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Collins, Farrah. "Notions of 'difference' in counselling psychology : a discourse analysis." Thesis, University of Roehampton, 2012. https://pure.roehampton.ac.uk/portal/en/studentthesis/notions-of-difference-in-counselling-psychology(e1978762-0e73-4e6c-bf99-fc14b8036dd0).html.
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This thesis critiques and describes the prevalent discourses regarding notions of 'difference' in counselling psychologist's talk. Semi-structured interviews were conducted with eight participants and were tape-recorded, transcribed and analysed. Participants were asked to speak about notions of 'difference' in their counselling psychology practice. Transcripts were then coded and analysed using a critical discursive psychological approach which looked for prevalent interpretive repertoires, ideological dilemmas and subject positions. This critical discursive psychology approach seeks to employ a twin focus of discourse analysis, attending to both the micro and macro levels of interactions and constructions. The prevalent discourses were described and critiqued by the researcher. Analysis of transcripts provided a rich range of possible constructions of 'difference' and were then grouped into headings and subheadings and presented to the reader. These notions of 'difference' are explored in relation to counselling psychology practice and the impact that they may have on therapeutic relationships. Interpretive repertoires included constructions of where 'differences' originate, how dimensions of 'difference' were constructed, positive and negative constructions of 'difference', 'difference' in relation to notions of power and prejudice and finally professional discourses on 'difference'. This thesis addresses how important it is for counselling psychologist's to analyse the discourses and constructions available to them so that their clients' are facilitated in the therapeutic encounter and so that practitioners' constructions of 'difference' do not hinder therapy. This study contributes to highlighting the need for counselling psychology's continued commitment to anti-oppressive and anti-discriminatory practices.
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Rankoe, Matsheliso Xoliswa. "Exile identity : a discourse analysis." Master's thesis, University of Cape Town, 1999. http://hdl.handle.net/11427/13494.
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Bibliography: leaves 54-58.<br>This study focuses on the discourses of exile identity and the subjectivity of an individual born in exile. The study also focuses on the methodology used whereby, unlike traditional research where the researcher interviews subjects; in this case the subjects interview the researcher. 6 individuals from different backgrounds, who will be referred to as participants, were chosen, 2 male and 4 females, to interview the subject (1, the researcher). The participants interviewed the subject, exploring her exile identity. The resulting taped discussions were analyzed. A discourse analysis methodology is used to analyze the conversations. Four main discourses are outlined, which have sub-discourses within them. The main discourses are the political, territorial, patriarchy and language. These discourses were identified by their repeated occurrence in the research material. These four discourses appear to be pervasive and are indicative of exile identity as it emerges in the subjectivity of the subject. These discourses can not be generalized to exiles in general. Although discourses were similar across the texts, there were contradictory discourses that emerged. These seem to be as a result of the inter-subjective field, and the differences between the individuals that were conducting the interviews. Due to the fact that it was a different interviewer each time, this created differences, as different issues were highlighted in the stories that were told by the subject, due to a different interaction with the participant.
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Evans, Rob. ""Learning discourse" : learning biographies, embedded speech and discoursal identity in students' talk." n.p, 2001. http://dart.open.ac.uk/abstracts/page.php?thesisid=109.
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Crane, Lesley. "Knowledge and discourse matters." Thesis, University of Derby, 2015. http://hdl.handle.net/10545/576843.
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This work draws on the discipline of Discursive Psychology for a theory of language, shown to be all but absent in the organizational knowledge management literature, and a methodology for the study of discourse. Organizational knowledge sharing is selected as the topic of primary research for its accessibility to analysis, and because it is considered to be an underpinning action to new knowledge creation. The research approaches discourse as action-orientated and locally situated, as constructed and constructive, with function and consequence for speakers. Indicative research questions are concerned with the discursively accomplished phenomena of trust, risk, identity and context, how these are accomplished in rhetorical interaction and with what effect on organizationally situated knowledge sharing. Recordings of organizations’ everyday knowledge sharing meetings, as well as an online discussion forum, are analysed focusing on these four themes. Findings show them to be accomplished as speakers’ live concerns in knowledge sharing talk. It is claimed that trust, risk and identity, as contexts displayed and oriented to by speakers themselves, are tacitly and collaboratively accomplished actions, shown to be co-relational and influential to knowledge sharing scope and directions. A further claim is that the analysis of discourse for what contexts in general speakers invoke displays speakers’ orienting to trust, risk and identity. Limitations of the present study are discussed, along with speculated implications for knowledge management and future directions for research. This work aims to contribute to the field of knowledge management in three ways. First, in extending the directions that some scholars and practitioners are already indicating through focusing the interest of study on organizational discourse. Secondly, the study seeks to understand how tacit knowing, as a phenomenon invoked by speakers themselves, is accomplished and how it influences the scope and directions of knowledge sharing actions, and with what effect. Finally, it is claimed that the research provides some support for those theorists in the knowledge management field who promote the knowing how-knowing that formulation, and those who are critical of conventional knowledge management’s heavy reliance on technology to deliver its objectives.
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Marks, Deborah. "Discourse analysis and education case conferences." Thesis, Manchester Metropolitan University, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.335397.
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The psychological investigation of special education provision has traditionally followed one of two dominant approaches. The assessment oriented approach has been concerned with developing improved tools for evaluating educational attainment, such as intelligence testing. The child-centred approach has focussed on discovering educational needs in order to tailor educational provision to suit the specific child. The aim of this study is to challenge some of the assumptions behind both the assessment and the child-centred approaches. It argues that rather than focusing attention purely on the child, it is important to see the educational categories in case conferences as a product of historically produced social and psychological relationships. The first and second sections of the thesis offer a historical review of educational decision-making and a discussion of some of the different approaches to discourse analysis. The third section of the thesis traces the progressive development of the analysis of case conferences using a variety of theoretical frameworks. The first of these frameworks explores action-research. It involves an attempt to generate critical reflection in a case conference. The second framework is a group analytic one. This involves examining the way in which discursive categories such as 'caring', 'needy' and 'inadequate' are employed defensively and projected onto others by participants in the meeting. The third approach examines the way discursive categories employed in the case conferences produce various and changing conceptualizations of the child. The research does not attempt to analyse case conferences in general, but rather, explores some specific processes which have been identified in the meetings. An attempt is made to connect discursive and psychological processes in the group to the activity of doing research. The study does not offer secure guide-lines on 'how to improve case conferences' or on 'how to conduct a discourse analytic study of groups'. Rather, it speculates on some of the ways social groups and research of those groups becomes constituted. The notion that people in case conferences are propelled by purely individual motives, or are simply adopting roles or applying labels (although this may well be the subjective experience of participants) is contested. Rather, participants appear to be governed by a set of latent rules about what may be said, by whom and when. These rules shape the very subjectivity of participants and naturalize case conference debate, so that the 'solutions' suggested in the meeting appear as unavoidable and obvious outcomes of the discussion rather than being socially produced. From a Foucaultian perspective, procedures governing case conferences can be seen as 'conditions of possibility'. From a group analytic perspective underlying rules may be seen as 'basic assumptions'. The focus of the thesis is thus on understanding a series of 'unconscious' rules which constitute participants in education case conferences in relation to each other, shape research objectives and produce commentaries on the child.
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Chen, Yihua. "A discourse analysis of pro-anorexia webstie." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/13352.
