|Plan||Next||Class curriculum||Course curriculum||Other titles||About the subject||A note on the seminar||Form||Links||Old synopses (in Danish)|
Tuesdays, 2-5 pm, room 3.1.5
|Time||Themes||Activities / case||Preparation / reading|
MN will introduce the seminar, the plan, and the form of activities
intended (as on this page).
Students will be asked to briefly tell the class:
Look around on this site
|14/9, 2-5||Texts of social work I: constructing subject positions||Philp, Houborg Pedersen, Hepburn & Brown, Mattingly, Davies&Law|
|21/9, 2-5||Texts of social work II: Constituting communities||
Case 1: The AA
Big Book and motto
1. Group discussion: Bateson and AA - on the basis of Nina's questions
2. General discussion
7. General discussion
Nina and Signe contribute to discussion on the basis of Bateson and Madigan/Epston
8. Planning of next session
For those who want a counter-example: Case 2: Anti-anorectic/-bulimic League
Bateson, Valverde, Blackman,
Madigan & Epston,
The bold means: Everybody should read Bateson - at least
Everybody should also look into the AA Big Book
See also NA København
Texts of social work III: Institution, stigma, diagnosis
Young drug users: Institutional treatment or?
Case: Confidential material handed out 21/9. Ask Morten for paper copy if you couldn't come.
Or look in white ring binder on shelf.Morten will recount the case in the context of the history outlined in Nissen 2003a
Jesper will contribute to discussion from the point of view of Varenne&McDermott - See Jesper's notes
Thomas from the point of view of Foucault 1967 - see Thomas' notes
Case background material: The official document describing plans for the institution in 2001
Case background material: ICD Classification: Cannabis Dependence
|Nissen 2003a, Foucault 1967, Varenne&McDermott|
|5/10, 2-5||Texts of social work IV: Objectification||
The case consists of these 3 small documents. It may be helpful to read this introduction first.
Questions to the case material prepared by Karina and Morten
1. Mingle & talk
Case background: DanRIS - the Danish registration and information system for residential drug treatment centres
Bowker & Star, Nissen 2003b,
See also The Campbell Collaboration
|19/10, 2-5||Theoretical foundations I: Method, ideal concepts, models||
Overview: Texts in practices - looking back and forward
Introduction to synopsis exam
Jensen, Giddens, (Nissen 2003b)
Prepare questions - about your learning here - and mail them to everybody
Prepare preliminary ideas for synopsis - problem? Case? Argument?
|26/10, 2-5||Theoretical foundations IIa: Frame, network, community||
Frame analysis of teaching
Co-teachers: Nina and Signe
Goffman 1974, Middleton&Brown, Engeström
Goffman is probably hard to grasp without Morten's mini-guide to Goffman's frame analysis
|2/11, 2-5||Theoretical foundations IIb: Discourse: Talk, utterance||
Program: In-depth studies of institutional talk
1. Mingle & talk
5. Report from the groups and general discussion
Edwards&Potter, Bakhtin, Osvaldsson
--and, specifically, read the notation symbols that are also used in case materials!!
And for those who wish to explore further:
Discourse Analysis Online (journal)
Discourse and Rhetoric Group (the Loughborough group where the case materials were originally presented)
|Theoretical Foundations III: Discourse: Form, structure as immanent to social practice||
Case: The Battle of User Service
The idea - which we did not get around to, regrettably - was that Willis, like Foucault and Goffman, presents an immanentist view of discourse (discourse is in practice, as its structure, form etc.), but argues strongly against reducing practice (with its sensuous material objects) to discourse (the "language paradigm"). Thus, we can begin to approach aspects of practices that are not necessarily "textual" as cultural forms materialized in things which people use, and on that basis question how they work to subjectify. E.g. how might unemployed socially excluded "assistants" reshape a civic canteen - with its grassroots, ecological connotations and networks, or with its professional gear and division of labor, or with its simplistic decorations symbolizing Nørrebro working class, or....- as something with which to define an identity that is more than "rehabilitation client". And further, we can return to the talking space and view e.g. jokes as creative objectifications.
A more unfolded analysis of this case can be found here.
|Willis, Foucault 1978, Goffman 1961|
|16/11, 2-4||Final overview||
1. Establishing some kind of general idea of what we've been doing -
starting from students' questions and comments
2. Round 2 of students' project ideas
3. Plans and wishes for 9/12
|Prepare questions and presentation of project ideas|
In room 4.1.15
|Community Psychology in different places||Seminar joint with Peter Berliner's class and with guest professor Neville Robertson from New Zealand|
Since the theories we use are social psychology, the big, classical "social" issues can form our first approach:
Starting from issues such as these defines a "social" approach to practices. Sometimes this appears strangely complementary to a "cultural" approach, even if those same problems have been fundamental to anthropology as well (at least as "social anthropology"). Possibly, the division has to do with the idea of social engineering which lies at the heart of modern social sciences, and in relation to which anthropology aspires to the rôle of commentator - being accustomed to approaching cultures and practices from the outside.
