This paper offers a multimodal perspective on how identities are performed and negotiated in discourse, concentrating on the interaction of language and body language within a particular genre, Youth Justice Conferencing. These conferences operate as a diversionary form of sentencing in the juvenile justice system of New South Wales, Australia. Typically, they involve a young person who has committed an offense coming face to face with the victim of their crime, in the presence of family members, community workers, police, and a conference “convenor.” We conduct close, multimodal discourse analysis of the interactions that occur during the Rejoinder step in a particular conference, and investigate an “angry boy” identity enacted by two young persons at this point in the proceedings. This persona is very different to the forthcoming and remorseful persona idealized by conference designers. The role of body language in intermodally proposing and negotiating bonds within the conference is explored.
Youth justice conferencing is one of a number of programs which have been introduced into western legal systems in recent years, typically under the banner of a ‘restorative justice’ reform movement. These conferences bring young people (who have admitted their guilt), victims and other parties into a face-to-face meeting in which the impact of the offence and possible reparative actions are discussed at length. In this paper, based on field observations and transcripts, we report on our preliminary efforts to analyse the generic structure of conferencing, focusing in particular on the accounts given by young people of their offending behaviour. The flat ideational focus of these accounts and the absence of an ongoing prosody of evaluation make them quite unlike the personal recounts typically produced by young people and, while seemingly appropriate to the context of a youth justice conference, also create a genre identity for the young person which may be at odds with the expectations of other conference participants (and indeed theorists of restorative justice) who are looking for signs of sincerity and remorse from the young person.
River J, Ivory K, Grace Under Pressure: a dramabased approach to tackling mistreatment of medical students, Med Humanities. Published Online: October 8, 2016October 8, , doi: 10.1136October 8, /medhum-2016 Grace Under Pressure: a drama-based approach to tackling mistreatment of medical students Scott KM, Berlec Š, Nash L, Hooker C, Dwyer P, Macneill P, River J, Ivory K (2016) AbstractA positive and respectful learning environment is fundamental to the development of professional identities in healthcare. Yet medical students report poor behaviour from healthcare professionals that contradict professionalism teaching. An interdisciplinary group designed and implemented a drama-based workshop series, based on applied theatre techniques, to help students develop positive professional qualities and interpersonal skills to deal with challenges in the healthcare setting. We piloted the workshops at the University of Sydney in 2015. Attendees completed evaluation questionnaires and participated in a focus group or interview. Of 30 workshop attendances, there were 29 completed questionnaires and three participants attended a focus group or interview. Workshop activities were rated as 'very good' or 'good' by 21/22 (95.5%). Thematic analysis of qualitative data highlighted the rationale for participation (to deal with bullying, prevent becoming a bully, learn social skills), workshop benefits (express emotions, learn about status dynamics and deconstructing personalities, empathy, fun), challenges (meeting participants' expectations, participants' need for further practice) and implications for medical education (need to develop awareness of others' perspectives). Our research has shown that there is momentum to challenge mistreatment in medical education. While a multipronged approach is needed to generate systemic change, this pilot offers a positive and creative innovation. It helps students improve their interpersonal skills and sense of self to deal with challenges in the healthcare setting, including mistreatment.
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