provided and it is suggested that four key dimensions of PCC should be considered as important factors in holistic assessment: connection, caring attitude, communication and control.

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Ventegodt, Søren, Niels Jørgen Andersen, Shimshon Neikrug, Isack Kandel, and Joav Merrick. "Clinical Holistic Medicine: Mental Disorders in a Holistic Perspective." Scientific World JOURNAL 5 (2005): 313–23. http://dx.doi.org/10.1100/tsw.2005.41.

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From a holistic perspective, psychiatric diseases are caused by the patients unwillingness to assume responsibility for his life, existence, and personal relations. The loss of responsibility arises from the repression of the fundamental existential dimensions of the patients. Repression of love and purpose causes depersonalization (i.e., a lack of responsibility for being yourself and for the contact with others, loss of direction and purpose in life). Repression of strength in mind and emotions leads to derealization (the breakdown of the reality testing, often with mental delusions and hallucinations). The repression of joy and gender leads to devitalization (emotional emptiness, loss of joy, personal energy, sexuality, and pleasure in life).The losses of existential dimensions are invariably connected to traumas with life-denying decisions. Healing the wounds of the soul by holding and processing will lead to the recovery of the person's character, purpose of life, and existential responsibility. It can be very difficult to help a psychotic patient. The physician must first love his patient unconditionally and then fully understand the patient in order to meet and support the patient to initiate the holistic process of healing. It takes motivation and willingness to suffer on behalf of the patients in order to heal, as the existential and emotional pain of the traumas resulting in insanity is often overwhelming. We believe that most psychiatric diseases can be alleviated or cured by the loving and caring physician who masters the holistic toolbox. Further research is needed to document the effect of holistic medicine in psychiatry.

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Beech, Roger, Bie Nio Ong, Sue Jones, and Vicky Edwards. "Delivering person-centred holistic care for older people." Quality in Ageing and Older Adults 18, no. 2 (June 12, 2017): 157–67. http://dx.doi.org/10.1108/qaoa-05-2016-0019.

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Purpose This paper is an evaluated case study of the Wellbeing Coordinator (WBC) service in Cheshire, UK. WBCs are non-clinical members of the GP surgery or hospital team who offer advice and support to help people with long-term conditions and unmet social needs remain independent at home. The paper aims to discuss this issue. Design/methodology/approach A mixed method design assessed the outcomes of care for recipients and carers using interviews, diaries and validated wellbeing measures. Service utilization data, interviews and observations of WBC consultations enabled investigation of changes in processes of care. Data were analysed using simple descriptive statistics, established instrument scoring systems and accepted social science conventions. Findings The WBC complements medical approaches to supporting people with complex health and social care problems, with support for carers often a key service component. Users reported improvements in their wellbeing, access to social networks, and maintenance of social identity and valued activities. Health and social care professionals recognized the value of the service. Practical implications The WBC concept relieves the burden on health and social care professionals as the social elements of ill-health are addressed. A shift in thinking from ill-health to wellbeing means older people feel more able to regain control over their own lives, being less dependent on consulting professionals. Originality/value The WBC is a new service focussing on the individual in their health, social and economic context. Process and outcomes evaluations are rare in this field.

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Robbins, R., and M. Coltheart. "Heads, bodies and holistic processing in person recognition." Journal of Vision 10, no. 7 (August 11, 2010): 680. http://dx.doi.org/10.1167/10.7.680.

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Riches, David. "The holistic person; or, the ideology of egalitarianism." Journal of the Royal Anthropological Institute 6, no. 4 (December 2000): 669–85. http://dx.doi.org/10.1111/1467-9655.00039.

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Ventegodt, Søren, Mohammed Morad, Joseph Press, Joav Merrick, and Daniel T. L. Shek. "Clinical Holistic Medicine: Holistic Adolescent Medicine." Scientific World JOURNAL 4 (2004): 551–61. http://dx.doi.org/10.1100/tsw.2004.112.