In a broadly socio-cultural thinking such as is possible in psychology, the aspiration is perhaps even more ambitious: to combine cultural reflexivity with practical relevance.
The documents about this element (no. 19) in the master's program mention a distinction between interventions oriented toward treatment and those oriented toward the enhancement of competences. The administrative power of this particular conceptual difference has somewhat faded, but it still does make analytical sense to ask of interventions whether their aims are negatively defined (to prevent, eliminate or remove something, like a problem, a disease, a deviance etc.) or positively defined (to maintain or achieve something, like a good life, knowledge, capabilities, health, efficency etc.).
The course is about intervention. Intervention means coming between - arriving in the midst of a set of elements, deliberately moving a structure: basically, using some cause to achieve some effect on some object. In other words, the conceptual structure, or theoretical problematic, can be described as that of ways of relating agents, objects, ends and means (these concepts should be read as dialectically interdependent).
Some would argue that "practice" should be preferred rather than the term "intervention", since the latter seams to imply a focus on the ideal, the structure, while the former points to how that ideal structure lives and unfolds in the dirty, messy, and many-sided everyday life. On the other hand, of course, even "practice" and "everyday life" are in fact concepts. At any rate, one is confronted with that problem (translated to social psychology: the structure/agency problem).
The important point is that the intervention or practice itself is made the object of theory-based analysis. This is not the ordinary way of conceiving of the relations between theory and practice in psychology. Typically, practice is seen as the application of theory. There is a sense, of couse, in which practice is applied theory. But when we turn practice, or intervention, itself into a theoretical object, we can see that it is very much more than that. Sometimes it can even be seen (a seeing that is itself, of course, a theoretical proposition) to rebel against any theory, or to be essentially a transformation, a reconfiguration, - a critique. An ordering rather than an order; or perhaps a disordering.
Another reason this is not "applied theory" is that theory need not be applied, here, in anything beyond analysis. This is not to say that questions of practical relevance - the "so what?"-question in practical term, like how might one solve these problems or design an intervention better than the one criticized, what are the practical implications of this analysis etc. - do not belong to this field, too, as legitimate and worthy. They do - but they are not essential and obligatory. You are allowed to make a wildly academic, "ivory tower" analysis of some intervention or practice. In fact, the more you lean toward the anthropological end of the theoretical range, the more you will probably be likely to do that.
The seminar investigates relations between written and oral text, practices, and the communities and participants they recruit, address, constitute, or change. This theme is currently discussed in strands of discursive, critical psychology, and cultural-historical activity theory, as these traditions draw on wider philosophical, anthropological and sociological trends. Approaching practices, texts in various genres can appear as the structure of objects, the tools with which to handle them, or reflections and regulations of the overall practices.
This means that we can ask questions such as these - among many many others:
Democratic teaching: Without ignoring leadership responsibility and formal authority (~ the exam!), it is my intention to conduct this course in a democratic spirit. This means that we evaluate regularly and decide together on plans and corrections of plans.
Involvement: Students are expected to not only prepare sessions and take actively part, but even to co-teach. Teaching is not the activity of the teacher, but that of the whole community of the class.
Case studies: The form is case-based teaching. This means that what we work on (the objects of our activity) are mostly "cases": more or less schematic models - often texts - which (re-)present certain actual or hypothetical unique occurances that lend themselves to analysis using the theoretical resources in question. Theories are also dealt with in their own proper medium, as theoretical texts (with their propositions, arguments etc.), but this does not form the main part of our activities. Instead, theories are mainly mediated by cases, or appear mainly in the way they can mediate cases.
The kind of cases that will be used is primarily so-called "wild", real-life cases. "Wild" means that they are open to many kinds of interpretation, and that even though the teacher has some idea about where certain theoretical approaches will lead, the activity is essentially one of exploring the case together. "Real life" means that the cases are models of occurances that have actually taken place; preferrably, the activity of exploring them is currently relevant, and perhaps even engages in dialogue with ongoing practices (in this latter respect, the English language is something of a problem, but I'm working hard to translate).
Most case materials are available online at this site. I hope the students can contribute with case materials as well.