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Includes bibliographical references.<br>Anorexia has the longest duration (5-7 years) of any Eating Disorders (Crow, Mitchell, Roerig, & Steffen, 2009) and the highest mortality rate (≥10%) among all psychological illness (Arcelus, Mitchell, Wales, & Nielsen, 2011). The person finds himself or herself unable to stop because it has become one’s identity. Recovery is seen as a process of drawing upon alternative positions to the anorexic voice and finding the “authentic” self (Weaver, Wuest, & Ciliska 2005). In recent years, pro - anorexia websites have emerged over the Internet. These websites have been criticised by health professionals for glamorising anorexia as a lifestyle choice, promoting unhealthy behaviours and normalizing, validating and reinforcing the person’s anorexic identity (Gavin, Rodham, & Poyer, 2008). Influenced by post - structuralist feminist theoretical framework, the present study employs Foucauldian discourse analysis as an analytic technique and examines the texts on the pro - anorexia website, the discursive constructions of anorexia and the (anorexic) body. The analysis revealed that there is no “authentic” self to be found. B y challenging or supporting multiple discourses, pro - anorexia users form positive subjectivities. The findings of this research also highlighted the repeated utilization of “pathologized” categories to claim and declaim the anorexic identity, to empower themselves and resist socio - cultural control. Paying attention to the socio - culturally specific discursive context in which anorexia arises and the potential benefit of pro - anorexia websites for health professionals, it allows more effective therapeutic interventions for those experiencing anorexia.
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Maskill, Louise. "Prediction in discourse : the problems and potential of qualitative forecasting in psychology." Thesis, University of Nottingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.394849.
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Sykes, Catherine Marie. "Health promotion : evaluation, discourse and practice." Thesis, City University London, 2001. http://openaccess.city.ac.uk/7782/.
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This dissertation for the Degree of Doctor of Psychology (Health) presents three pieces of work: 1) A Re-analysis of a Systematic Review of Psychological Interventions Used to Aid Smoking Cessation; 2) Evaluation and Discourse Analysis of the EC's Health Promotion Programme; 3) A consultancy case study: Evaluation of Educational Needs Assessment Methods Used in General Practices in Barking and Havering and Redbridge and Waltham Forest. The theme that ties these three pieces of work together is evaluation. The re-analysis of the systematic review of psychological methods for smoking cessation shows how errors can be made in evaluation and how different researchers can obtain different results in what is considered to be a method that reduces bias and produces an accurate picture of `evidence' to inform health policy and practice. The evaluation of the EC's Health Promotion Programme gives insight into a case study of an evaluation to inform health promotion policy at an European level. This piece of work presents the results of an independent evaluation. It highlights unexpected difficulties of drawing conclusions from data such as the practical problems of obtaining data and also the pressures that may come from the commissioners of evaluations. The discourse analysis of the Health Promotion Programme reveals how current discourses in health promotion may compel health promotion practitioners to carry out a certain type of evaluation in which in truth they may have little understanding or commitment. As a result, the practice of evaluation becomes a formality or ritual which is a burden to carry out. A panel of health promotion expert assessors found a lack of acceptable evaluation of projects that were funded by the European Commission. This suggests that if evaluation can be avoided, it will be. The same themes of lack of understanding, commitment and time for evaluation were unveiled in the case study. The consultancy case study evaluated educational needs assessment methods used in general practices. The use of evidence-based practice requires that practitioners understand how to evaluate research and incorporate it into their practice. This needs more emphasis in the education and training of health professionals. However there has been a move away from the more didactic approach to education in primary care to one of listening to people's needs and preferred methods of learning. At the same time the ubiquitous need to evaluate to find the best method prevails. This is regardless of obvious limitations to the interpretation of findings. In this case study, it seemed as though the evaluation was an after-thought, rushed to satisfy some other group higher up the hierarchy in the health authority. Similarly, the discourse analysis pointed to a situation in which the Commission's services are constructed as superior, thus leaving no mechanism to question their knowledge or ways of working. While there may be efforts on one level to encourage a two-way flow of information and knowledge, on another level, a construction of decision-makers as being superior means that information and knowledge only flow one way, top down. All three pieces of work have shown that practical limitations restrict the interpretation of evaluations. Lack of time, incomplete data, commitment and knowledge of evaluation revealed here lead to questions about the possibility and desirability of evidence-based health promotion. For evaluation to advance, there is a need for a better understanding of its purpose and for it to have more meaning for all of the stakeholders involved. This requires a rethink concerning evaluation methods in health promotion that recognise the restraints of evaluation and start inquiry from this premise.
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Harley, T. A. "Speech errors and models of planning discourse." Thesis, University of Cambridge, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.374440.
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Terras, Melody Mary. "Discourse roles : a mechanism to establish coherence." Thesis, University of Glasgow, 1997. http://theses.gla.ac.uk/3521/.
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Discourse comprehension involves more than just connecting and interpreting the individual words on the page. We need to establish not only the connections between the words, but also how the situation described in the text relates to our general knowledge. One of the main ways to achieve integration is by the process of anaphoric reference. Sometimes, the antecedent is explicit in the text, other times it is implicit. It is the ability to refer to implicitly introduced information that is explored in this thesis. How is implicitly introduced information represented so it can support subsequent reference? The proposal that implicitly introduced information is best conceptualised in the form of variables, termed Discourse Roles, is evaluated. It is proposed that Disclosure Roles contribute to the establishment of discourse coherence by functioning as antecedent sites for reference. The availability of antecedent role information was assessed with respect to Instrument Discourse Roles. By exploring the boundary conditions on the establishment of Instrument Roles, the conflicting empirical evidence for the encoding of implicit instruments is explained. It is necessary to establish the origin of Discourse Roles. Are they derived from the text, or background knowledge? The contribution of lexical and contextual information to the establishment of Instrument Discourse Roles was evaluated in a series of eye tracking experiments and Questionnaire tasks. "General Verbs" were used because their associated Instruments are context dependent: certain instruments will be used to perform actions in specific contexts. For instance, the instruments used to perform various acts of "cutting" will vary according to the context: "to cut cake" you would generally use a "knife", but "to cut hair" you would normally use "scissors". The questionnaire data demonstrated that "General Verbs" have a preference for a particular Instrument, regardless of context. The Default Instrument for "cut" is "knife". The relative contribution of lexical and contextual information was assessed by exploiting the conflict between lexically and contextually appropriate Default Instruments. i.e., if the verb "cut" is used in the context "cut hair" then the contextual and lexical default values conflict, "scissors" rather than "knife".
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Eaton, G. John. "Active voices : psychotherapy as discourse, rhetoric and conversation." Thesis, Lancaster University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246126.
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Goldberg, Brenda. "Humouring the subject : theory, discourse and situated comedies." Thesis, Manchester Metropolitan University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361976.
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Ivanova, Adelina Velikova. "Discourse processing during simultaneous interpreting : an expertise approach." Thesis, University of Cambridge, 2000. https://www.repository.cam.ac.uk/handle/1810/251740.
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Quintero, Gilbert A. 1964. "The discourse on drinking in Navajo society." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/289167.
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This dissertation adopts a discourse-centered approach to culture in order to explore the local meanings attached to alcohol and drinking in contemporary Navajo society. Against a backdrop of drastic cultural transformations, Navajo discourse reveals a wide range of accounts in which drinking is situated within the context of individual experiences and histories. Alcohol and drinking are connected to personal memories of important events, emotions, and relationships. Beyond the level of individual stories, these narratives help organize collective accounts of the Navajo as a people by providing comprehensive evaluations and commentaries on drinking. A number of collective meanings are embedded in narratives about alcohol that reference cultural sentiments and prominent moral values and offer a social commentary that defines what is, and is not, Navajo. Further insights are offered by an examination of aging-out, a salient pattern of Navajo drinking. Former problem drinkers who have aged out and no longer experience alcohol related difficulties offer narratives that frame drinking in certain set ways. The discourse on aging-out among the Navajo not only provides detail on a category of drinker that is largely ignored in accounts of Native American drinking but also illustrates some of the values and meanings attached to drinking cessation and personal change. The discourse of alcoholism treatment provides other understandings regarding Navajo conceptions of alcohol, including the character of this substance and the effect it has on people--especially Native Americans. Consideration of this set of discourse reveals insights into the treatment process as well as commentaries and evaluations of treatment effectiveness and other related issues. This study suggests that Navajo narratives of alcohol and drinking provide important idioms for expressing moral and self-identity, individual experience, collective history, and cultural degeneration. The discourse on drinking in Navajo society reveals a social world of polarization, contention, and intergenerational conflict.