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The holistic medical approach seems to be efficient and can also be used in adolescent medicine. Supporting the teenager to grow and develop is extremely important in order to prevent many of the problems they can carry into adulthood. The simple consciousness-based, holistic medicine — giving love, winning trust, giving holding, and getting permission to help the patient feel, understand, and let go of negative beliefs — is easy for the physician interested in this kind of practice and it requires little previous training for the physician to be able to care for his/her patient. A deeper insight into the principles of holistic treatment and a thorough understanding of our fellow human beings are making it work even better. Holistic medicine is not a miracle cure, but rather a means by which the empathic physician can support the patient in improving his/her future life in respect to quality of life, health, and functional capacity — through coaching the patient to work on him/herself in a hard and disciplined manner. When the patient is young, this work is so much easier. During our lifetime, we have several emotional traumas arranged in the subconscious mind with the smallest at the top, and it is normal for the person to work on a large number of traumatic events that have been processed to varying degrees. Some traumas have been acknowledged, some are still being explored by the person, and yet others are still preconscious, which can be seen for example in the form of muscle tension. Sometimes the young dysfunctional patient carries severe traumas of a violent or sexual nature, but the physician skilled in the holistic medical toolbox can help the patient on his/her way to an excellent quality of life, full self-expression, a love and sex life, and a realization of his/her talents — all that a young patient is typically dreaming about. Biomedicine is not necessary or even recommended when the physical or mental symptoms are caused by disturbances in the personal development that can be corrected with love and understanding. If possible, biomedicine must be avoided, even if this means suffering for the young person, who needs to confront the tough realities of life in order to grow into an able and sound adult.

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Cordeiro, Verônica Dos Santos, Lina Márcia Migueis Berardinelli, and Rosângela Da Silva Santos. "Tratamento quimioterápico em pessoas com câncer de pulmão:." Revista de Enfermagem UFPE on line 12, no. 10 (October 7, 2018): 2854. http://dx.doi.org/10.5205/1981-8963-v12i10a234745p2854-2863-2018.

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RESUMOObjetivo: analisar o cuidado de enfermagem à pessoa com câncer de pulmão em tratamento quimioterápico. Método: trata-se de estudo bibliográfico, descritivo, de revisão integrativa, com recorte temporal de 2012-2016, nas bases de dados BDENF, LILACS, PUBMED/MEDLINE, selecionando-se os artigos trilíngues completos. Respaldou-se a análise dos dados na técnica de Análise de conteúdo na modalidade Análise temática. Discutiram-se os resultados à luz da literatura. Resultados: compôs-se a amostra por seis artigos. Emergiram-se dois grandes temas: Gerenciamento dos sintomas junto à pessoa com câncer de pulmão e Percepção do cuidado de enfermagem centrado no paciente com câncer de pulmão. Conclusão: constatou-se que a literatura mesmo escassa pontuou a existência do cuidado de enfermagem para evitar o agravamento dos efeitos tóxicos causados pela quimioterapia direcionado para um cuidado holístico com desenvolvimento de habilidades do paciente para o autocuidado e autoestima. Descritores: Pacientes; Enfermagem Oncológica; Autocuidado; Neoplasias Pulmonares; Tratamento Farmacológico; Cuidados de Enfermagem.ABSTRACTObjective: to analyze the nursing care to the person with lung cancer undergoing chemotherapy. Method: this is a bibliographical, descriptive study, of integrative review, with temporal clipping from 2012-2016, in the databases BDENF, LILACS, PUBMED/MEDLINE, selecting complete trilingual articles. Data analysis based on the Content analysis technique in the modality of thematic analysis. The results are discussed in the light of the literature. Results: the sample consisted of six articles. Two major themes emerged: Management of symptoms with the person with lung cancer and perception of nursing care centered on the patient with lung cancer. Conclusion: even though the literature was scarce, it mentioned the existence of nursing care to prevent the worsening of toxic effects caused by chemotherapy directed to a holistic care with the development of abilities of the patient for self-care and self-esteem. Descriptors: Patients; Oncology Nursing; Self-Care; Lung Neoplasms; Drug Therapy; Nursing Care.RESUMEN Objetivo: analizar la atención de enfermería a la persona con cáncer pulmonar que recibe quimioterapia. Método: este es un estudio bibliográfico, descriptivo, de revisioón integradora, con recorte temporal de 2012-2016, en las bases de datos BDENF, LILACS, PUBMED/Medline, seleccionando los artículos trilíngues completa. El análisis de los datos se basó en la técnica de análisis de contenido en la modalidad de análisis temático. Los resultados fueron discutidos a la luz de la literatura. Resultados: la muestra estuvo compuesta por seis artículos. Surgieron dos temas principales: la gestión de los síntomas con la persona con cáncer de pulmón y la percepción de la atención de enfermería centrados en el paciente con cáncer de pulmón. Conclusión: la literatura, aún escassa, apuntó la existencia de los cuidados de enfermería para prevenir el empeoramiento de los efectos tóxicos provocados por la quimioterapia dirigida a una atención integral con el desarrollo de las capacidades de los pacientes para el auto-cuidado y auto-estima. Descriptores: Pacientes; Enfermería Oncológica; Autocuidado; Neoplasias Pulmonares; Tratamiento Farmacológico; Atención de Enfermería.

