Problems of Dostoevsky's Poetics

Abstract

Background Collaboration has become a cornerstone for healthcare practice in recent decades resulting in the efforts at international and national levels to integrate the concept into healthcare practice and services. However, there is a paucity of research delineating strategies for professionals to apply in collaborative practice with clients in general as well as in mental health and substance abuse (MHSA) care. Methods The method applied in this paper is a form of qualitative meta-synthesis referring to the integration of findings from multiple qualitative studies within a program of research by the same investigators. Eighteen empirical papers with the focus on community MHSA practice and recovery-orientation with relevance to the service user-professional relationship in MHSA practice were included in this meta-synthesis. Results Three types of processes of collaboration specified by meta-themes were identified. The meta-themes of the interactive-dialogical process type include (a) maintaining human relationship, (b) walking alongside, (c) information sharing, (d) seizing the present moment, (e) taking the perspective of the other, and (f) aligning/scaffolding. The meta-themes of the negotiated-participatory engagement type include (a) feedbackinforming process, (b) putting differences to work, (c) negotiated partnering, (d) accommodating user participation, and (e) addressing the tension between help and control. The meta-themes of the negotiated supportive process type are (a) helping in context, (b) coordinating, (c) pulling together, (d) advocating, and (e) availing. These meta-themes are strategies for collaboration applicable in MHSA practice. Conclusions This meta-synthesis of collaborative processes found in community mental health practice points to the possibility of developing a set of repertoires of practice for service user/professional collaboration, especially in community MHSA practice.

Sensitizing Questions: A Method to Facilitate Analyzing the Meaning of an Utterance

“…There has been a 'turn to dialogue' (Linell, 2009;Holquist, 2009;Gillespie, 2010), with the writings of Mikhail Bakhtin (1981Bakhtin ( , 1984Bakhtin ( , 1986) inspiring a broad range of scholarship (Shotter & Billig, 1998;Hermans, 2001a;Marková, 2003). This approach has developed a sophisticated understanding of human dialogue as contextual, temporal and relational.…”

“…Dialogism draws upon a broad range of scholars, most notably Bakhtin (1981Bakhtin ( , 1984Bakhtin ( , 1986), but also Mead (1922), Wittgenstein (1953) and Rommetveit (1974). Dialogism has a range of distinctive assumptions (see Linell, 2009), most notably: an emphasis on the constitutive power of social interaction that also acknowledges the importance of situation-transcending phenomena (such as discourses, institutions, relationships and identities), and also an emphasis on the historicity of human action that also acknowledges human agency.…”

Rereading Comprehension Pedagogies: Toward a Dialogic Teaching Ethic that Honors Student Sensemaking

“…author relationship as it enters into contact with the polyphony (Bakhtin, 1984) of the reader's ongoing dialogues with others.…”

“…Inevitably, the teacher will have to make choices around how to orchestrate conversations, and may not always be as successful as s/he would like in having all student perspectives unpacked. The polyphony (Bakhtin, 1984) of the give and take, the lack of clear right answers, and the upsetting of the intellectual apple cart may feel uncomfortable to some students. For example, with multiple, divergent student purposes at work, and varying understandings of the context, some students might feel frustrated by peers taking the conversation in a direction that feels to them too loosey-goosey and extra-textual, while their peers feel equally frustrated that those students are trying to rein in the conversation in ways that feel too textually constraining to them.…”

2013 Canadian Historical Association Presidential Address: On Local History and Local Historical Knowledge

“…In the manner of Dostoevsky as interpreted by Bakhtin, each of his characters is accorded their own voice, unfiltered and unsubordinated by the author's. 33 As further elaborated in Bakhtin's Art and Answerability, the author's voice is always shaped in relation to other voices, to whom the author, and indeed their readers, are answerable. 34 Glassie's focus on polyphony and dialogue represents a deeply ethical commitment to the people of this community with whom he has generated a work of genuine collaboration, a history of, for, and by the people.…”