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Michael, Michael. "Ordinary explanations as discourse : a critical analysis." Thesis, Durham University, 1986. http://etheses.dur.ac.uk/7059/.
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Extending recent advances in attribution theory, this thesis aims to develop and apply an analytic framework within which the social constitution of explanations might be better accommodated. To this end, Part I draws on three theoretical trends: generative social psychology; critical theory; and Foucauldlan discourse analysis. Respectively, these provide: the rationale for the critique of and the alternatives to orthodox social psychology, critical reflection on the social field, and the means to locate and analyze ordinary explanations. It is shown how: conventional cognitivist analyses tend to ignore the social contingency of explanations; intergroup theory cannot adequately deal with the influence of role; script theory does not address explanations' mediation of power. By contrast, the present thesis analyzes explanations in the context of numerous intertwined factors. Including role, intergroup and power relations, and institutional, representational and material influences. In this, role’. constituted in a network of discourses and practices, is the principal conceptual tool. Packaged with a repertoire of explanations, cognitions, identities and functions, role interacts with situational factors to shape explanations. It is suggested that, through their mediation of power, explanations serve to reproduce the explainer’s role and related roles and structures. Part II applies this approach to the explanation of rape. Detailed analysis of gender stereotypes, rape myths, the the professional, polemical and lay explanation of rape produced three ideal types: the dimensional, typological and schismatic. These served to tie particular explanatory forms to their corresponding frameworks of discourse/practice and to role. The function of such rape explanations was further explored with respect to 'traditional' and 'anti-sexist' male roles, and to the role of policeman- In the latter case, it was shown that explanations tended to distance rape from 'normal’ sexuality, thereby recursively conditioning the police role and its legal, organizational and cultural delineants.
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Sabnis, Sujay. "Cognitivism in School Psychologists’ Talk about Cultural Responsiveness: A Critical Discourse Analysis." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7919.
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Although there is an increase in publications on the topic of cultural responsiveness in school psychology, the research literature does not interrogate the discourse around cultural responsiveness and the modes of practices it enables. Using a preexisting dataset featuring interviews with 15 school psychologists, I analyzed the discursive formations characterizing the talk about cultural responsiveness. Data analysis using the critical discursive psychology framework illuminated the presence of cognitivism in participant talk. Critical discourse analysis drawing on Foucauldian theory of power effects revealed the ways in which cognitivism both enabled and constrained the discursive production of ‘culture’ and ‘cultural responsiveness’. Culture became a primarily cognitive concept (beliefs, values, and tendencies of various groups), and cultural responsiveness came to be a rational non-discriminatory form of decision making process oriented toward individualistic and micro-level forms of practices that had institutional sanction. Implications and recommendations for further research are discussed.
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Morgan, Gary. "The development of discourse cohesion in British sign language." Thesis, University of Bristol, 1998. http://hdl.handle.net/1983/f4b4bbd5-59d1-4321-8554-71d73a2bf461.
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Miles, Lesley Margaret Pears. "Masculinity, power, sexual negotiation and AIDS : a discourse analysis." Master's thesis, University of Cape Town, 1996. http://hdl.handle.net/11427/13490.
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Bibliography: leaves 57-63.<br>This study focusses on the relationship between masculinity, power, sexuality and AIDS. It examines how discursive positioning within discourses of sexuality and masculinity affects the way heterosexual men negotiate safer sex. Four groups of sexually active men aged 17-28 were constituted to discuss masculinity, sexual negotiation and AIDS. A vignette was used to prompt discussion. The resulting audio-taped leaderless men-only group discussions were analysed, using Hallway's interpretative discourse analysis, which draws on a. post-structuralist theory of discourse, especially as articulated by Foucault. In the accounts, it appeared that, firstly, the sexual drive discourse and male sexual drive discourse; and secondly, the discourses of sexual performance and potency, a.re the discourses offering subject positions which most directly impede the practice of safer sex. Negotiating safer sex interrupts· the impetus of the "passion" of the sexual drive. Further, it threatens the imperatives of successful "performance" which entail erection, penetration, ejaculation, and responsibility for the woman's orgasm. Rationalisations for avoiding negotiating safer sex were also offered within the discourses of mood-breaking, trust/mistrust, and stigma. Discourses present tended to embody a.n ideology of male dominance within the sexual sphere, reinforcing theories which suggest that gendered power relations in society present a. major stumbling block to safer sex. Although discourses were similar across the groups, there were contradictory discourses within the groups which were voiced by particular individuals. It is suggested that core requirements of HIV education for men would be, firstly, depictions of alternative versions of masculinity and images of sexual practice which incorporated shared responsibility and questioned the "naturalness" of dominant constructions of heterosexuality; and secondly, the provision of safe spaces in which men may be able to reflexively explore their own sexuality and begin to imagine new ways of experiencing sexual relationships.
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McLaughlin, Terence. "Psychology and mental health politics : a critical history of the Hearing Voices Movement." Thesis, Manchester Metropolitan University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311288.
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DiNardo, Jeff. "Eye Movement Desensitization and Reprocessing Clinicians' Discourse on Cultural Dynamics in EMDR Therapy." Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10748113.
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<p> The following study looks at how Eye Movement Desensitization and Reprocessing (EMDR) clinicians consider cultural dynamics within the EMDR treatment approach. A literature review provides the empirical foundation of EMDR treatment, a broad inquiry into general influences of cultural dynamics, and a review of the intersection of EMDR and culture in existing literature. In a mixed-methods approach, background information of EMDR clinicians and written responses to a composite case vignette allowed for the investigation into how 56 EMDR clinicians discuss cultural issues within their work. Participants were recruited via listservs maintained by EMDR communities in the United States, the United Kingdom & Ireland, and Israel. While a cluster analysis was able to create clusters emerging from participant data, these influences were minimal in the subsequent qualitative analyses. However, it is worth noting that the variables that emerged as important criteria for clusters included length of experience and national origin. Both are theoretically consistent with Vygotsky’s sociocultural theory, which underlies the rationale of the study. In the qualitative component of data analysis, the researcher employed basic interpretive design and discourse analysis methodologies. Basic interpretive results found multiple approaches ranging from deeming culture a non-essential focus of the work to considering how certain identity markers may affect the course of information processing in treatment. When culture was considered, the focus was typically on the client’s background as opposed to the clinician’s background. Discourse analysis suggested a number of potentially meaningful linguistic patterns including shifts between Germanic and Latinate word origins depending on perceived audience, shifts between active and passive voice depending on temporal relation to the traumatic event, and the personification of the brain as an active character in the treatment process. As an exploratory study, considerable follow-up research would be needed before concrete suggestions are implemented though the potential implications for EMDR training might include a more intentional review of language use and the preparation of multiple styles of communicating to increase resonance with a client’s worldview.</p><p>
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Dlodlo, Nobuhle. "Employability as a treatment goal? : a Foucauldian discourse analysis." Thesis, City, University of London, 2018. http://openaccess.city.ac.uk/19884/.
