Discursive Psychology

Wiggins, Sally; Potter, Jonathan

doi:10.4135/9781526405555.n6

Cited by 39 publications

(64 citation statements)

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“…The strand utilized in the current dissertation borrows methodologically from CA by conducting systematic studies of talk-in-interaction, using detailed transcriptions inspired by Gail Jefferson (2004;see also Potter, 2012). However, while CA focuses on systematic use of language for the structure of social life (Hutchby & Wooffitt, 2008), DP is particularly interested in issues of psychology and the construction of local discourse (Wiggins & Potter, 2007). For example, as one of the foundational works in DP, Jonathan Potter and Margaret Wetherell's Discourse and Social Psychology (1987) explores participants' construction of social categories, and, for example, accounting for dispreferred responses.…”

Section: Discursive Psychologymentioning

confidence: 99%

“…how participants make sense of utterances around mental state, for example "I think" or "I feel" (Edwards & Potter, 1992;Potter, 1996;Wiggins, 2017;Wiggins & Potter, 2007). The current dissertation takes an interest in psychology in the form of literacy and how aspects of literacy are constructed through text and talk.…”

Section: Discursive Psychologymentioning

confidence: 99%

“…These perspectives have been used to investigate different phenomena, such as Initiation-Response-Evaluation (or IRE) sequences (McHoul, 1978;Mehan, 1979), how teachers and pupils utilize repair sequences (Macbeth, 2004;McHoul, 1990;Schegloff et al, 1977), and demonstrations of pupils' and teachers' social and academic competence (Edwards & Mercer, 1987, 1989Heinemann, Lindström, & Steensig, 2011;Mehan, 1979;Melander, 2012;Melander & Sahlström, 2010). Building on some of these analytical perspectives, and generally following the analytical methodology of DP (Potter, 2010;Wiggins, 2017;Wiggins & Potter, 2007), the current dissertation investigates aspects of literacy as participants' constructions of social action.…”

Section: Analysing Classroom Talk With Discursive Psychologymentioning

confidence: 99%

“…As participants talk, they perform social actions (Hepburn & Potter, 2008;Potter, 1996Potter, , 2010Potter & Edwards, 1999;Wiggins, 2017;Wiggins & Potter, 2007), and other participants can be considered to respond in different ways to previous talk, performing actions of their own. Sacks et al (1974) call this the next-turn proof procedure (see also Garfinkel, 1984;and Mehan, 1979).…”

Section: Analysing Classroom Talk With Discursive Psychologymentioning

confidence: 99%

“…Här förutsätts inte att det sagda "finns" på något objektivt sätt i någon sorts inre medvetande, utan det centrala är den konstruktion som görs i samtalet tillsammans med övriga deltagare. Detta teoretiska perspektiv möjliggör undersökandet av literacy-aspekter genom hur de används av deltagare som sociala handlingar (Wiggins & Potter, 2007). Avhandlingen använder sig av DP för att undersöka aspekter av literacy, och hur detta konstrueras i klassrumsinteraktion.…”

Section: Social Interaktion Och Diskursiv Psykologi I Klassrummetunclassified

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Framing Education: Doing Comics Literacy in the Classroom

Wallner¹

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Section: Discursive Psychologymentioning

confidence: 99%

Section: Discursive Psychologymentioning

confidence: 99%

Section: Analysing Classroom Talk With Discursive Psychologymentioning

confidence: 99%

Section: Analysing Classroom Talk With Discursive Psychologymentioning

confidence: 99%

Section: Social Interaktion Och Diskursiv Psykologi I Klassrummetunclassified

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Framing Education: Doing Comics Literacy in the Classroom

Wallner¹

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‘The Golden Question’. Addressing supervisee self‐care in clinical supervision

Seabrook

2022

Couns and Psychother Res

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Objectives The purpose of this study was to explore how supervisee self‐care is, or is not, addressed in the clinical supervision of counsellors and psychotherapists. The aims of the study were as follows: (1) to analyse the process and dialogue used to address supervisee self‐care in clinical supervision; (2) to explore supervisee and supervisor experiences and understanding of how self‐care is addressed in clinical supervision; and (3) to investigate how addressing supervisee self‐care can be enhanced or maintained and how this can be implemented into training and practice. Method Four established supervision dyads with experienced practitioners took part. Twelve supervision sessions were analysed using a discursive psychology approach to discourse analysis. Participants were then interviewed; the data were analysed using interpretative phenomenological analysis. Results The findings from the discourse analysis demonstrate how discourse can enhance or limit addressing self‐care. The findings from the analysis of the supervisor interviews resulted in the following superordinate themes: ‘I am here’, ‘Where are you?’ and ‘We're the instruments’. The findings from the supervisee interviews resulted in two superordinate themes: ‘Me, myself and I' and ‘You and I'. Conclusions There is an interplay between the experience of the supervisor and supervisee and the dialogue used to address self‐care in clinical supervision. The implications for practice and training are discussed via ‘The Golden Question’ that encapsulates the findings.

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“Hammered down on every side” versus “just being positive”: A critical discursive approach to health inequality

Anderson

Gibson

2017

Community & Applied Soc Psy

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Socio‐economic and health inequality are strongly linked and are increasingly perpetuated by discourses of individual responsibility. However, little research from a critical discursive perspective has addressed how people affected themselves may account for this relationship. This research examined the ways in which people who are in debt, unemployed, or in insecure, minimum‐wage employment construct health and negotiate identities around it. Data from semistructured interviews with 6 participants were analysed and 3 main interpretative repertoires were identified: a medical repertoire of health as a lack of illness; health as adopting the “right” behaviours and attitudes; and health as being heavily influenced by external factors, such as income and life circumstances. The analysis focuses on how participants managed the tension between these latter 2 repertoires by adopting various subject positions around health: that it is “slipping” away from them; that it requires motivation; and that it is unattainable. Underpinning this is a “common‐sense” idea of health as something that is worked towards through culturally approved actions and attitudes.

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Discursive Psychology

Cited by 39 publications

References 0 publications

Framing Education: Doing Comics Literacy in the Classroom

Framing Education: Doing Comics Literacy in the Classroom

‘The Golden Question’. Addressing supervisee self‐care in clinical supervision

“Hammered down on every side” versus “just being positive”: A critical discursive approach to health inequality

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