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Ventegodt, Søren, Niels Jørgen Andersen, and Joav Merrick. "Holistic Medicine III: The Holistic Process Theory of Healing." Scientific World JOURNAL 3 (2003): 1138–46. http://dx.doi.org/10.1100/tsw.2003.100.

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It is possible to understand the process of healing from a holistic perspective. According to the life mission theory, we can stretch our existence and lower our quality of life when we are in crises, to survive and adapt, and we can relax to increase our quality of life when we later have resources for healing. The holistic process theory explains how this healing comes about: Healing happens in a state of consciousness exactly opposite to the state of crises. The patient enters the “holistic state of healing” when the (1) patient and (2) the physician have a perspective in accordance with life, (3) a safe environment, (4) personal resources, (5) the patient has the will to live, (6) the patient and (7) the physician have the intention of healing, (8) the trust of the patient in the physician, and (9) sufficient holding. The holding must be fivefold, giving the patient (1) acknowledgment, (2) awareness, (3) respect, (4) care, and (5) acceptance. The holistic process has three obligatory steps: (1) to feel, (2) to understand, and (3) to let go of negative decisions. This paper presents a theory for the holistic process of healing, and lists the necessities for holistic therapy restoring the quality of life, health, and ability to function of the patient.

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Riley, Julia Balzer, and Joy E. Wachs. "Holistic Self Care: Strategies for Initiating a Personal Assessment." AAOHN Journal 51, no. 10 (October 2003): 439–45. http://dx.doi.org/10.1177/216507990305101007.

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Rhee, Yunseok, and Young Hwan Kim. "A Holistic Energy Coordination System for Multiple Personal Sensors." JOURNAL OF ADVANCED INFORMATION TECHNOLOGY AND CONVERGENCE 7, no. 2 (December 31, 2017): 73–90. http://dx.doi.org/10.14801/jaitc.2017.7.2.73.

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Dale, Ralph Alan. "New Developments In Cuban Holistic Medicine: A Personal View." Journal of Alternative and Complementary Medicine 2, no. 2 (June 1996): 299–305. http://dx.doi.org/10.1089/acm.1996.2.299.

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Schwind, Jasna K., and Louela Manankil-Rankin. "Using Narrative Reflective Process to augment personal and aesthetic ways of knowing to support holistic person-centred relational practice." Reflective Practice 21, no. 4 (June 10, 2020): 473–83. http://dx.doi.org/10.1080/14623943.2020.1777958.

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Kaiser, Steffen, and Gisela C. Schulze. "Person–Environment Analysis: A Framework for Participatory Holistic Research." Gestalt Theory 40, no. 1 (April 1, 2018): 59–74. http://dx.doi.org/10.2478/gth-2018-0005.