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The research aims to understand if the integration of psychological practice with social entrepreneurship can support individuals at risk for social exclusions enhance their employability, while enabling psychological professionals to remain sensitive to social justice. This appears challenging to do in state funded, institutional settings. There is limited evidence to support and explore such integration. However it has been noted that third sector settings can effectively accommodate socially just practice. In light of the above, Foucauldian Discourse Analysis is preliminarily applied to explore how social enterprises construct employability and to examine the implications for practice. The research study is concerned with social justice, with the contextual factors influencing psychological practice and with the integration of psychological practices and social entrepreneurship. The leaders of these social enterprises appeared to draw on discourses of neo-liberal citizenship and neo-liberal paternalism. They constructed employability using psychological constructions of motivation to internalise employability as an assumption and a responsibility of the individual. However, they also resisted aspects of these neo-liberal citizenship and psychological discourses to then integrate those discourses with economic and neo-liberal paternalistic discourses. This appeared useful in managing the aspirational and obliging tensions of their neo-liberal subject position. The participants’ constructions were effective in delineating the contexts and practitioners most appropriate for the implementation of employability enhancement interventions. This appeared to create particular implications for the practice. These implications in turn challenged the possibility of integrating psychological practice with social entrepreneurship. The findings of the analysis were contextualised with existing literature to explore the implications for social justice in integrating these practices to enhance client employability.
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Walster, Kerri L. "Dementia within the marital sphere : discourse, power & knowledge." Thesis, University of Essex, 2017. http://repository.essex.ac.uk/19229/.
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Introduction: This thesis completed a genealogical enquiry which considered how dementia has been conceptualised historically and contextually, plus the conditions that have allowed for the emergence of certain dementia discourses over others. It explored how dementia has generated biomedical, neuro, psychological, pharmaceutical, technological, charitable and academic forces that in turn, produce and maintain the power of these forces, plus the dominant biomedical model of dementia. It also examined the role of family and marriage in the context of dementia. Method: Drawing upon Foucault’s work and discourse theory, professionally produced leaflets from dementia assessment clinics and NICE (2006) guidelines for dementia were examined. Secondly, participants with diagnoses of Dementia (PWDD) and their spouse were interviewed either jointly or separately (ten participants in total). Ten transcripts were analysed from a discourse theory perspective. Results: The document analysis presented various discursive themes, which corroborated the findings in the transcript analysis. From the transcripts, nine main discourses were identified. For instance, ‘the feared fate’ constructed the inescapability of dementia in old age relating to dementia facts and figures. ‘Pay no mind’ involved paying little attention to dementia and setting dementia talk aside. ‘The biomedical truth of dementia’ depicted professional technologies as ‘truths’ supporting the biomedical origins of dementia. Spouses with and without diagnoses of dementia tended to adopt dissimilar discourses, resulting in spouses monitoring and correcting PWDD and PWDD’s resistance. Marriage discourses constructed the importance of marriage and the need to overcome trials and tribulations. Discussion: Unexpected findings in the data were strongly gendered discourses, plus, where spouses without dementia were positioned in the role of the ‘informal professional’ yet also ‘the confessing patient’. Marriage discourses appeared to be complimentary in making marriage a natural sphere for caring. Biomedical discourse on dementia was effective in self-management of dementia ‘signs’ and electing ‘ethically bound’ spousal support, effective as a modern form of power where there are limited societal resources.
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Sherratt, Susan Mary. "Oral discourse : right brain damage, demographic variables and sampling effects." Thesis, University College London (University of London), 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.271163.
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Cox, Nicholas P. G. "Ideas and action : emergence of technical innovation and financial discourse." Thesis, University of Oxford, 1992. https://ora.ox.ac.uk/objects/uuid:3ab9bd55-c966-4314-9efa-ad9038f4b633.
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This thesis investigates how people's ideas lead to technical innovations, and looks at the problems and setbacks along the way. The research uses data gathered from two major case-studies, several minor ones, and from a wide range of potential sources of finance for innovation. The majority of this data was obtained through free-format interviews with the people involved, although one of the major case-studies used personal letters to access an innovation at the turn of the century. This demonstrated the utility of 'historical' data for management research. The orientation is qualitative and interpretive, but the thesis demonstrates the utility of a rigorous and procedural approach to data and analysis in accomplishing its interpretation. Four distinct discourses, or world-views, emerge from the data, and a framework comprising these is proposed to aid understanding of innovation. This tentative model encompasses the agency and actions of individuals together with their social systems, and follows Giddens in seeing the former as recursively implicated in reproducing the latter. The model allows the progress of an innovation to be charted through the four discourses. The argument of the thesis is sensitive to recent anthropological and sociological uses of ideas drawn from Saussure's structural linguistics. French structuralist developments of these ideas, particularly those of Derrida, are used to investigate problems with the proposed fourdiscourse model of innovation. Derrida allows a more complete synthesis of structure and process than Giddens; his complex ideas thus enable a better explanation of the observation that people involved in innovation can apparently talk within all four discourses at once without excessive anxiety.
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Hall, John. "'Race' and silence : the discourse of reticence." Thesis, University of Warwick, 2006. http://wrap.warwick.ac.uk/4092/.
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My understanding of 'race' and racism in Britain is that it is discussed variously. Sometimes it steals the headlines as when Stephen Lawrence was murdered (Macpherson 1999). Yet at other times there is a preference not to mention the subject at all. Public discourse on 'race' and racism can be reticent. Why is this? Is 'race' a difficult subject of conversation? The first chapter of this thesis examines the roots of 'race'. In Chapter Two the silence and silencing at a public level but also in everyday interaction becomes the focus. Difficult conversations are considered. The dynamic of reticence and fluency in the discourse of 'race' is explored and conceptualised with reference to the limited material in the literature on the silence and silencing of 'race' discourse. This raises the question as to who is responsible for silence; and, whose interests, if any, might be served. Chapter Three presents a real world enquiry - the Swapping Cultures Initiative in Coventry and Warwickshire; involving over 1,000 children and young people that took place mainly between 2002 and 2004. It reveals that a significant proportion of participants (3 8.1 %) experienced bullying, racism, or being picked on, based on their cultural background, and that these issues are difficult matters for conversation (38%). What is revealed is both the complexity of the participants' identities and the subtle and sophisticated ways in which their cultural backgrounds are managed through conversation. What then does silence mean when the subject is 'race'? Certainly it is nuanced and complex. Chapter Four provides a series of concluding reflections on 'race' and silence, identifying the major factors when seeking to understand and address 'race' issues in their local context. It places centrally the 'discourse of reticence' as a significant, hitherto underestimated, element when considering the prevailing and pervading presence of 'race' and racism.
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Gaitan, Alfredo. "Aggressive interaction understood through discourse : episodes, accounts and narratives." Thesis, University of Southampton, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.330220.
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Stiff, Charlotte. "A discourse analytical study that explores the discursive constructions of therapeutic practice within educational psychology." Thesis, University of Sheffield, 2013. http://etheses.whiterose.ac.uk/4449/.
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This Discourse Analytical (DA) study explores the discursive constructions of therapeutic practice within educational psychology. These constructions are taken from the perspective of fifteen Educational Psychologists (EPs) who are new to the profession. Drawing on data from four focus groups, comprising of three to four participants, I used Discursive Psychology (DP) to analyse the psychological themes emerging from participant talk. My analysis indicated that five interpretative repertoires were used to talk about therapeutic EP work. These included: ‘therapeutic-asskilled’,‘therapeutic-as-eclectic’, ‘therapeutic-as-threatening’,‘therapeutic-as-limited’ and ‘therapeutic-as-emerging’. A number of discursive devices such as disclaiming, excusing and blaming were also used. Participants were able to take up varying subject positions in relation to therapeutic practice, presenting themselves as both passive and active agents. When talking about therapeutic work participants positioned themselves as confused, reluctant and unconfident; as well as valuable, skilled and motivated practitioners. I concluded that the relational aspects of therapeutic EP practice are as important as the technical aids or tools used to facilitate this type of work. I have suggested that the uncertainty that exists around therapeutic work might reflect the uncertainty of participants’ emerging EP identity. My research indicates that EPs, who are new to profession, have the sufficient agency to negotiate therapeutic practices with educational psychology. However, this will require further investment from leaders within the profession.
