Allen Ch 3.3 Combining and Crossing Rubrics
- Two sets of remedies can be combined in the case of small similar rubrics, counts as one rubric : combining rubrics
- The union of two sets
- Comparing two rubrics and using only the remedies present in both, repertorizing them as if one rubric had been used: crossing rubrics
3.3.1 Combining
- Cough, Burning, chest, in // Chest, Pain, burning, cough during
- one very small rubric with one larger one, combining remedies to improve your chances of listing the best remedies for this symptom
- On repertorization sheet write both rubrics with a plus sign between them
- if there is a difference in grade for a remedy in both rubrics, you make the choice to emphasize or de-emphasize
- being cautious suggests using the lowest grade
- Combining rubrics expands your possible field of choice
- You can combine two- four or more rubrics
- Useful when multiple rubrics could apply
- Useful when you have a few small rubrics that, when grouped together, describe symptom
- Evens out the rubric set if you have several large rubrics and one small one- the small one might be combined with a larger one so that when you repertorize the small one does not get more weight than it deserves
- This technique widens the playing field of options
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3.3.2 Crossing
- Crossing two rubrics involves taking only those remedies listed in both rubrics
- This technique narrows the playing field of options
- This can save you time and cut down on repertorization work, allows you to focus more narrowly
- This may not work well with small or medium sized rubrics, but is a help for rubrics that have hundreds of remedies in them
- On repertorization sheet write both rubrics along with an 'X' to indicate they were crossed
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3.3.3 Sample Case with Crossing and Combining
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3.3.4 Veterinary Notes
- Crossing rubrics for different parts of the body (stomach rubrics with either eye or nose)
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3.4 Selection of Rubrics
3.4.1 Goal: Rubrics Set Describes the State of the Patient
3.4.2 Prioritizing the Information in a Case
What needs to be healed in order for this person to reach a homeostatic state of balance and feedom?
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4.3.2.1 What is not useful?
Eliminate the common and ordinary symptoms, anything that is not a key feature.
Remove names of diseases.
Pay attention to how the patient exhibits the symptoms of the disease, rather than the diagnostic label
3.4.2.2 What is the most useful?
SRPs
3.4.2.3 What is left?
Remaining are neither most unusual nor most common.
Some may be saved for confirmation symptoms.
3.4.2.4 Why Not Repertorize Everything: Totality Approach to Repertory
Time consuming, does not prioritize if you utilize everything equally.
You must pick the Boulders.
3.4.3 Identifying Key Features of the Case
Repetition
SRP
Conflict (ex: desiring things which are bad for them, like spicy food w/IBS)
Etiology
Recent Change from 'Normal'
Oddly Explained Symptoms
Life Threatening Symptoms
3.4.3 Repertory Contra-indications
Symptoms are not good candidates if they are common symptoms characteristic of physical pathology that have no individualizing etiologies, sensations or modalities.
Avoid:
- Symptoms Modified by Meds
- Ambiguous Symptoms
- Conjecture Symptoms
- Historical Symptoms
- Irrelevant-but-easy-to-repertorize Symptoms
3.4.5 Translation to a Rubric
Once key features are determined, look for one or two rubrics that describe each of those features.
Look at small vs. large remedy rubrics.
Keep true to what the patient said, ideally verbatim.
Rubrics with large remedy sets are intimidating, even when they may be the best choice.
Stick with the individualizing features of the case, select reasonable rubrics, and staying within a limited set of 4-8 rubrics.
3.4.6 Veterinary notes
Animals like small children cannot report their experience. Observation is key. Give priority to symptoms which are the most limiting to the animal.
It is important to match bone to bone and organ to organ, making sure that you have the correct anatomy for specific symptoms when you find rubrics.s
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3.5 Covering the Case
Make sure rubric set covers evenly the set of symptoms and does not weight too heavily in any specific area.
3.5.1 Proportion
Each of the features should be fairly represented in proportion to their importance to the case.
3.5.2 Variety of Body Systems
Ensure that rubrics cover a variety of body systems. Too much emphasis on mental or physical symptoms will also slant the rubrics and resulting set of remedies.
3.5.3 Rubric Set Case Example
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3.6 Focusing on the Center of the Case
The core or center of gravity is the most limiting factor in the person's health.
Is it on the physical or mental level?
On the mental level is the greatest limitation in thinking (mental) or feeling (emotional)?
Is there an evident etiology?
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3.7 Case-taking Impacts Repertorization
Individualization of a case often arises in modalities, sensations, and locations of symptoms.
The burden for obtaining data rests with the practitioner.
Useful to start with the location of the symptom.
Get specific nature of the pain, or particular sensation.
Determine any modalities for the symptom.
Concomitants add another dimension- ask what has changed since onset of symptom.
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3.8 Repertorizing Acute Cases
Verify that it is an acute case, rather than a recurrent or seasonal appearance (something with a history, a repetition).
Repeatedly ask whether or not a symptom has begun or changed since the onset of the acute condition.
Address only symptoms of the acute illness.
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3.9 Repertorizing Chronic Cases
Focus will be longer term for chronic cases.
Could use majority of general symptoms in repertorization.
Another technique is to put extra weight on mental symptoms.
Some focus on modalities.
Some focus on more recent events.
Large general rubrics are often helpful.
The bottom line is that all of these techniques help, and none is infallible. You may need to combine approaches, and different cases will call for different types of analysis.
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3.10 Common Mistakes
Short cuts!
3.10.1 Seeing only Bold Type Remedies
3.10.2 Seeing only Remedies you Know
3.10.3 Deliberately Choosing small rubrics
3.10.4 Can't Give it if it's Not in this Key Rubric
3.10.5 Heavy Reliance on Easy Rubrics
3.10.6 Remedy I Want to give is in This Rubric!
3.10.7 Rubrics for People, not Pathology
Look at your value judgements of 'healthy' or 'normal' prior to selecting a rubric
3.10.8 Rubrics in the Practitioner's Case
3.10.9 Reading Your Bias into a Rubric
3.10.10 Rubrics based on Assumptions
3.10.11 Reaching for the Repertory too Soon
3.10.12 Giving a Remedy because it Repertorized Well
3.10.13 Rubrics Covering Part of the Case
3.10.14 Choosing LOTS of Rubrics
3.10.15 Repertorizing an Inadequately Taken Case
3.10.16 Giving up in Frustration