Introduction to Tidal Model
A mental health recovery model used in interdisciplinary mental healthcare.
Main focus is helping individuals, make their own discovery voyage.
It is considered as a mid-range theory of nursing.
A practice framework for exploring a patient's need for nursing and the provision of individually tailored care. At its core is philosophical metaphor from chaos theory, such that the unpredictable, yet bounded, nature of human behavior & experience is compared to the dynamic flow & power of water & the tides of the sea. (Barker P, 2001)
Phil Barker & Poppy Buchanan-Barker of University of Newcastle, UK.
Description of the Model
The individual is represented, by 3 personal domains: Self, World and Others.
Our mental well being depends on our individual life experience, including our sense of self, perceptions, thoughts and actions.
1. A belief in the virtue of curiosity: the person is the world authority on their life and its problems. By expressing genuine curiosity, the professional can learn of the ‘mystery’ of the person’s story.
2. Recognition of the power of resourcefulness, rather than focusing on problems, deficits or weaknesses
3. Respect for the person's wishes, rather than being paternalistic.
4. Acceptance of the paradox of crisis as opportunity.
5. Acknowledging that all goals must belong to the person.
6. The virtue of pursuing elegance—search for the simplest possible means.
The Ten Commandments
1. Value the voice – the person's story is paramount
2. Respect the language – allow people to use their own language
3. Develop genuine curiosity – show interest in the person's story
4. Become the apprentice – learn from the person you are helping
5. Reveal personal wisdom – people are experts in their own story
6. Be transparent – both the person and the helper, Professionals are in a privileged position and should model confidence, by at all times being transparent and helping to ensure the person understand exactly what is being done
7. Use the available toolkit – the person's story contains valuable information as to what works and what doesn't
8. Craft the step beyond – the helper and the person work together to construct an appreciation of what needs to be done "now"
9. Give the gift of time – time is the midwife of change. The question that should be asked is, "How do we use this time?"
10. Know that change is constant – this is a common experience for all people
The Twenty Competencies
Competency 1:** The practitioner demonstrates a capacity to listen actively to the person’s story.
Competency 2: The practitioner shows commitment to helping the person record her/his story in her/his own words as an ongoing part of the process of care.
Competency 3: The practitioner helps the person express her/himself at all times in her/his own language.
Competency 4: The practitioner helps the person express her/his understanding of particular experiences through use of personal stories, anecdotes, similes or metaphors.
Competency 5: The practitioner shows interest in the person’s story by asking for clarification of particular points, and asking for further examples or details.
Competency 6: The practitioner shows a willingness to help the person in unfolding the story at the person’s own rate.
Competency 7: The practitioner develops a care plan based, wherever possible, on the expressed needs, wants or wishes of the person.
Competency 8: The practitioner helps the person identify specific problems of living, and what might need to be done to address them.
Competency 9: The practitioner helps the person develop awareness of what works for or against them, in relation to specific problems of living.
Competency 10: The practitioner shows interest in identifying what the person thinks specific people can or might be able to do to help them further in dealing with specific problems of living.
Competency 11: The practitioner helps the person identify what kind of change would represent a step in the direction of resolving or moving away from a specific problem of living.
Competency 12: The practitioner helps the person identify what needs to happen in the immediate future, to help the person to begin to experience this ‘positive step’ in the direction of their desired goal.
Competency 13: The practitioner helps the person develop their awareness that dedicated time is being given to addressing their specific needs.
Competency 14: The practitioner acknowledges the value of the time the person gives to the process of assessment and care delivery.
Competency 15: The practitioner helps the person identify and develop awareness of personal strengths and weaknesses.
Competency 16: The practitioner helps the person develop self-belief, therefore promoting their ability to help themselves.
Competency 17: The practitioner helps the person develop awareness of the subtlest of changes – in thoughts, feelings or action.
Competency 18: The practitioner helps the person develop awareness of how they, others or events have influenced these changes.
Competency 19: The practitioner aims to ensure that the person is aware, at all times, of the purpose of all processes of care.
Competency 20: The practitioner ensures that the person is provided with copies of all assessment and care planning documents for their own reference.