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Apostle, Demetry Paris. "Exploring the use of the construct homonegativity in gay white men's discourse." Thesis, Saybrook Graduate School and Research Center, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3594256.
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<p> The effects of homonegativity for same-sex attracted individuals in the United States can lead to serious physical and/or mental health problems, affecting more than 9 million lesbian, gay, bisexual, and transgender (LGBT) individuals. While research into LGBT issues has been undertaken in earnest since the 1970s, there has been little examination on the role of homonegativity for gay men, nor the types of support that would be helpful to combat the effects of homonegativity. This qualitative study explored the lived experiences of homonegativity among gay White men in the San Francisco Bay Area. Participants were recruited through the use of convenience sampling, snowball sampling, and strategically placed posters in locations frequented by gay men. The 12 participants were between the ages of 29 and 81 and identified as gay men who had experienced at least one significant gay relationship. The research questions explored these men's perceptions and experiences of homonegativity and its impact upon various aspects of their lives. Data were collected through semi-structured interviews and thematic analysis utilized to identify relevant themes and interpretations. Participants acquired new knowledge and meaning through the exposure and discussion of in-depth concepts of homonegativity. They also identified experiences that included internalized, interpersonal, institutional, and cultural homonegativity. Ten prominent themes emerged from this study. Among them were: prescriptive gender role compliance; a general unease with being gay; experiences of bullying, verbal and physical attacks; workplace discrimination; religious exclusion and discrimination; the effect of negative media portrayals of homosexuality; and experiences of governmental discrimination. Seven themes emerged from an exploration of homonegativity, prominent ones were: lack of family support, safety concerns, experiences of homonegativity from their partners, and an acknowledgement that homonegativity impacts their relationships. Participants reported that the process of being exposed to new and expanded concepts of homonegativity created insight into how homonegativity operates in their lives and relationships. Implications for clinical practice and future research are discussed.</p>
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Verrijdt, Andrew. "A proposed typology for paedophilia: a grounded theory analysis of online discourse." Doctoral thesis, Faculty of Humanities, 2019. http://hdl.handle.net/11427/30849.
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Child sexual abuse (CSA) is a human rights issue of interest to both science and society. Many CSA offenders are paedophiles. It follows that a thorough understanding of paedophilia is apposite. Unfortunately, there is disagreement in the literature about paedophilia. This may be because the group is not homogenous. To address this, studies have attempted to construct typologies. However, these suffered from methodological limitations including participant-dishonesty, difficulty in maintaining participant anonymity, small sample sizes and the tendency of clinicians to influence data. The current study attempts to address these. It examines a population of self-identified paedophiles who operated under a high degree of anonymity on a pair of websites (the “Pedophile Support Community”, and “Hurt 2 the Core”) that were hidden on the “dark internet” and accessible only via the anonymizing web browser “TOR”. The study qualitatively analyses participant discussions. Using the principles of grounded theory, it attempts to describe, compare and contrast the two sites’ users, with a view to identifying taxonomic distinctions. Most members of the first site used the platform to construct an identity, using cognitive distortions, that was more favourable to them than the one imposed by society. This was largely informed by the notion that child sexual abuse needn’t be harmful. Others eschewed child sexual abuse, preferring to satisfy their urges by viewing indecent images of children. These subtypes contrast to those who occupied the second site, who sought to enact both paedophilic and sadistic fantasies. The attitudes and actions of the sites' participants led to the construction of a proposed typology of potential child abusers. A distinction between ‘pedosexuals’ and ‘pedosadists’ is proposed. Whilst both are attracted to children, the latter is specifically aroused on the basis of violence (or thoughts of violence) against children, whilst the former explicitly is not. This distinction has implications for societal responses, vis a vis treatment, legal measures and theory.
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Wilbraham, Lindy Anne. "Confession, surveillance and subjectivity : a discourse analytic approach to advice columns." Master's thesis, University of Cape Town, 1994. http://hdl.handle.net/11427/7858.
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Bibliography: leaves 162-180.<br>This dissertation applies the theoretical ideas of Michel Foucault -viz. confession, surveillance and subjectivity - to advice columns from three South African women's magazines. An interpretative analysis effects of discourse, renders salient the relationship between knowledges, discursive practices, power and institutions. Using, as a standing point, Wendy Hollway's work on subject positioning of women in discourses concerning heterosexual relationship practice, the ways in which women are impelled to ""work"" in psychologized and medicalized ways to effect normalization in ""crises"" of ""physical attractiveness"" and ""monogamy"" are examined in advice texts. These technologies and practices produce rewards of power for Subjection, and these powers are critically discussed in terms of (a) ""liberal"" / ""humanist"", ''feminist'' and ""Foucauldian"" strategies of women's empowerment, and (b) the formal dynamics and constraints of advice columns.
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Roper, Ken. "National identity in a changing South Africa : a study of 'new' right discourse." Master's thesis, University of Cape Town, 1997. http://hdl.handle.net/11427/14090.
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Bibliography: 201-215.<br>This study considers the process of constructing a new South African national identity in the political discourse of the 'new' right-wing during the transitional period between 1990 and 1994. It is concerned with how speakers for the "new" Nationalist Party who were implicated in the production of national identity within the framework of an apartheid ideology discursively construct and reconstruct national identity during this period of transition. The focus is on key political speeches and interviews given by party leader F. W. De Klerk. National identity is approached from a social psychological perspective and the study argues for a theory of identity as discursively produced within a specific historical context and relations of power. Texts are analysed using a discourse analytic approach. The analysis considers the interpretative resources and discursive practices deployed in the constructive process. Particular attention is given to the rhetorical construction of the discourse and the argumentative context within which versions of identity are produced. An interpretative link is made between the results of this analysis and the positioning of speakers within ideology and relations of power. The analysis shows how the 'new' social category produced in this right-wing discourse is rooted in earlier representations of identity and is constructed to maintain earlier divisions and relations. Old and entrenched constructions of national identity, based in ethnicity, remain present in attempts to redefine an inclusive South African identity. A function of this construction is to speak to the right-wing as part of a strategy to manage negotiations.
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Du, Preez Mirike. "Constructing safety in scuba diving a discursive psychology study /." Diss., Pretoria : [S.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-09122005-152019/.
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Dolan, Terence. "Memory for spoken and written discourse in first and second language learners." Thesis, University of Nottingham, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.358222.
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Madill, Anna Louise. "Developing a discourse analytic approach to change processes in psychodynamic-interpersonal psychotherapy." Thesis, University of Sheffield, 1996. http://etheses.whiterose.ac.uk/10245/.
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This thesis develops a discourse analytic approach to change processes in psychotherapy and addresses the question: 'how does change occur in psychodynamicinterpersonal psychotherapy? '. An extended rationale for utilising discourse analysis (Potter & Wetherell, 1987) is provided by way of a detailed deconstruction of an alternative stage model approach as represented by the assimilation of problematic experiences scale (Stiles, Elliott, Llewelyn, Firth-Cozens, Margison, Shapiro, & Hardy, 1990). Discursive analysis is then applied to the study of three cases of psychodynamic-interpersonal psychotherapy selected from the Second Sheffield Psychotherapy Project (Shapiro, Barkham, Hardy, & Morrison, 1990). Cases were selected on the criterion of client Beck Depression Inventory scores; two successful cases and one unsuccessful case of therapy. Analysis focuses on a resolved client-specified problematic theme from each of the successful cases, and on an unresolved theme from the unsuccessful case. Findings suggest that the pattern of change promoted by psychodynamicinterpersonal psychotherapy is (1) the identification of a problem internal to the client, and (2) accomplishing an account of this problem implicating an external attribution of blame. Further research is required to assess the generalisability of this, pattern and whether clients co-operating with such accounts are more likely to be helped by this form of therapy than those who do not. Specific rhetorical strategies utilised in negotiating and legitimating such accounts are identified and linked to the protocol of psychodynamic-interpersonal psychotherapy and the three stages of problem (re)formulation established by Davis (1984,1986). Findings are discussed in relation the connection between therapy processes and the moral sphere, particularly in relation to the negotiation of rights and obligations, responsibility and blame. Moreover, discursive psychology is offered as a means of facilitating the development of research on depression and attribution. Conceptualising accounts as occasioned versions of the world, rather than as verifiable descriptions of states of affair, speculation is made regarding the therapeutic utility of matching clients' preferred problem accounts with the preferred accounts implicit in therapeutic rationales.