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Summary This article presents the person–environment analysis as a framework for participatory and holistic research. By using common methods of qualitative research and analysis, it is possible to capture the present situation of a person. The person–environment analysis is built on Kurt Lewin’s field theory and a further development of its system of visual representation of the life space. It is argued that the person–environment analysis offers a frame to represent the perceived subjective situation of a person, which can be used in research, yet offers the possibility of counseling and intervention.

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Misztal, Wojciech. "The Question of a holistic approach to human person." Colloquia Theologica Ottoniana 1 (2016): 121–34. http://dx.doi.org/10.18276/cto.2016.1-07.

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Armstrong, David. "The Problem of the Whole-Person in Holistic Medicine." Holistic Medicine 1, no. 1 (January 1986): 27–36. http://dx.doi.org/10.3109/13561828609038116.

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Sultanoff, Steven M. "Treating the whole person: A holistic approach to psychotherapy." Humanistic Psychologist 25, no. 2 (1997): 126–37. http://dx.doi.org/10.1080/08873267.1997.9986876.

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Preston, Jane P. "Holistic Education: A Pioneer Narrative." LEARNing Landscapes 5, no. 2 (May 2, 2012): 251–67. http://dx.doi.org/10.36510/learnland.v5i2.564.

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This article is based on the personal narrative of a Canadian pioneer woman who grew up during the 1920s and 1930s. The story epitomizes a holistic approach to learning, which embodies facets of family, community, and the land. Conceptualized through narrative inquiry, the purpose of the article is to capture an innovative meaning for holistic education. I employ Deweyan philosophy as an analytical lens for her story and provide pedagogical relevance to the narrative.

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Lydahl, Doris. "Visible persons, invisible work?" Sociologisk Forskning 54, no. 3 (September 22, 2017): 163–79. http://dx.doi.org/10.37062/sf.54.18213.

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Visible persons, invisible work? Exploring articulation work in the implementation of person-centred care on a hospital wardRecently, many initiatives promoting a holistic view of the patient have been developed. In the last 20 years, different models and frameworks have been advanced to operationalize these different forms of holistic care. This article focuses on one specific case of holistic person-centred care, using the sociological theories of articulation work and invisible work to investigate the efforts involved in sustaining its realization. The article builds on a small ethnographic study conducted at a ward in a Swedish hospital implementing person-centred care. Following a nurse, and her patient, through a ‘person-centred’ admission process and its subsequent procedures, it is argued that person-centred care depends on nurses performing many new tasks which are rarely recognized and appreciated. Secondly, it is argued that nurses are continually asked to do what Anselm Strauss defined as articulation work, coordinating between these different new tasks and established duties. Thirdly, the article discusses the tensions arising when implementing a formalized model of care, which builds on a critique of standardization and objectification, and the work that is excluded and invisible in such routinized operationalization. Finally, it is concluded that while the successful implementation of person-centred care is often argued to rely on the willingness of nurses to surrender old habits, it seems rather to hinge on the skilled inventiveness of these nurses and their ability to overcome the practical difficulties they encounter.

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Torres Chávez, Yolanda Paulina, Eloina Inés Tejada Monroy, and Ingrid Maria Manrique Tejada. "LA SALUD HOLISTICA EN LOS CUIDADOS APLICADOS POR ESTUDIANTES DE LA FAEN/UNJBG." Ciencia & Desarrollo, no. 11 (April 22, 2019): 79–82. http://dx.doi.org/10.33326/26176033.2007.11.230.

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El presente trabajo tuvo como resultado que una gran mayoría de estudiantes de la FAEN, conocen el significado que tiene el cuidado en la profesión de enfermería, y que en el entorno inmediato donde se ejerce la profesión, existe un conjunto de normas que determinan que el acto de cuidar no está centrado en la persona desde una visión de salud holística. Por otro lado, también una gran mayoría de estudiantes consideran que la salud holística y humanística del cuidado es el eje central de la formación profesional. Finalmente, se concuerda con los estudios realizados por José Bermejo (1999), que revelan que las personas valoran más los aspectos del cuidado relacionados con la comunicación, el afecto y la atención que presta la enfermera.

