Búsqueda de soluciones al problema de abastecimiento en Madrid. abastecimiento en Madrid

3. LOS REGADIOS HISTÓRICOS EN ESPAÑA

3.3. Búsqueda de soluciones al problema de abastecimiento en Madrid. abastecimiento en Madrid

Over the centuries there have been many descriptions of human personality types. The ideas of Hippocrates (460–370 BC) led to the description of four basic temperaments: sanguine, choleric, melancholic and phlegmatic (Arikha 2007, Kagan 1998). The ideas of Plato (approximately 428–347 BC) led to the development of four descriptors: artisan, idealist, guardian and rationalist (Keirsey 1998). The ideas of the Hellenist philosophers led to the development of the following descriptions of personality: idealist, traditionalist, hedonist and rationalist (Long & Sedley 1987). In the early twentieth century, Carl Jung (1875–1961) pursued theories of the collective unconscious, archetypes and personality types (Berger 2006). In the 1940s, Isabel Briggs Myers and her mother Katherine Briggs began exploring Jung’s theories to explain differences in personality: the Myers-Briggs Type Indicator (MBTI) (Briggs & Myers 1975). In the mid-twentieth century, Oscar Ichazo from Bolivia suggested the Enneagram of personality, which identifies nine types: reformer, helper, achiever, individualist, investigator, loyalist, enthusiast, challenger and peacemaker (Riso &

Hudson 2000). Wilson (2004) suggested social styles of relating: analytical, driver, amiable and expressive. These are only a few of the ways of describing human personality. Under-standing of the basic personality preferences and combinations thereof, regardless of the system, assists health professionals to understand their own communicative behaviour and the behaviour of others. Particular tendencies determined by personality produce particular characteristics. These characteristics predict a preference for relating in a particular manner within particular situations, and may predict a different style in other circumstances.

An awareness of the different personality types assists understanding of differences in styles of managing information and thus styles of communication. Some personality types enjoy working with people and are better communicators than others; others are task-oriented and prefer to work alone. With well-developed skills in self-awareness, individu-als can in most cases adjust their personality tendencies while communicating. Knowledge and awareness of individual tendencies can assist individuals to make the required adjust-ments and to recognise, understand and accept tendencies in others. Health professionals can use this knowledge to produce effective communication.

Chapter summary

Self-awareness is important and beneficial for all health professionals. It requires commit-ment, time, reflection and a sense of humour. Self-awareness sometimes feels uncomfort-able, but it allows the health professional to identify their personal values and abilities (along with communication preferences and skills) and to acknowledge and control their thoughts (including negative self-talk) and negative emotions while communicating. It facilitates positive attitudes, honest open interactions and promotes beneficial outcomes, while relating to the diversity experienced when practising as a health professional.

COMMUNICATION: CORE INTERPERSONAL SKILLS FOR HEALTH PROFESSIONALS

Self-awareness assists health professionals to be aware of their basic primary relation-ship need and how to control that need when practising as a health professional. It also facilitates awareness of and ways to overcome personal listening barriers when commu-nicating and relating. Self-awareness facilitates acceptance of people with different, some-times opposite, values, learning styles and personalities allowing the health professional to relate with understanding rather than judgment. The results of self-awareness when practising in a health profession outweigh the challenges, producing positive outcomes that enhance family/Person-centred practice and effective communication.

FIGURE 6.1

An effective communicator knows when they communicate like a gorilla!

REVIEW QUESTIONS

1. What four actions does self-awareness allow the health professional to perform?

ii.

iii.

iv.

2. What three areas of self-knowledge does self-awareness provide?

ii.

iii.

83 3. Health professionals value, demonstrate and enjoy particular things.

• State four things that most health professionals value.

ii.

iii.

iv.

• What three characteristics are essential for health professionals to demonstrate?

ii.

iii.

• What should you enjoy if you wish to be a health professional?

ii.

iii.

iv.

4. What are three unconscious primary needs that manipulate people?

ii.

iii.