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Wolfenstein, Cecilia. "(Re)Constructions of identity following traumatic brain injury : a discourse analysis." Thesis, City, University of London, 2017. http://openaccess.city.ac.uk/17407/.
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Traumatic brain injury (TBI) can cause a wide range of challenging and persistent difficulties, including disruption of normal cognitive, behavioural, emotional and physical functioning. TBI can also increase the risk of psychological and social problems. Personality disturbance, loss of sense-of-self and change in identity are key issues following brain injury and will constitute the main focus in this study. Eight individuals who acquired TBI between eight and 37 years prior to the study were interviewed. The text was analysed using two different theoretical approaches. Foucauldian discourse analysis (FDA) was used to explore how people with TBI (re)construct identity within their society and culture. The aim of using this perspective was to focus deeply on the social constructions of health, disability and illness, which have particular relevance for rehabilitation. The study also focused on the role of subjective experience of the individual and subject positionings within discourses. The analysis distinguished 33 discourses, which were conceptualised and integrated under five discourse themes: ‘identity in relation to disability and invisibility’, ‘identity as rebirth and ongoing development’, ‘identity as awareness and uncertainty’, ‘identity in relation to perceived normality and social belonging’ and ‘identity in relation to independence, acceptance and recovery’. A second reading applied Frank’s illness narratives (restitution, chaos and quest) to the text, in order to take the analysis and interpretive work in a different direction by placing the participants’ accounts of identity within a broader meaning-making process. The findings support the social constructionist view of identity as a fluid and multidimensional construct. The analysis suggests that while subject positionings of disempowerment and helplessness were common, the subject positioning of dependence has a shifting nature. The findings of this study may inform how clients with TBI adjust and accept ‘new’ identities following their brain injury. Clinical implications are discussed in terms of how psychologists could use psychological approaches to provide opportunities for clients to access alternative, more empowering discourses and subject positionings.
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Perry, Katherine Lauren. "Constructing (dis)order : a discourse analysis of constructions of 'personality disorder' in British clinical psychology literature." Thesis, University of Surrey, 2007. http://epubs.surrey.ac.uk/872/.
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Starks, Shannon. "Moral Values in Moral Psychology? A Textual Analysis." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6067.
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What values, if any, is moral psychology based on with regard to what humans should be like? While the value-free ideal of science requires at least the bracketing of values in regards to the conducting of research and influence on its results, this investigation takes seriously the concerns of leading social psychologists that biases may influence the subdiscipline. Textual analyses of moral psychology's literature involving content analysis of codes and cultural discourse analysis of value themes illuminate values involving moral problems and moral goods that may inherently influence research at various levels. It is proposed that values are impossible to eliminate from moral psychological research and that a simple epistemic/nonepistemic value distinction is inadequate for deciding which values are appropriate. A norm of value disclosure to replace the norm of the value-free ideal is recommended.
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Challis, Elizabeth. "What can and cannot be said : discourses of spirituality and religion in clinical psychology." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/29000.
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Objective: To examine the discourses used by trainee and qualified clinical psychologists from the South West of England to manage discussions of spirituality and religion as they relate to clinical practice. Methods: Four focus groups were carried out with a total of 25 qualified and trainee clinical psychologists. Transcripts were analysed using discourse analysis. Results: Three key discourses were identified, giving insight into how cohorts of qualified and trainee clinical psychologists manage discussions of these difficult topics. These were: balancing medical and therapeutic discourses, particularly when discussing psychosis and religious or spiritual beliefs; positioning and the Other, including religion and spirituality as a proxy for talking about race; and negotiating what can or cannot be said, principally when sharing personal views. Conclusion: Ensuring that clinical psychologists have an awareness of the different discourses in use within the profession and how these may impact practice is important. Explicit discussion of the medical and therapeutic discourses likely to arise across different settings should be encouraged, including how these can constrain discussions around difficult topics such as spirituality and religion, race, and sexuality. Training should equip psychologists to have an awareness of othering, particularly in relation to religion or spirituality and race, and the potential effects this could have on power and engagement in therapy and broader work.
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Rigné, Eva Marie. "Profession, science and state : Psychology in Sweden 1968-1990." Doctoral thesis, Sociologiska institutionen, Göteborgs universitet, Göteborg, Sweden, 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-51556.
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This dissertation consists of a case study of Swedish psychology during a specific period of time. It focuses psychology as a scientific discpline, as a professionalised occupation and as a cognitive resource for policy-making. From a general science studies perspective, it aims to provide a sociological and historical analysis of the development of psychological research, psychological practice and psychology's relation to social policy-making in key areas of the welfare state in general. The case study utilises discourse analysis, analysis of archival and documentary material, interviews and bibliometric analyses. It is argued that psychologists have changed their image from being primarily academics to being clinical practitioners whose expertise has moved from differential diagnostics to psychotherapy. Professional discourse has evolved similarly to that shown to be the case in other countries, drawing extensively on rhetorics of economics, humanitarianism and facilitation and control. A critical assessment of discourse analysis and constructionism is provided, arguing for a restricted application of constructionism in science studies. Further, professional action and organisation is analysed. It is argued that the professional project pursued by psychologists is characterised by power struggles within the profession, and is an outcome of adaptation to institutional demands stemming from the labour-market. It results in a pattern of professionalisation which deviates from what is hypothesised by much professionalisation theory. Psychology's role as a cognitive resource for social policy-making is analysed in relation to claims to decisive influence made by psychologists. It is argued that psychology has played a negligible role in key areas of policy-making. The case illustrates the politicisation of science rather than the scientization of policy-making. Finally, psychology's development as a a discipline is analysed. It is argued that the changes in the system of research and higher education illustrates the increasing influence of non-cognitive factors on disciplinary development. It has provided academic psychology with potential for growth but at the same time weakened its disciplinary core. Academic psychology has been more theoretically and methodologically diverse than is usually claimed, but a rivalling knowledge ideal to the traditional academic one has been introduced by sectorial research policy.
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Levett, Ann. "Psychological trauma : discourses of childhood sexual abuse." Doctoral thesis, University of Cape Town, 1989. http://hdl.handle.net/11427/17128.
