Towards a unified model of human development

Abstract

Purpose The purpose of this paper is to collaborate across disciplines to agree a better map of human development. Design/methodology/approach This paper used an iterative process of consultation with professionals and specialists in relevant disciplines, and service users, continually refining the diagram and text until a “good enough” consensus was reached to produce a diagrammatic form and explanatory text. Findings The process revealed a strong commitment across many disciplines to find a common contextual framework within which specialist understandings could be accommodated. The consultation process and iterative development of the diagram and text was marked by widespread interest and many detailed discussions. The substance of this paper is the result of that process. Research limitations/implications The model places research in different specialist fields onto a single “map of the territory”. It can encourage collaboration across disciplines when they are studying similar areas from different perspectives. It indicates the value of collaborative rather than competitive research enterprises. Practical implications Too often, professionals involved in fields concerning human development become focussed within narrow frameworks of specialisation. The model supports better understanding of how different elements relating to developmental life interrelate. This can facilitate the basis upon which a wide range of training, education and research programmes can be formulated. Social implications The model proposes greater use of a “whole-person/whole-life” perspective, which should allow greater integration between disparate approaches, and less experience of fragmentation. For a wide range of public sector activities, the quality of relational activity should be central to effective organisational and human outcomes. Without a unifying context, the understanding required to support relational work is weak: this model ad-dresses that deficit. Originality/value This work is entirely original. It should be of value to all those interested in working in holistic ways; to policy makers wishing to avoid duplication, waste and ineffective interventions; and to researchers interested in working across disciplinary boundaries. Most importantly, it is for staff involved in health, justice, social care and education services at all levels. Their effectiveness relies on relational, as well as procedural working, and this model will support confidence in the primacy of these activities.

An evaluation of a pilot multi-professional offender personality disorder (OPD) higher education programme

“…Within the literature, there is an emerging interest in "relational practice" (Haigh and Benfield, 2019). Although the articulation of relevant conceptual frameworks is at an early stage, a model has been presented that aids understanding of human development and the impact and challenges that "people facing" services encounter (Haigh and Benefield, 2019). Within this model, the importance of relationships, the whole person across the life span perspectives and on human relationships are considered.…”

“…Understanding of the importance of relational aspects of working with people with personality difficulties and the role that self, the system and others play within it is anticipated to improve therapeutic relationships and effectiveness (Haigh and Benefield, 2019). Such development of interpersonal skills and therapeutic approaches should complement understanding and working approaches (NHS England and Her Majesty's Prison and Probation Service, 2020).…”

Migrant health charges: A scandal amidst the crisis

“…We can get out of these traps, overturn the hostile environment and imagine a more inclusive, relational society (Haigh & Benefield, 2019).…”

“…We can get out of these traps, overturn the hostile environment and imagine a more inclusive, relational society (Haigh & Benefield, 2019). Indeed, the logical shortcomings of a hostile environment are fatally exposed in the ironies and paradoxes of the COVID‐19 crisis.…”

An integrative review exploring the experiences of service users carrying a diagnosis of personality disorder and student mental health nurses and the time they share together

“…Indeed, many categories of mental distress, including the diagnosis of personality disorder can be seen as an understandable response to adverse experiences such as trauma (Boullier & Blair, 2018;DeLisi et al, 2017;Sweeney et al, 2016) leading to the development of notions of trauma informed care (Sweeney et al, 2016). Haigh and Benefield (2019) have developed a general theory of human development with wider social appeal, beginning with learning gleaned from relational and democratising tendencies in clinical work with individuals who carry a diagnosis of personality disorder. Indeed, going back to the seminal paper by Main (1957) there has been an interest in the relational challenges of caring for this service user group, yet there is absence of literature on temporal aspects of salient nursing relationships for the following 50 years.…”