5. Why is it beneficial for a health professional to understand the existence of conflict between needs and values?

_____________________________________________________________

_____________________________________________________________________________

COMMUNICATION: CORE INTERPERSONAL SKILLS FOR HEALTH PROFESSIONALS

6. How does perfectionism affect people?

_____________________________________________________________

7. What does self-awareness highlight about communication?

ii.

iii.

8. What four styles of learning do Honey & Mumford (1986) suggest?

ii.

iii.

iv.

9. How might an understanding of the variations in personality assist a health professional?

_____________________________________________________________

85 10. What does self-awareness achieve for the health professional in practice ?

_____________________________________________________________

REFERENCES

Arikha N 2007 Passion & tempers: a history of the humours. HarperCollins, New York Backus W, Chapian M 2000 Telling yourself the truth, 20th edn. Bethany, Minneapolis,

Banks S 2006 Ethics and values in social work, 3rd edn. Palgrave Macmillan, Basingstoke Ben-Arye E, Lear A, Mermoni D et al 2007 Promoting lifestyle awareness among the

medical team by the use of an integrated teaching approach: a primary care experience. Journal of Alternative & Complementary Medicine 13(4):461–469 Berger A A 2006 50 ways to understand communication. Rowan & Littlefield, Oxford Bombeke K, Symons L, Debaene L et al 2010 Help, I’m losing patient-centredness!

Experiences of medical students and their teachers. Medical Education 44(7):662–673 Briggs K, Myers I B 1975 The Myers-Briggs type indicator. Consulting Psychologist

Press, Palo Alto, CA

Brill N I, Levine J 2005 Working with people: the helping process, 8th edn. Pearson, Boston

Davis C M 2011 Patient–practitioner interaction: an experiential manual for developing the art of healthcare, 5th edn. Slack, Thorofare, NJ

Devito J A 2007 The interpersonal communication book, 11th edn. Pearson, Boston Devito J A 2009 The interpersonal communication book, 12th edn. Pearson, Boston Dirette D 2010 Self-awareness enhancement through learning and function (SELF): a

theoretically based guideline for practice. British Journal of Occupational Therapy 73(7):309–318

Dunn R, Dunn K, Price G E 1989 The learning style inventory. Price Systems, Lawrence, KS

Eckroth-Bucher M 2010 Self-awareness: a review and analysis of a basic nursing concept. Advances in Nursing Science 33(4):297–309

Egan G 2010 The skilled helper, 10th edn. Thomson, Belmont, CA

Ellis R 2009 Communication skills: stepladder to success for the professional [electronic resource]. Bristol, Intellect

COMMUNICATION: CORE INTERPERSONAL SKILLS FOR HEALTH PROFESSIONALS

Ellis R B, Gates B, Kenworthy N (eds) 2004 Interpersonal communication in nursing:

theory and practice. Churchill Livingstone, London (Original work published 2003)

Felder R 1993 Reaching the second tier: learning and teaching styles in college science education. Journal of College Science Teaching 23:285–290

Fleming N D 2001 Teaching and learning styles: VARK strategies. VARK-Learn, Honolulu, HI

Fulford K W M 2011 Bringing together values-based and evidence-based medicine: UK Department of Health Initiatives in the ‘Personalization’ of Care. Journal of

Evaluation in Clinical Practice 17(2):341–343

Gardner H 1983 Frames of mind: the theory of multiple intelligences. Harper & Row, New York

Given B K 2002 Teaching to the brain’s natural learning system. Association for Supervision and Curriculum Development, Alexandria, VA

Gordon J (ed) 2004 Pfeiffer’s classic activities for interpersonal communication. Pfeiffer, San Francisco

Gordon J (ed) 2007 The Pfeiffer book of successful conflict management tools [electronic resource]. Wiley, Hokoben

Harms L 2007 Working with people: communication skills for reflective practice.

Oxford University Press, Melbourne

Harms L, Pierce J 2011 Working with people: communication skills for reflective practice. Oxford University Press, Don Mills, Ontario

Higgs J, Ajjawi R, McAllister L et al 2010 Communicating in the health sciences. Oxford University Press, Melbourne

Higgs J, Sefton A, Street A et al 2005 Communicating in the health and social sciences.