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Lebedyk, Lesia. "IMPLEMENTATION OF ANTON MAKARENKO’S IDEAS IN THE TRAINING OF MASTERS OF SOCIAL WORK." Scientific Journal of Khortytsia National Academy, no. 2022-6 (June 24, 2022): 35–46. http://dx.doi.org/10.51706/2707-3076-2022-6-5.

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The article considers important aspects of the use of A. Makarenko’s pedagogical heritage in designing the content of preparing future social workers for professional activity; the requirements for designing the content of training for specialty 231 «Social Work» are highlighted; the content of master’s training according to the requirements of the modular system of education is developed, the advantages of the specified system as the most effective for preparation of masters of social work are shown. The main requirements for structuring the content of training of masters of social work are highlighted: they are systematic nature of training, mutual subordination, holistic perception and presentation of the entire amount of information of the discipline, continuity, choice of individual trajectory in mastering the content of education, content updating, technological development of the skills of reflective culture in undergraduates, activity approach. The advantages of the modular system of training of masters of specialty 231 «Social work» on the basis of creative use of pedagogical heritage of A. Makarenko are singled out: clear structure of each educational course, orderliness; the ability to track the relationships between elements; clarity, awareness of perspective; individual approach to learning; flexibility in providing information; development of productive thinking; multifunctionality; the possibility of self-control of undergraduate studies and their own activities as a teacher; activation of cognitive activity; complexity, focus on the prospect of promotion; the accumulative principle of evaluating the work of undergraduates; possibility of self-control and self-assessment; formation of independence; training according to persona; choice, i.e. a certain freedom; responsibility for your choice; formation of a subjective position in educational activities; the ability to adapt educational content to the needs of undergraduates; selection of content in accordance with the problem stated by the master; taking into account the interests and problems of undergraduates; flexible schedule of learning new content and new methods; accumulative principle in self-esteem. The conclusion is made about the need to form the subjective position of masters, their independence, their ability to make decisions in specific situations, take responsibility for the results of their own activities; provide training, practice qualities of the social teacher on the basis of A. Makarenko’s techniques.

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Golightley, Malcolm, and Margaret Holloway. "Editorial: The Personal and Professional: Towards a Holistic Knowledge Base." British Journal of Social Work 48, no. 7 (October 1, 2018): 1831–35. http://dx.doi.org/10.1093/bjsw/bcy099.

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Mascia, M., S. Hu, K. Han, A. Sun, R. North, and J. D. Lees-Miller. "A holistic approach for performance assessment of personal rapid transit." Research in Transportation Business & Management 18 (March 2016): 70–76. http://dx.doi.org/10.1016/j.rtbm.2016.01.008.

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Hubbard, Glenda T., Sally S. Atkins, and Kathleen T. Brinko. "Holistic Faculty Development: Supporting Personal, Professional, and Organizational Well-Being." To Improve the Academy 17, no. 1 (June 1998): 35–49. http://dx.doi.org/10.1002/j.2334-4822.1998.tb00341.x.

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Aviezer, Hillel, Yaacov Trope, and Alexander Todorov. "Holistic person processing: Faces with bodies tell the whole story." Journal of Personality and Social Psychology 103, no. 1 (2012): 20–37. http://dx.doi.org/10.1037/a0027411.

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Nazarko, Linda. "Pain, sadness and ageing: Holistic care of the older person." Nurse Prescribing 14, no. 2 (February 2, 2016): 94–101. http://dx.doi.org/10.12968/npre.2016.14.2.94.

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Pediani, Ramon. "Alongside the Person in Pain: Holistic Care and Nursing Practice." Journal of Advanced Nursing 21, no. 1 (January 1995): 192. http://dx.doi.org/10.1046/j.1365-2648.1995.21010191-3.x.

