Wednesday, 24 April 2013

Possible chapter abstract: Psychiatric classification, vagueness and tacit knowledge

Possibly, if they will have it, for Gradualist Approaches to Mental Health and Disease, edited by Geert Keil, Lara Kutschenko and Rico Hauswald and proposed for the OUP IPPP series.

Psychiatric classification, vagueness and tacit knowledge 

DSM III aimed to improve the reliability of psychiatric diagnosis via an operationalist emphasis on ‘observable’ signs and symptoms and the initial downplaying of aetiological theory. Signs and symptoms are first elicited and then syndromes derived  through diagnostic algorithms. Whilst this has prompted the charge that reliability has improved only at the cost of validity, there has also been a criticism, from European psychiatrists, that the signs and symptoms articulated within DSM III and IV are vague by contrast with the specification provided by explicitly phenomenological psychiatry. Rather than providing a reliable foundation, the connection between individual symptoms and conditions in the DSM lacks specificity. By contrast, phenomenological psychiatry can chart a correlation between schizophrenia, for example, and particular kinds of catatonia or delusional structure. Correlations are not between schizophrenia and delusions in general but delusions with a specific schizophrenic colouring.

 In this chapter, I attempt to shed light on these claims without presupposing the phenomenological tradition but instead by forging a connection between diagnosis and one construal of tacit knowledge. Taking the latter to be a context-dependent, but conceptually structured practical skill, I suggest that the top-down approach to psychiatric symptoms contains the vagueness of DSM descriptions of symptoms through context-dependent recognitional skills. But this is merely a more than usually pronounced instance of the link between tacit knowledge and what Polanyi’ calls the ‘art of denotation’.

Sunday, 21 April 2013

Pitmen Painters

I caught the touring production of the Pitmen Painters at the Bradford Alhambra. It’s based on the true story of the Ashington group of untrained coalminer painters from around the time of WW II.

Although it began with some low comedy about accent impenetrability and then some social class tension drama, things picked up to make for quite a thought-provoking play. Two quick things stood out. The first was a plausibly open ended question of the necessary connection (or not) of the group, their work and their profession.  Did they have to be closely connected to their particular community to have the artistic identity they had?

Second, there was an interesting issue of how to address the contingency of the fact that just that group of people, gathered originally (or so the play asserted) for other reasons came to prominence. Did it show, as the group’s Professor Higgins asserted, that just anyone given the right opportunities for self expression could paint? Or, as the painters themselves suggested in response, (in the play, that is,) that just they were the people from the community who, as a matter of fact, had any natural ability? Appealingly, neither forced choice seemed plausible but it wasn’t clear what that left.

Thursday, 18 April 2013

Summary of Sen, A. (1993) ‘Capability and wellbeing’

This is the brisk summary I made of the reading for this week’s Mental Health Reading Group at UCLan, digging back to try to understand the recovery model after reading the Kim Hopper paper last time.

1 Introduction
Capability = the alternative things a person is able to do: an ability to achieve various valuable ‘functionings’ as a part of living.
Contrasts with, eg.,
Personal utility: such as happiness or desire satisfaction.
Opulence: wealth
Negative freedoms
Equality of resources
This paper is supposed to be a clearer account of the whole approach.

2 Functionings, capabilities and values
Functionings = the various things a person manages to do. Some are basic / animal (being nourished). Others more complex (self-respect). But variation in value attached to the latter. Hence the whole approach owes an account of which functionings (and hence capabilities as ability to function) matter.

3 Value objects and evaluative spaces
Despite this, it is useful to say what is valued (in this case capabilities and functionings) even prior to ranking them. This already contrasts with other approaches (eg welfarism) and does not attach intrinsic value to the means of living. Though freedom will play a role.

4 Capability and freedom
The freedom live different kinds of life is reflected in a person’s set of capabilities. Should freedom be assessed independently of what a subject values (ie the range of things to value from which she can choose)? No: assessment of freedom depends on what one can choose between. (Also adding bad extra options does not increase freedom.)

5 Value purposes and distinct exercises
How to assess capabilities? In accord with a subject’s wellbeing? Or their broader ‘agency’ goals (which may not just be there wellbeing) ie all that they have reason to aim at? Their achievements in either, or their freedoms? Fourfold matrix. Re state intervention, wellbeing, rather than agency gaols may be more important. For adults, freedom may be more relevant to the state than achievement.

