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- Hjörne, Eva, 1956, et al.
(författare)
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Reconstituting the ‘ADHD-girl’: Accomplishing exclusion and solidifying a biomedical identity in an ADHD class.
- 2015
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Ingår i: International Journal of Inclusive Education. - Routledge : Taylor & Francis. - 1360-3116 .- 1464-5173. ; 19:6, s. 626-644
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Tidskriftsartikel (refereegranskat)abstract
- In this study, we explore what happens to young people labelled as having attention deficit hyperactivity disorder (ADHD) after they have been excluded from mainstream class and placed in a special class. More specifically, we focus on how a specific disability identity is locally accomplished and ascribed to a girl placed in an ADHD class containing only boys. Data are drawn from the communication books that regularly passed between the parents and teachers, and from ethnographic work in a special class for children aged 7–12 years diagnosed with ADHD, during a period of one school year. We draw on ethnomethodology, especially membership categorisation analysis, when investigating unfolding trajectories of shifting identifications during a school year. The detailed analysis reveals that the girl is accomplished as capable of managing her life in school at the beginning of the year, but by the end is constructed as disabled and identified as a typical ADHD girl in very subtle ways in the teacher's communication with the parents. Furthermore, our analysis highlights how the process of exclusion and social identification of the girl as a typical ADHD girl is mutually constructed and achieved across classroom activities in everyday schooling contexts.
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- Evaldsson, Ann-Carita, 1958-, et al.
(författare)
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Protecting interactional spaces : Collusive alignments and territorial arrangements of two-against-one in girls' play participation
- 2020
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Ingår i: Journal of Pragmatics. - : ELSEVIER. - 0378-2166 .- 1879-1387. ; 155, s. 163-176
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Tidskriftsartikel (refereegranskat)abstract
- This study uses a multimodal interactional approach to investigate how a group of three girls organizes their play participation to protect interactional spaces and relevant play territories from the intrusion of a third party. A multimodally organized play trajectory is constructed from video-recordings of everyday play activities in a Swedish preschool setting. Drawing on Goffman's (1971) work on interactional space and participation (as developed by C. Goodwin & M.H. Goodwin, 2004; Mondada, 2013) the analysis investigates the participants use of different communicative modalities and the material environment to establish alignments (or not), and to control and monitor one another's actions in situated play activities. It is found that the three girls form collusive alignments of two-against-one through talk-in-interaction (ignoring and rejecting requests for access), bodily arrangements (gaze, bodily postures, touch) and manipulations of play objects. The girls' territorial claims gradually change over time from direct verbal (denials, accusations, bald imperatives) into physical confrontations (holding, pushing, hitting) in regard to different spatial and material features within the different play activities. The findings shed light on how embodied processes of social exclusion develop as children protect interactional spaces and build exclusive friendship dyads, and the difficulties in establishing a three-party constellation. (C) 2019 Elsevier B.V. All rights reserved.
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- Aarsand, Pål, et al.
(författare)
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Om media literacy-praktiker i barns vardagsliv
- 2013
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Ingår i: Literacy-praktiker i och utanför skolan. - Stockholm : Gleerups Utbildning AB. - 9789140684455 ; , s. 41-63
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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- Abrahamsson, Emma, 1978-
(författare)
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Att formulera problem i barnpsykiatriska samtal
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The present study explores problem-formulation processes in Swedish child and adolescent psychiatry (Sw. Barn- och ungdomspsykiatri, BUP), drawing on an ethnomethodological conversation analytic approach to institutional talk. Data consists of video and audio recordings of 15 initial assessments, one therapeutic contact (six sessions) and one neuropsychiatric assessment (12 sessions), with children and adolescents aged 10 to 17. Shorter sequences as well as longer processes spanning several sessions are analyzed. While much prior research has examined caregiver-clinician interaction in cases involving younger children, the present study explicitly focuses on the child as an active participant.The analyses of the initial assessments demonstrate how children resist caregivers’ problem formulations by presenting alternative versions of these formulations that draw on their in-depth knowledge of their own everyday life. Clinicians’ strategies of orchestrating the talk in these sequences are shown to be critical in balancing children’s and caregivers’ relative epistemic status. In the therapeutic interactions, the analyses focus on how the participants use reported speech as an interactional resource to illustrate problematic communication patterns in the family, to model alternative courses of action, and to communicate therapeutic change. In these encounters, the child takes an active role in the process of problem formulation. Finally, neuropsychiatric assessment interactions are analyzed with a focus on the clinical sense-making process through which a shared understanding of the child’s problems is negotiated in initial and concluding phases of the contact.Through attending to clinical sense-making in negotiations between adolescents and caregivers, the study provides nuance to the image of medical interaction as primarily characterized by tensions between contrasting life-world and medical perspectives. The concluding discussion addresses how knowledge claims and conflicting versions of psychiatric problems are managed in multi-party interactions, as well as how boundaries between normality and deviance are negotiated in processes of interaction.
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