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Wagner-Tsukamoto, Sigmund. "A Holistic Behavioural Economic Approach to Environmental Problems?" Journal of Interdisciplinary Economics 14, no. 1 (January 2003): 61–71. http://dx.doi.org/10.1177/02601079x03001400105.

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Burling, Kris, Vilia M. Tarvydas, and Dennis R. Maki. "Human Sexuafity and Disability: A Holistic Interpretation for Rehabilitation Counseling." Journal of Applied Rehabilitation Counseling 25, no. 1 (March 1, 1994): 10–16. http://dx.doi.org/10.1891/0047-2220.25.1.10.

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Sexuality is a multidimensional component of human function which can enhance or distract from the quality of life for all persons. Rehabilitation counselors should incorporate sexuality into a holistic approach to their work with persons with disability. A functional discussion of sexuality as one such critical dimension is presented. MAPS provides a conceptual model which can be integrated within the PLISSIT approach to guide counselors in their assessment and counseling activities. Such a holistic approach purports to enhance the total rehabilitation process and ultimately the quality of life for those persons receiving services.

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Shih, Yi-Huang, Jen-Pin Hsu, and Yan-Hong Ye. "The Intention of General Education in Taiwan’s Universities: To Cultivate the Holistic Person." Journal of Education and Learning 7, no. 2 (February 11, 2018): 287. http://dx.doi.org/10.5539/jel.v7n2p287.

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The cultivation of the holistic person has always been a topic of concern for general education in Taiwan’s universities. Hopefully students can attain a more perfect human nature. So the question is how to practice general education to cultivate the holistic person. This is the focus of this article. After reading and analyzing related studies, the strategies for cultivating the holistic person we identified are as follows: (1) concern about students’ knowledge integration and moral manifestation, (2) cultivation of students’ human nature, (3) concern with students’ life experiences, and (4) general education is as important as professional education. Hopefully the discussion in this article will provide some ideas to help Taiwan's current general education practices, and allow us to realize the ideal of general education, i.e., the cultivation of the holistic person.

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Retallic, Neil. "The person behind the contact lens." Optician 2021, no. 9 (September 2021): 8715–1. http://dx.doi.org/10.12968/opti.2021.9.8715.

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In an article based heavily on his BCLA presidential address broadcast last week, newly appointed BCLA president Neil Retallic takes a holistic approach to eye care and considers how this can influence the successful wear of contact lenses.

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Dobrovol'skiy, Mikhail. "Modernity and Personal Identity: Patient’s Construct in Holistic Medicine (Homeopathy’s Case)." Sotsiologicheskoe Obozrenie / Russian Sociological Review 18, no. 1 (2018): 192–212. http://dx.doi.org/10.17323/1728-192x-2018-1-192-212.

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LaVela, Sherri L., Allen W. Heinemann, Bella Etingen, Ana Miskovic, Sara M. Locatelli, and David Chen. "Relational empathy and holistic care in persons with spinal cord injuries." Journal of Spinal Cord Medicine 40, no. 1 (December 17, 2015): 30–42. http://dx.doi.org/10.1080/10790268.2015.1114227.

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Ching, Tam Suk. "A Holistic Model for Counselling Persons with AIDS in Hong Kong." Asia Pacific Journal of Social Work and Development 9, no. 2 (September 1999): 38–51. http://dx.doi.org/10.1080/21650993.1999.9756114.

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REGEV, R., and S. KATZ. "A holistic transition programme for persons with learning disabilities in Israel." International Journal of Rehabilitation Research 17, no. 2 (June 1994): 139–50. http://dx.doi.org/10.1097/00004356-199406000-00004.

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Roberts, Shirley A., Mark S. Kiselica, and Susan A. Fredrickson. "Quality of Life of Persons With Medical Illnesses: Counseling's Holistic Contribution." Journal of Counseling & Development 80, no. 4 (October 2002): 422–32. http://dx.doi.org/10.1002/j.1556-6678.2002.tb00209.x.

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