6 Wellbeing, agency and living standards
Wellbeing achievement: concerns intrinsic functionings (so doing good may be a source of wellbeing by affecting the person’s own being). Vary from basic to complex. A subject’s being is constituted by their functionings. Agency achievement is broader (and also broader than the person’s own functioning). Living standard is narrower.

7 Why capability not achievement?
Functioning achievement is a point (a vector?) of all the distinction functionings. Capability is a set of points that could be selected. If related, why pick latter?
1) May be interested in wellbeing freedom.
2) Freedom itself may be important for wellbeing achievement. (So removing even only the less valued alternatives may reduce wellbeing.) A ‘refined’ account of actual functioning may also take account of freedom (eg fasting <> starving).

8 Basic capability and poverty
Basic capabilities are abilities to satisfy basic functionings and addresses a problem with equality of commodities such as food (given eg different metabolisms). No clear correlation between income and basic capabilities. Also income not desired intrinsically. But locally and derivatively basic incomes can be defined.

9 Midfare, functionings and capability
Cohen: capability combines 2 elements: ability to do basic things but also ‘midfare’ ie states of a subject produced by goods which explains the values of utility levels eg. state of nutrition rather than food supply. Midfare <> capability.
Sen: midfare = functionings not capability. Capability is then the better measure (cf section 7) because of the connection to freedom in even achieving wellbeing.

10 The Aristotelian connections and contrasts
Nussbaum: Aristotle’s politics of dustribution of goods starts with the question of the function of man and a life lived as a set of activities. Cf capabilities.
But: for Aristotle, there is only one list of functionings that constitute human good. Not incompatible with but not implied by Sen’s view. Though commodity requirements vary between cultures, the valued capabilities vary less but Sen is reluctant to commit to an objectivist picture of human nature.

11 Incompleteness and substance
Capabilities approach is a gappy general framework and allows different weights to attach to functionings and hence capabilities. So why leave it like this? Aim is agreement on framework before seeking agreement on specific values (or... on the metaphysics of value). But even so, it has different consequences from rivals (eg valuing utility, or primary goods intrinsically).

Aside from some details of the account – such as how and why freedom could appear at two levels: a ground level functioning as part of well-being achievement but also at a higher level as a set of capabilities – discussion mainly focused on some issues Sen leaves open. For a recovery approach to mental healthcare, should the focus be well being or agency goals (all the things a subject can wish for)? And to what extent should we, and can we, expect agreement on what basic capabilities should be? Like the discussion of Hopper, this suggested a tension between a patient-centred approach stressing patient autonomy and a paternalistic account attempting to articulate what should count towards wellbeing.

PS: I first begin to include Sen in writing here.

Sunday, 24 March 2013

Book launch of the new Oxford Handbook of Philosophy and Psychiatry

“The Oxford Handbook of Philosophy and Psychiatry offers the most comprehensive reference resource for this area ever published and we are delighted to announce the launch as part of the Summer School. Sponsored by Oxford University Press, the launch will open with a short address from Dr Anita Avramides (Reader in Philosophy of Mind, University of Oxford).

The book is written and edited by an international team comprising world-leading philosophers and psychiatrists, resulting in an authoritative volume. We are very happy to welcome several of these team members to the Summer School where they will be delivering key sessions:

• Values in Mental Health Practice - Professor Bill Fulford (Emeritus Professor of Philosophy and Mental Health, University of Warwick, and Member of the Philosophy Faculty, University of Oxford)
• Ordering Disorder: Mental Disorder, Brain Disorder and Therapeutic Intervention - Professor George Graham (Professor of Philosophy and Neuroscience, Georgia State University)
• Karl Jaspers and the Ethics of Incomprehensibility - Professor Giovanni Stanghellini (Professor of Dynamic Psychology and Psychopathology, University of Chieti)

These sessions form part of an intensive programme delivered through keynote lectures and seminars offering opportunities for substantial dialogue between philosophers, scientists and mental health practitioners. The Summer School will take place at St Catherine’s College, Oxford (14 – 19 July 2013) and includes opportunities to network and socialise with fellow delegates, faculty members and invited speakers. Residential and non-residential options are available.”

Further details available: www.conted.ox.ac.uk/ox_ppss

Saturday, 9 March 2013

Hopper, K. (2007) ‘Rethinking social recovery in schizophrenia'

The UCLan mental health reading group has started a series of recovery related papers in advance of a planned visit by Larry Davidson. We kicked off with Kim Hopper’s 2007 paper ‘Rethinking social recovery in schizophrenia: What a capabilities approach might offer’.