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Bibliography: pages 334-360.<br>There are difficulties with the ways in which childhood sexual abuse and its consequences have been conceptualised and studied. This thesis takes a critical and reflexive approach in examining conventional, dominant ideas about psychological trauma following the sexual abuse or molestation of girls. The empirical and clinical literature in this area is reviewed, to contextualize two studies in the first part of the thesis. Case studies of three women who disclosed childhood sexual abuse as a major problem area in psychotherapy are presented within a psychodynamic framework; the therapeutic issues which emerge are ones common among women. A prevalence study of child sexual abuse experiences among a sample of university women students is then presented and compared with North American studies; the prevalence figure of 44% is discussed in relation to the methodology used, which was informed by feminist conventions of a supportive, non-intrusive group setting, providing educational input as a therapeutic intervention. Given that childhood sexual abuse is a common experience for girls, a conceptual analysis of psychological trauma is developed. In Part II of the thesis the methodology is informed by the importance of linking current ideas about ideology with language and social practices, in an investigation of themes of power/knowledge in relation to the issues raised in Part I. Verbal and written texts gathered from a group of women were subjected to discourse analyses. In the third study presented it is shown that the professional discourse concerning the traumatic effects of child sexual abuse is pervasive in discursive themes elicited from lay women. This is interpreted as an example of the production and reproduction of knowledge which perpetuates existing power structures (lay /professional; female/male; child/adult); anomalous themes are understood as agentic strategies of resistance. In the fourth study presented, discourse analysis of spoken and written texts collected from women showed the extent to which fears and anxieties about childhood sexual abuse affects the lives of girls and women in a South African sample, and the forms these fears take. Interpreted as discourses of female control, every girl is placed and has to place herself in relation to these discourses, in which she invests in various ways. The conclusion is that the individualization of specific events of sexual abuse obscures the everyday discourses and discursive practices which govern the lives of girls and women, against which they may struggle. These constitute aspects of the interpellation of female gendered subjectivity. The conflict areas and problems which bring women to therapy are related to being female in a particular socio-historical context, rather than to experiences of childhood sexual abuse.
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Yanda, Carina. "Fluency in narrative discourse in teacher education." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1654493251&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Juge, George Emory. "Left out: Exclusionary gender discourses in Swedish high school psychology textbooks." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33634.
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Syftet med examensarbetet är att identifiera diskursiva representationer av genus i tre olika läromedel som används i kursen psykologi 1 på gymnasienivå i Sverige. Metod och teori kommer primärt från diskursanalytiska traditioner och har även influerats av vissa feministiska teorier. Ur en systematisk läsning och kodning av text och bilder som finns i materialen visade sig tre teman: pronomen, normer och skillnad/avvikelse. Uppsatsen är en del av ett lärarprogram på avancerad nivå och analysens syfte var att hjälpa mig själv och andra lärare i psykologi, min specialisering, att utveckla normkritisk pedagogik och didaktik för att bidra till en bättre förståelse för utsatta människor hos våra elever. Resultatet var att de två psykologi kursböckerna Psykologi 1+2a (Levander och Levander, 2012) och Mänskligt (Bernerson och Cronlund, 2017) har adresserat normer inklusive normer kring genus och sexuell läggning, men har även cementerat normativa diskurser i dessa områden. Mänskligt har lyckats något bättre i att lyfta och applicera normkritik. Det tredje materialet Bryt! är inte en psykologi kursbok utan en handbok i normkritik som mestadels består av gruppövningar med syftet att främja förståelse för normer och deras konsekvenser. Min rekommendation är att använda Bryt! som komplement till en eller både av de analyserade kursböckerna i klassrummet för att erbjuda våra elever en djupare förståelse för hur normer, i synerhet cis/heteronormen, negativt påverkar psykisk hälsa hos utsatta populationer såsom HBTQIA+ personer.<br>The aim of this thesis is to identify discursive representations of gender in three different learning materials used in an introductory course to psychology on the high school level in Sweden. Methodology and theory come primarily from discourse analytical traditions and have also been informed by certain feminist theories. A systematic reading and coding of the text and images present in the materials led to the emergence of three themes: pronouns, norms, and difference. The thesis is a part of a degree in pedagogy, and the intended result of the analysis was to aid myself and other teachers of psychology, my specialization, in the development of norm critical pedagogy and didactics which foster a better understanding of marginalized people in our students. The findings were that the two psychology textbooks, Psychology 1 + 2a (Levander and Levander, 2012) and Mänskligt (“Human”) (Bernerson and Cronlund, 2017), have each addressed norms, including norms surrounding gender and sexual orientation, but have also acted to reify normative discourses in these areas. Mänskligt has done a somewhat better job of lifting and applying norm critique. The third material, Bryt! (“Break the Norm!”), is not a psychology textbook but a workbook in norm critique mostly consisting of exercises to be carried out in groups with the intention of facilitating understanding of norms and their consequences. My recommendation is to employ Bryt! as a supplement to the use of one or both of the analyzed textbooks in the classroom in order to offer our students a more thorough understanding of the ways in which norms, particularly the cis/heteronorm, act to negatively affect the mental health of marginalized populations such as members of the LGBTQIA+ population.
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Collins, Ronan. "'Client choice' : how some CBT therapists construct collaboration : implications for CBT and counselling psychology practice." Thesis, University of Roehampton, 2016. https://pure.roehampton.ac.uk/portal/en/studentthesis/client-choice-how-some-cbt-therapists-construct-collaboration--implications-for-cbt-and-counselling-psychology-practice(db45cd83-20bf-4c12-a917-256c04221ed1).html.
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Collaboration between therapist and client has been put forward as a core element of successful therapeutic encounters. There has been debate as to the nature of collaboration in cognitive behavioural therapy. In the UK this debate has intensified since the introduction of Increasing Access to Psychological Therapies (IAPT) in 2008 as CBT is the favoured therapeutic modality within IAPT. Collaboration in CBT has been conceptualised in dichotomous ways. From one perspective it is constructed in positivistic terms, in which the therapist implements manualised protocols with little consideration for the therapeutic relationship; from the other perspective collaboration is constructed in dialogic terms, in which therapist and client use CBT interventions to consider new meanings that the client deems to be relevant. The current study used a discourse analytic methodology to investigate how CBT therapists construct collaboration in their therapeutic practices. The aim was to explicate interpretive repertories that participants used in the construction of collaboration. Semi-structured interviews were used with 8 CBT therapists. Questions related to the arguments for and against the nature of collaboration in CBT. A client choice interpretive repertoire was used by all participants. It was constructed in various ways in line with either positivistic or dialogic perspectives or elements of both. Individual participants constructed client choice from both perspectives suggesting that the dichotomy in perspectives on collaboration in CBT may not be clear-cut. There is an implication for counselling psychology practitioners to reflect on their use of dichotomous perspectives to conceptualise their professional identities.
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Williams, Charles Henry. "Challenging the boundaries of academic discourse." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1835.
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This thesis suggests other ways of helping students resist blind submission to the discourse of the university. The primary objective is to discuss meaningful ways of transforming composition classrooms into counter hegemonic cultural environments where students can critically examine the complications of cultural dynamics and power relations within the communication process.
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Gazi, Yakut. "Discourse indicators of culture in online courses." [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-1304.
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Sandfield, Anna. "Relationship status and identity construction in heterosexual women: A discourse analytic and personal construct study." Thesis, Aston University, 2003. http://publications.aston.ac.uk/12258/.
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This thesis reports the findings of three studies examining relationship status and identity construction in the talk of heterosexual women, from a feminist and social constructionist perspective. Semi-structured interviews were conducted with 12 women in study 1 and 13 women for study 2, between the ages of twenty and eighty-seven, discussing their experiences of relationships. All interviews were transcribed and analysed using discourse analysis, by hand and using the Nudist 6 program. The resulting themes create distinct age-related marital status expectations. Unmarried women were aware they had to marry by a ‘certain age’ or face a ‘lonely spinsterhood’. Through marriage women gained a socially accepted position associated with responsibility for others, self-sacrifice, a home-focused lifestyle and relational identification. Divorce was constructed as the consequence of personal faults and poor relationship care, reassuring the married of their own control over their status. Older unmarried women were constructed as deviant and pitiable, occupying social purgatory as a result of transgressing these valued conventions. Study 3 used repertory grid tasks, with 33 women, analysing transcripts and notes alongside numerical data using Web Grid II internet analysis tool, to produce principle components maps demonstrating the relationships between relationship terms and statuses. This study illuminated the consistency with which women of different ages and status saw marriage as their ideal living situation and outlined the domestic responsibilities associated. Spinsters and single-again women were defined primarily by their lack of marriage and by loneliness. This highlighted the devalued position of older unmarried women. The results of these studies indicated a consistent set of age-related expectations of relationship status, acknowledged by women and reinforced by their families and friends, which render many unmarried women deviant and fail to acknowledge the potential variety of women’s ways of living.