Oxford University Press, Melbourne

Holly M L 2002 Keeping a professional journal, 2nd edn. UNSW Press, Sydney Honey P, Mumford A 1986 Manual of learning styles, 2nd edn. P Honey, London Jung C G 1941 The development of personality. Routledge, London

Kagan J 1998 Galen’s prophecy: temperament in human nature. Basic Books, New York

Keirsey D 1998 Please understand me II: temperament, character and intelligence.

Prometheus Nemesis Books, Delmar

Kolb A Y, Kolb D A 2005 The learning style inventory, Version 3.1: technical manual.

Hay Group, Boston

Kolb D A 1984 The learning style inventory: technical manual. McBer, Boston

La Motta T 2004 Using personality typology to build understanding. In: Gordon J (ed) Pfeiffer’s classic activities for interpersonal communication. Pfeiffer, San Francisco CA, pp 53–67

Long A A, Sedley D N 1987 The Hellenistic philosophers: Vol 1. Cambridge University Press, Cambridge

Milliken M E, Honeycutt A 2004 Understanding human behaviour: a guide for healthcare providers, 7th edn. Thomson Delmar, New York

Mohan T, McGregor H, Saunders S et al 2004 Communicating as professionals.

Thomson, Melbourne

Mohan T, McGregor H, Saunders S et al 2008 Communicating as professionals, 2nd edn. Cengage Learning, Melbourne

Mohan T, McGregor H, Saunders S et al 2010 Communicating as professionals. Licensed to iChapter Users

Piaget J 1968 Six psychological studies. Vintage, New York

Pritchard A 2005 Ways of learning: learning theories and learning styles in the classroom. David Fulton, London

Pritchard A 2008 Ways of learning: learning theories and learning styles in the classroom. [Electronic resource] Taylor & Francis, Hoboken

Purtilo R B, Haddad A 2007 Health professional and patient interaction, 7th edn.

Saunders, Philadelphia

Radtke J V, Baumann B M, Garrett K L et al 2011 Listening to the voiceless patient: case reports in assisted communication in the communication in the intensive care unit.

Journal of Palliative Medicine 14(6):791–795

Reid G 2006 Learning styles and inclusion. Paul Chapman, London (Original work published 2005)

Richardson R F II 2010 360-degree feedback: integrating business know-how with social work values. Administration in Social Work 34(3):259–274

Riso D R, Hudson R 2000 Understanding the Enneagram: the practical guide to personality types. Houghton Mifflin, Chicago

Rogers C 1967 On becoming a person. Constable, London

Rogers W, Ballantyne A 2010 Towards a practical definition of professional behaviour.

Journal of Medical Ethics 36(4):250–254

Schore A N 2005 Attachment, affect regulation and the developing right brain: linking developmental neuroscience to pediatrics. Pediatrics in Review 26:204–217

Shih F, Lin Y, Smith M C et al 2009 Perspectives on professional values among nurses in Taiwan. Journal of Clinical Nursing 18(10):1480–1489

Singleton K, Krause E M S 2010 Understanding cultural and linguistic barriers to health literacy. Kentucky Nurse 58(4):4–9

Skinner B F 1989 The origins of cognitive thought. American Psychologist 43:13–18 Stein-Parbury J 2009 Patient and person: interpersonal skills in nursing, 4th edn.

Churchill Livingstone Elsevier, Sydney

Taylor B J 2006 Reflective practice: a guide for nurses and midwives. Open University Press, Maidenhead

Wilson L 2004 The social styles handbook: find your comfort zone and make people feel. Nova Vista Publishing, Portland

Woolfolk A, Margetts K 2007 Educational psychology. Pearson, Frenchs Forest, Sydney

ANSWERS TO REVIEW QUESTIONS

In document El canal del Henares: estudio de un proyecto de regadío en la campiña del Henares (página 142-147)