Counselling in a Discursive World

Corcoran, Tim

doi:10.1007/s10447-007-9031-z

Cited by 7 publications

(4 citation statements)

References 20 publications

(18 reference statements)

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“…Within a social constructionist framework, our narratives actively help to create multiple realities and emerge from unique lived experiences. Respecting how individual narratives develop requires an explicit acknowledgement of the discursive and embodied nature of experience, both recognised as important features of a social constructionist stance (Corcoran, 2007).…”

Section: Methodsmentioning

confidence: 99%

Compassion fatigue and resilience: A qualitative analysis of social work practice

Kapoulitsas

Corcoran

2014

Qualitative Social Work

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Compassion fatigue is a term used to describe behaviour and emotions experienced by those who help people who have experienced trauma. It is viewed as a potential consequence of stress related to such exposure and is understood to be influenced by the practitioner's empathic response. The aims of this study were to obtain greater understanding of social workers experience of working with distressed clients; examine what develops personal, professional and organisational resilience; and explore ways in which workers can be better protected from compassion fatigue. The research design was qualitative using semi-structured interviews involving six social workers presently working with distressed clients or clients known to have experienced distress. Four major themes were identified using thematic analysis: (i) the complexities of social work, (ii) supportive and unsupportive contexts, (iii) promoting personal well-being/selfprotection and (iv) resilience as a changing systemic and complex process. The findings provide important insights into the participants' experiences of working with distressed clients and, more specifically, their experience of compassion fatigue and stories of resilience. The research provides clear direction for future research at organisational, educational and interpersonal levels.

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Section: Methodsmentioning

confidence: 99%

Compassion fatigue and resilience: A qualitative analysis of social work practice

Kapoulitsas

Corcoran

2014

Qualitative Social Work

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“…Guidance approaches employ techniques and discourses that are fairly recent and originate in Western culture (Corcoran, 2003, 2007). Among these techniques negotiation first gained a strong foothold in the family (Beck, 1997; Cunningham, 1995; Vanderbroeck and Bouverne-De Bie, 2006).…”

Section: Discussionmentioning

confidence: 99%

Thinking differently about guidance: Power, children’s autonomy and democratic environments

Millei

2011

Journal of Early Childhood Research

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This article critiques guidance approaches to discipline, that are employed in early childhood environments with an aim to create democratic environments for children, and as part of ‘good’ practices. Advocates of guidance claim that this is a more humane or democratic approach to discipline that empowers children, and therefore, power in the classroom appears as more equalized or distributed. The author adopts a particular perspective in the field of educational psychology by using Foucault’s conceptualization of power and confession (1981). This analytical context opens up avenues to problematize guidance’s claims about the nature of teacher–child power relations, and children’s autonomy. Guidance is then re-read as a subtle, often invisible way of regulation, that sheds new light on a particular kind of autonomy children are allowed. The article concludes with an emphasis on the necessity to be vigilant with guidance. Vigilance is needed to keep in sight that guidance is a discourse that positions subjects in power relations and its quest for democracy is a part of its discourse with power implications rather than its ultimate goal.

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“…In 2005, Moore challenged EPs to, begin to reflexively and reflectively question our own beliefs, and knowledge regarding our practice … and consider those aspects of practice … which legitimise certain ways of understanding, whilst also potentially subjugating others. (Moore, 2005, p. 113) This critical position would enhance the ethical and egalitarian principles espoused in the profession whilst also beginning to deconstruct and reconstruct versions of the world (Burr, 2003) which could underlie new forms of action (Corcoran, 2007). The dynamic nature of constructions of sexuality revealed in this study indicates that EPs could lead in co-constructing alternative discourses (Plummer, 2004) which destabilise rather than unwittingly legitimise existing practice.…”

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confidence: 82%

Educational psychologists’ constructions of sexuality and the implications for practice

Marks

2012

Educational Psychology in Practice

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Despite an underlying inclusion agenda, sexuality equality remains a low priority in education. Review of literature suggests the marginalization of sexual minority young people (SMYP) in schools. This study explores educational psychologists' (EPs') constructions of sexuality and the implications for practice. Discursive psychology was used to analyse semi-structured interview data from seven EPs. Multiple and context-dependent constructions of sexuality emerged from the study. The research suggested that participants oriented to the need to maintain a non-prejudiced position and managed tensions of accountability using rhetorical strategies and interpretive repertoires. Conclusions centre on the need for reflexive practice to challenge taken for granted assumptions regarding sexuality in education and psychology communities.

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Counselling in a Discursive World

Cited by 7 publications

References 20 publications

Compassion fatigue and resilience: A qualitative analysis of social work practice

Compassion fatigue and resilience: A qualitative analysis of social work practice

Thinking differently about guidance: Power, children’s autonomy and democratic environments

Educational psychologists’ constructions of sexuality and the implications for practice

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