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Rankin, James Edwin Jr. "The conspiracy theory meme as a tool of cultural hegemony| A critical discourse analysis." Thesis, Fielding Graduate University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10260497.
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<p> Those rejecting the official accounts of significant suspicious and impactful events are often labeled conspiracy theorists and the alternative explanations they propose are often referred to as conspiracy theories. These labels are often used to dismiss the beliefs of those individuals who question potentially hegemonic control of what people believe. The conspiracy theory concept functions as an impediment to legitimate discursive examination of conspiracy suspicions. The effect of the label appears to constrain even the most respected thinkers. This impediment is particularly problematic in academia, where thorough, objective analysis of information is critical to uncovering truth, and where members of the academy are typically considered among the most important of epistemic authorities. This dissertation tracked the development and use of such terms as pejoratives used to shut down critical thinking, analysis, and challenges to authority. This was accomplished using critical discourse analysis as a research methodology. Evidence suggesting government agents were instrumental in creating the pejorative meme conspiracy theorist was found in contemporary media. Tracing the evolution of the conspiracy theory meme and its use as a pejorative silencer may heighten awareness of its use in this manner and diminish its impact. </p>
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Summers, Marcia. "Assimilation and Accommodation in Family Discourse: A Longitudinal Analysis." DigitalCommons@USU, 1989. https://digitalcommons.usu.edu/etd/5988.
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Assimilative behavioral strategies provide continuity through maintenance of similarities, traditions, and interactions, while accommodative strategies result in social innovation through the creation of new modes and interactive patterns (J. Block, 1982; J . H. Block, 1983). It was hypothesized that females would show assimilative discourse patterns through the maintenance of conversational topics, while males would show accommodative patterns through more frequent changes in conversational topic, and that the roots of this pattern lie in family conversation. Nineteen families were videotaped at one month, four months, and four years following the birth of their second child. Results showed that gender-differentiated use of assimilation and accommodation was more true for sibling dyads than for the parent-child relationship.
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Anthonissen, Lise. "An exploration of the gendered discourse in the talk of female facilitators of a wilderness programme." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6462.
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Thesis (MA)--University of Stellenbosch, 2011.<br>ENGLISH ABSTRACT: This study focuses on discourses in the talk of female facilitators of a wilderness programme. The specific interest is whether and how beliefs and assumptions regarding gender permeate their conceptions of wilderness. This study explored how gender may influence the ways in which wilderness excursions are implemented, and sought to identify discourses that may reinforce male stereotyping of the realm of wilderness. It also aimed at assessing if and how wilderness experiences challenge or perpetuate gender stereotypes.
The research design comprised an ethnographic approach and took the form of a case study. The particular group - or case - being studied was the female wilderness facilitators at Usiko, a non-governmental organisation in the Western Cape that offers programmes for youth-at-risk. Wilderness excursions form a crucial component of these programmes, which draw on the natural environment as a means of promoting healing and personal growth. The epistemological base on which the study rests is social constructionist feminism. There was thus a specific focus on the ways in which participants used language to construct meaning in relation to their lives.
Data was gathered through six individual interviews and a focus group discussion. It was then analysed and interpreted using a discourse analytic approach. Findings indicated that participants have ambivalent views on gender and gender roles, and associate it with both disadvantages and benefits. This ambivalence was reflected in the ways in which participants both resisted – and seemed to perpetuate a discourse of male privilege. Beliefs and assumptions about gender were furthermore reflected in the implementation and facilitation of wilderness camps, and in the ways in which women conceptualise wilderness. One the one hand, wilderness was constructed as a place where pressure to conform to gender roles is significantly less than in an everyday urban environment. This view of wilderness opens up opportunities for utilising wilderness as a place where gender stereotyping might be challenged. However, a second view of wilderness constructed it as a masculine domain. This view was influenced by the assumption that masculine characteristics, such as autonomy, leadership, risk-taking and physical strength, are needed to participate in outdoor-based activities. In this view, wilderness becomes a place where gender stereotypes are perpetuated. This also reflected in the ways in which separate camps for adolescent boys and girls are structured. This view of wilderness, as well as the accompanying practices on wilderness camps which reinforce this view, could close down possibilities for utilising wilderness experiences as a means of challenging gender stereotyping.<br>AFRIKAANSE OPSOMMING: Hierdie studie is gerig op diskoerse in die taalgebruik van vroulike fasiliteerders van „n wildernis program. Daar word spesifiek gekyk na of - en hoe oortuigings en aannames betreffende geslag, opvattings oor wildernis deurdring. Hierdie studie het die maniere waarop geslag die uitvoer van wildernis uitstappies mag beïnvloed ondersoek, en het beoog om diskoerse wat die stereotipering van wildernis as ‟n manlike gebied versterk, te identifiseer. Dit het ook beoog om vas te stel of – en hoe wildernis ervaringe geslagstereotipes uitdaag of voortsit.
Die navorsingsontwerp behels „n etnografiese benadering en maak gebruik van ‟n gevallestudie. Die spesifieke geval wat bestudeer is, is die vroulike wildernis fasiliteerders by Usiko, ‟n organisasie in die Wes-Kaap wat programme vir hoe-risiko jeugdiges bied. Wildernis uitstappies vorm ‟n kritieke deel van hierdie programme wat gebruik maak van die natuurlike omgewing as ‟n manier om genesing en persoonlike ontwikkeling aan te moedig. Die epistemologiese basis van hierdie studie behels ‟n feministiese, diskoers analitiese benadering. Daar was dus ‟n spesifieke fokus op die maniere waarop deelnemers taal gebruik het om betekenis in verband met hul lewenservaringe te konstrueer.
Data is ingesamel deur ses individuele onderhoude en „n fokus groep bespreking. Daarna is dit analiseer en interpreteer deur middel van diskoers analise. Die bevindinge dui daarop dat deelnemers ambivalente oortuigings betreffende geslag en geslagsrolle koester. Dit bevat vir hulle beide voordele en nadele. Hierdie ambivalensie kon opgetel word in die maniere waarop deelnemers ‟n diskoers van manlike voorreg beide ondersteun en uitgedaag het. Oortuiginge en aannames betreffende geslag is ook weerspiëel in die ontwerp en fasilitering van wildernis kampe, en in die maniere waarop die vroue wildernis konseptualiseer.
Aan die een kant is wildernis gekonstrueer as ‟n plek waar daar aansienlik minder druk is om in te val by geslagsrolle, as wat daar in ‟n alledaagse, stedelike omgewing is. Hierdie indruk van wildernis skep die geleentheid om die wildernis te benut as ‟n plek waar geslagstereotipering uitgedaag kan word. ‟n Tweede opvatting van wildernis konstrueer dit egter as „n manlike gebied. Hierdie opvatting word beïnvloed deur die aanname dat tipies manlike eienskappe, soos die van onafhanklikheid, leierskap, risiko-onderneming en fisiese krag, benodig word om deel te neem aan buitelug aktiwiteite. Met hierdie opvatting word die wildernis ‟n plek waar geslagstereotipes versterk word. Hierdie opvatting word verder weerspieël in die maniere waarin aparte kampe vir meisies en seuns ontwerp is. Hierdie idee van wildernis, sowel as die bykomende gebruike wat dit versterk, beperk die moontlikhede wat die wildernis kan bied om geslagstereotipes uit te daag.
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Heenan, Mary Colleen. "The application of discourse analysis to a feminist psychodynamic psychotherapy group for women with eating disorders." Thesis, Manchester Metropolitan University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361972.
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