The paper starts with the pre-history of the recovery movement in mental healthcare, when the conception of recovery was, as one might have expected, simply getting better, sloughing off illness but when the best that seemed likely was, in Kraepelin’s phrase, ‘cure with defect’ (or ‘healing with scarring’). For example research in 1928 suggested a 20% recovery rate, meaning that that proportion were able to return to expected social roles. More recently, however, what Hopper calls ‘social recovery’ has been found to be more common than previously expected ‘outside the hospital, when measured by independent living and gainful employment’ [ibid: 869]. But he stresses the importance that targeted help can make to such social recovery. This in turn led to the development of a widespread literature about recovery with four key themes.

1.       Renewing a sense of possibility 
2.       Regaining competencies
3.       Reconnecting and finding a place in society
4.       Reconciliation work

But, Hopper argues, this list of themes significantly neglects social context: the difference that race, gender, poverty etc can make to mental health. The neglect of systematic treatment of such features undermines the right to call recovery a ‘model’.

To speak of a ‘model’ of recovery is thus misleading. Movements are not peer-reviewed. Mobilizing committed forces means hoisting rallying cries at odds with one another, tamping down potentially divisive demands, and capitalizing on working misunderstandings. In making the case against therapeutic nihilism, rethinking services, and embracing patients as active agents in their own recuperation, this inclusive approach served well, making common cause of potentially discordant constituencies. But the same medley of affirmation, reckless hope and wide appeal made for later difficulties when converting emancipating creed into actionable policy. [ibid: 871]

Hopper goes on to argue that the open ended and moral crusading aspects of recovery have prevented it from being put into practice. He gives the example of Jacobson’s anthropological study of Wisconsin in which institutional inertia has prevented significant change despite explicit support for recovery programmes.

It is difficult to escape the conclusion that operational specificity was unwisely sacrificed in the interest of more efficiently spreading the good news. The movement’s watchwords—voice, authenticity, process, settling old scores and filing fresh grievances—proved ill-matched to the grind of institutional sway and regulatory reform. Recovery had merit, morals and the tempered weight of science behind it and so it sashayed into political battle unarmed. [ibid: 873]

Thus the second half of the paper looks to try to address this lack by unpacking the notion of recovery in such a way that it can be ‘operationalised’. Hopper’s suggestion is to understand recovery on the lines of a capabilities approach. There seem to be two key elements to this.

First, a capabilities approach contrasts with an even (‘utilitarian’)distribution of resources by looking instead at needs.

Instead of satisfaction or utility or some package of ‘primary goods,’ Sen proposes that we consider not resources but rather the valued things people are able to do or to be as a result of having them—the capabilities they command. Actual welfare depends less on what I own or have access to than the real opportunities open to me as a result. [ibid: 874]

Second, mental health and illness are modelled on a two factor view of disability: on the one hand, original impairment (here, psychiatric disorder) and on the other, the disability which is constituted by the social reception and consequences of the impairment. Combined, this gives a model of recovery on these lines:

A capabilities-informed ‘social recovery’ will speak to citizenship as well as health. It will worry about what enables people to thrive, not simply survive... Recovery asks not what such people should be content with but what they should be capable of, and how that might be best achieved and sustained. [ibid: 874]

As my colleague, Karen Newbigging, pointed out, this gives a picture of recovery as not so much a model of healthcare but as a meta-level theory into which healthcare slots as one thing among others. Given the two-factor model, it also allows for a natural position for a technical, biological psychiatry to address the ‘original impairment’. That seems to be an interestingly conventional feature of his thinking. More radically, one might think that the ontological status of the first factor was derivative of the second. That is, one might think that there is no theory neutral set of original impairments. What is so deemed depends on social values.

Two other features of the way this broad structure is elaborated are notable. First, and reflecting the criticism in the first half of the paper, Hopper suggests that the capabilities version of the recovery movement has to be operationalised if it is to be effective and this requires some sort of universal, a priori list of human necessities:

Any application of capabilities must therefore first define/defend a (full or partial) list of valued functionings..., or specify a process for identifying/weighting them..., and then devise provisional means for assessing real opportunities for achieving them (capabilities proper). [ibid: 876]

The obvious worry this raises in the context of the history of mental healthcare is paternalism. Now, I think that that is a price worth paying (cf my criticism of Fulford’s pure procedural version of Values Based Practice) but others might not and Hopper does not seem to notice that this may be an issue. Further, it may be in tension, at least, with one of the things that he thinks will be on the list: the opportunity to exercise autonomy and agency. Here he suggests, in effect, the right to make unwise decisions.

