Working to Feel Better or Feeling Better to Work? Discourses of Wellbeing in Austerity Reality TV

By focusing on discourses within the ‘cultural economy’ of reality TV, the following considers the wider positioning of waged labor as essential for mental health during a period of austerity. The findings suggest that discourses of mental health and wellbeing construct figures of a ‘good’ welfare-recipient as one who achieves wellbeing through distancing themselves from the welfare state and progress toward waged work. Framed within the landscape of ‘psycho-politics’, wellbeing and unemployment are arguably entangled to legitimize current welfare policy, placing responsibility on individuals for economic and health security and dissolving concerns over austerity’s systemic impact

How parents build a case for Autism Spectrum Disorder during initial assessments: “We’re fighting a losing battle”

Integral to the diagnosis of autism spectrum disorder (ASD) is the initial assessment through which the existence of a ‘problem’ is first ascertained. Despite this, there remains limited research on this early part of the diagnostic pathway. In this paper, we utilised conversation analysis to examine relevant issues in relation to the practitioner-family interactions that take place within this initial assessment context. Our findings illustrated that parents typically first raised the possibility of the presence of an ASD diagnosis through ‘building a case’, which professionals were then able to ratify or negate. Further, we found that the assessments unfolded sequentially and clinical decisions were typically reached through a distinctive pattern of interaction. These findings have important implications for clinical practice, including for the study of ASD assessments and diagnosis

Children's claims to knowledge regarding their mental health experiences and practitioners' negotiation of the problem.

The objective was to identify how children's knowledge positions were negotiated in child mental health assessments and how this was managed by the different parties.The child psychiatry data consisted of 28 video-recorded assessments. A conversation analysis was undertaken to examine the interactional detail between the children, parents, and practitioners.The findings indicated that claims to knowledge were managed in three ways. First, practitioners positioned children as 'experts' on their own health and this was sometimes accepted. Second, some children resisted this epistemic position, claiming not to have the relevant knowledge. Third, some children's claims to knowledge were negotiated and sometimes contested by adult parties who questioned their competence to share relevant information about their lives in accordance with the assessment agenda.Through question design, the practitioner was able to position the child as holding relevant knowledge regarding their situation. The child was able to take up this position or resist it in various ways.This has important implications for debates regarding children's competence to contribute to mental health interventions. Children are often treated as agents with limited knowledge, yet in the mental health assessment they are directly questioned about their own lives

Reflective interventionist conversation analysis

© The Author(s) 2020. A distinction has been drawn between basic (pure) conversation analysis (CA) and applied CA. Applied CA has become especially beneficial for informing areas of practice such as health, social care and education, and is an accepted form of research evidence in the scientific rhetoric. There are different ways of undertaking applied CA, with different foci and goals. In this article, we articulate one way of conducting applied CA, that is especially pertinent for practitioners working in different fields. We conceptualise this as Reflective Interventionist CA (RICA). We argue that this approach to applied CA is important because of its emphasis on the reflective stance that is valuable to an understanding of research data, its commitment to collaboration with practitioners, and its inductive style. In this paper, we outline the core premises and benefits of this approach and offer empirical examples to support our argument. To conclude, we consider the implications for evidence-based practice

Apocalyptic public health: exploring discourses of fatness in childhood ‘obesity’ policy

Recent‘ obesity’ preventions focus heavily on children, widely regarded as the future of society. The National Child Measurement Programme (NCMP) is a flagship government programme in England that annually measures the Body Mass Index (BMI) of children in Reception (aged 4–5) and Year 6 (aged 10 –11) in order to identify ‘at risk’ children and offer advice to parents. Using Foucauldian discourse analysis this study explore show discourses within the programme construct fatness. The NCMP materials contain three key interrelated themes (concerning the hidden threat of ‘obesity’, the burden of ‘obesity’, and bodies that pose a greater risk) that combine to construct a ‘grotesque discourse’ of apocalyptic public health. ‘Obesity’ is constructed as a social and economic catastrophe where certain bodies pose a greater threat than others. We argue that this discourse has the potential to change health service policy in markedly regressive ways that will disproportionately impact working-class, Black, Asian, and mixed race families

Discursive methods and the cross-linguistic study of ASD: a conversation analysis case study of repetitive language in a Malay-speaking child

In this chapter Mohamed Zain and colleagues provide an account of formulaic and repetitive language produced by a preschool-aged Malay-speaking child with mild ASD. Using conversation analysis (CA), they consider the functions of a repetitive expression, ‘apa tu’ (‘what’s that’), that was used frequently by the child across two 30-minute dyadic play sessions. By positioning the analyses against existing ASD-relevant findings about interactions involving English-speaking participants, the authors reflect upon the possibilities offered by CA for cross-linguistic research about diagnosed individuals

Recognition and language in low functioning autism

The hypothesis that a pervasive impairment of declarative memory contributes to language impairment in low functioning autism (LFA) was tested. Participants with LFA, high functioning autism (HFA), intellectual disability (ID) without autism, and typical development (TD) were given two recognition tests and four tests of lexical understanding. It was predicted that recognition would be impaired in the LFA group relative to the HFA and TD groups but not the ID group, and that recognition would correlate with lexical knowledge in the LFA group but none of the other groups. These predictions were supported except that the HFA group performed more similarly to the LFA group than expected, a finding interpreted in terms of selectively impaired episodic memory