With respect to formal interventions, a capabilities- informed approach to recovery would stress enhanced agency—not public safety, stable placements or reliable program-participation. This means asking under what circumstances exercising reasoned choice should be prized over foreseeable bad consequences in one’s life. Can a poor choice, assessed in terms of compromised well-being, be preferred if the foregone benefit could have been won only if imposed? [ibid: 877]

The tension is that the stress on agency and autonomy and the right to make unwise decisions at the level of the individual pulls against the idea that a policy maker might articulate a universal list of what is good for people. Now it seems plausible on an Aristotelian conception of flourishing, for example, that agency will be important, will be on any such list, but if so the value of agency has to be constrained by the other features of the list and vice versa.

This tension is present in a list of potential difficulties towards the end of the paper with the suggestion that ‘Deprivation and disgrace can so corrode one’s self worth that aspiration can be distorted, initiative undercut and preferences deformed’ [ibid: 877]. That seems right and suggests – correctly in my view – that there should be some element of normative assessment of individuals’ values (I am that paternalistic!). One may be wrong to value something. But Hopper continues: ‘Sensitive work will be needed to recover that suppressed sense of injustice and reclaim lost possibility’ which suggests that he already knows that if anyone, ever, thought that their mental healthcare had been good then they must be wrong. That seems overly paternalistic to me.

All that said, there is something admirable, and rare, about a paper which explicitly addresses the underlying conceptual model of recovery. By connecting recovery to a two factor model of disability and then addressing the consequences of this for what people do and should value, Hopper provides a model which is distinct from a conventional biomedical model.

Hopper, K. (2007) ‘Rethinking social recovery in schizophrenia: What a capabilities approach might offer’ Social Science & Medicine 65: 868–879

Thursday, 21 February 2013

Essex Autonomy Project Summer School 2013


The Essex Autonomy Project is pleased to announce details of the Autonomy Summer School 2013, which will take place at the University of Essex on the 4 – 6 July 2013.

The Summer School is a three-day training course aimed at frontline professionals and researchers who face issues surrounding autonomy and mental capacity. The programme focuses on the key areas of:

The Legal Terrain
The Philosophical Terrain
Capacity Assessments
Best Interest Decision-Making
Deprivation of Liberty
Paternalism and Coercion

Teaching on the Summer School programme will be provided by staff from the Essex Autonomy Project and guest practitioners and there will be a dedicated ‘clinic’ time for exploring dilemmas in practice. The Autonomy Summer School is designed for professionals in medicine, psychiatry, social care, policing, law, researchers and students.

Fees: £650 – residential place
£495 – non-residential place

Further details of the Autonomy Summer School, including an on-line application form, are available on our website: http://autonomy.essex.ac.uk/summer-school

Tuesday, 12 February 2013

Bootstrapping normativity?

A work in progress...

In a post a couple of years ago, I expressed some suspicion of Hannah Ginsborg’s conception of primitive normativity. If I understand her, the idea is to locate a position which helps account for how concepts can be learnt and is poised thus between a merely dispositional account (which leaves too much of a gap still to be crossed to achieve full conceptual mastery) and a fully conceptual grasp (which begs the question of concepts can be learnt). The middle ground is a notion of ‘primitive normativity’:

“primitive normativity”: very roughly, normativity which does not depend on conformity to an antecedently recognized rule. [ibid: 233]

‘Conformity to an antecedently recognized rule’ corresponds to full blown conceptual normativity according to which:

the child says “42” after “40” because she recognizes, although without being able to put that recognition into words, that she has been adding two and that 40 plus two is 42. Her sense of the appropriateness of what she is saying thus derives from her recognition that it fits the rule she was following: a rule which she grasps, even though she is unable to articulate it. [ibid: 238]

Primitive normativity involves less than that. But it involves more than the merely reliable dispositional reactions of a suitable trained parrot.

unlike the parrot, [the child]... does not respond “blindly” to her circumstances. Even though she does not say “42” as a result of having grasped the add-two rule, nor a fortiori of having “seen” that 40 plus two is 42, she nonetheless “sees” her utterance of “42” as appropriate to, or fitting, her circumstances. [ibid: 237]

So even though the child lacks full blown conceptual mastery, she has a sense of appropriateness, fitting or belonging which merits the label ‘normativity’. Ginsborg gives a second example of sorting coloured objects before acquiring determinate colour concepts:

As she puts each green object in the designated box, it is plausible that she does so with a sense that this is the appropriate thing to do. She takes it that the green spoon “belongs” in the box containing the previously sorted green things and that the blue spoon does not, just as the child in the previous example takes 42 and not 43 to “belong” after 40 in the series of numerals. But her sense of the appropriateness of what she is doing does not, at least on the face of it, depend on her taking what she is doing to accord with a rule which she was following, for example, the rule that she is to put all the green things in the same box. For her grasp of such a rule would presuppose that she already possesses the concept green. [ibid: 235]

The objections to full blown conceptual normativity and to dispositionalism are clear (which is not to say I agree with them). What is less clear to me is just how primitive ‘primitive normativity’ is. My worry stems from a potential difference between two comments Ginsborg makes:

1: ‘she lacked any conception of what her saying “42” after “40” had in common with her having said “40” after “38”’ [ibid: 234 italics added]

and

2: ‘Rather, it seems plausible to imagine her insisting, with no less conviction than a child who was able to cite the add-two rule, that “42” was the right thing to say after “40”: that it “came next” in the series, or “belonged” after 40, or “fit” what she had been doing previously’ [ibid: 234 italics added]

The former states that the counting child has no conception of what one move has in common with a previous move. The second allows for the possibility of some conception that the next move fits or belongs (ie does have something in common) with the previous one in context. The latter allows for a conception albeit a local one. I am unsure which Ginsborg believes.

‘No conception’ primitive normativity

Before setting out why a local conception is a satisfactory thing to hold to, it is worth seeing whether there is reason to think Ginsborg believes in the more minimal version. One passage which might prompt it runs:

The utterance, from her point of view, is not appropriate to the context in virtue of its conforming to a general rule which the context imposed on her, for example, the add-two rule. Rather, she takes it to be appropriate to the context simpliciter, in a way which does not depend for its coherence on the idea of an antecedently applicable rule to which it conforms. [ibid: 234-5]

Now one way to interpret the phrase ‘antecedently applicable rule’ is a context-independent specification of a rule. In the context of a mathematical series, that is a plausible way of cashing out full blown conceptual normativity. And hence its rejection might allow for a demonstratively specified merely local conception of the demands of a rule. But it might be taken to mean, and hence to rule out, any conception. If so, the context imposes a sense of what move belongs with previous moves, of what next move is right, independently of any conception the child has of what she is doing. The way the quotation continues adds to this impression:

This is not to deny that the normativity depends on any facts about the context, since the appropriateness of “42” depends on her having recited that particular sequence of number words. But it is to deny that her claim to the appropriateness of “42” depends on her recognition of a rule imposed by the context in virtue of the relevant facts, or a fortiori on her recognition of “42” as a correct application of the rule. [ibid: 235]

The picture is thus one in which facts about the context external to the child’s conception of the demands of the rule make normative demands. The context of having counted up to 40 makes saying ‘42’ appropriate independently of her conception of what she is doing. ‘42’ belongs to what has gone before, is normatively connected to it, but she does not recognise that this is the demand that the rule makes.

A second paragraph provides a distinct argument for the no conception view if that is wedded to the idea of a local conception of what going on in the same way is.

the child’s recognition of similarity is not sufficient to account for her taking herself to be going on appropriately. She must not merely take herself to be going on the same way; she must also take it that going on the same way is the appropriate thing to do in the context, which is to say that she must grasp a rule with a content like go on the same way or do the same thing you were doing before. We are thus left with the problem of how to account for her grasp of this rule... [ibid: 240]

The argument is that grasp of what sameness comprises (and I am going to suggest that this is merely expressible demonstratively as going on like this) is insufficient for knowing how to continue. One would need to grasp the further rule that one should go on in the same way, that this is what the relevant normative demand is.

There is something to this. There seems little prospect of factoring grasp of a rule into grasp of sameness plus grasp that sameness is what one ought to aim at. As Wittgenstein stresses, sameness or agreement is internal and relative to the particular rule. Thus grasp of the rule and grasp of what agrees with it, what is relevantly the same in virtue of according with the rule, goes hand in hand. But this point applies equally to what Ginsborg does make explicit: that the child grasps that the next move fits, belongs or is appropriate to the context. Those notions are equally insufficient for going on correctly. (A rule could dictate that the next move should stand out from rather than fitting what has gone before.)

Objections to ‘no conception’ primitive normativity



An alternative: local conception normativity