Reading and discussing curriculum texts: It is neither possible nor particularly desirable to reproduce the points and arguments of each and every text from the curriculum in class. Experience suggests that students' reading speeds (and everyday lives outside the University) are widely different, so there's no point in looking for ways to squeeze in all curriculum texts as references in our sessions. What I'm getting at is that the case-based activities in each session has potential references to more than the one text that is highlighted in bold types - the one we can reasonably expect all participants to have read - and basically the approaches and problems of the curriculum texts appear in the shape of those references. We who have read those texts can try to build those references explicitly into our discussions (I certainly will), but it won't amount to a summary.
Outlines - Critical Social Studies
Discourse Analysis Online
activité - revue électronique (new French CHAT online journal)
Forum: Qualitative Social Research
ISCAR - International activity theory
Center for Activity Theory and Developmental Work Research, Helsinki (Yrjö Engeström m.fl.),
Charles Antaki's introductory tutorial on conversations analysis
Discourse and Rhetoric Group
Discourse Unit at
Manchester Metropolitan (with useful downloadable material)
A collection of master copies can be found on the shelf opposite Morten Nissen's office, beside the "studievejledning".
Please at any time put the texts back in the same alphabetical order!
Please inform Morten Nissen about any texts missing (more than a while) .
|Bakhtin, M.M. (1986). The Problem of Speech Genres. In: Speech Genres & Other Late Essays. Austin: University of Texas Press, 60-102||
|Blackman, L.M. (1998). The voice-hearing experience. Nordiske Udkast 26:1, s. 39-50||
|Bowker, G. & Star, S.L. (1999). Sorting Things Out. Classification and its Consequences. Cambridge, Mass./London: MIT Press. Part III: Classification and Work Practice, p. 227-282||
|Davies, Bronwyn & Cath Laws (2000): Poststructuralist Theory in Practice: Working with "behaviorally disturbed" children. I Davies, B.: A body of writing 1990-1999. Alta Mira Press. P. 145-164||
|Edwards, D. & Potter, J. (2001). Discursive psychology. In A.W.McHoul & M. Rapley (Eds). How to analyse talk in institutional settings: A casebook of methods (pp. 12-24). London; Continuum International||
|Engeström, Y, R. Engeström and T. Vähäaho (1999). When the Center Does Not Hold: The Importance of Knotworking, in Chaiklin, S., M. Hedegaard and U Juul Jensen: Activity Theory and Social Practice: Cultural-Historical Approaches, Aarhus University Press. p. 345-374||
|Foucault M (1967): Madness and Civilization. A History of Insanity in the Age of Reason. London: Routledge Ch. 9: »The Birth of the Asylum«, p. 241-278.||
|Goffman, E. (1974). Frame Analysis. An Essay on the Organization of Experience. Boston: Northeastern University Press. Ch 14: Conclusions, p. 560-576||
|Hepburn, A. & Brown, S. (2001). Teacher Stress and the Management of Accountability. Human Relations, 54, 691-715.||
|Houborg Pedersen, E. (2003). Producing the Voice of Socially Excluded People. In: Pedersen & Tigerstedt (eds.). Regulating Drugs - between users, the police, and social workers. Helsinki: Nordic Counsil for Alcohol- and Drugs Research, publication 43, 33-52||
|Jensen, U.J (1987) Practice and Progress: A Theory for the Modern Health Care System, Oxford: Blackwell, p. 87-119, 147-179||
|Madigan, S., & Epston, D. (1995). From "Spy-chiatric gaze" to communities of concern: From professional monologue to dialogue . In S. Friedman (ed.), The reflecting team in action: Collaborative practice in family therapy. New York: Guilford Press, pp. 257-276||
|Mattingly, C. (1998). Healing Dramas and Clinical Plots. Cambridge: University Press. Ch.. 3: The checkers game, p. 48-71.||
|Middleton, D. & Brown, S.D. (2001). The baby as virtual object: Agency and accountability in a neonatal care unit. Version presented to Spacing and Timing: Rethinking globalisation and standardisation conference, Palermo, November 1-3, 2001||
|Nissen, M. (2003a). How can young drug misusers become persons? Presentation to the First International Symposium: Health, Humanity, and Culture - Comparative Social Practices, Malibu, Cal., October 2003.||
|Nissen, M. (2003b). Objective Subjectification: The Antimethod Of Social Work. Mind, Culture & Activity 10: 4: 332-349||
|Osvaldsson, K. (2002). Talking Trouble. Institutionality and Identity in a Youth Detention Home. Linköping: Dept. of Child Studies. 157-186||
|Philp, M. (1979). Notes on the form of knowledge in social work. The Sociological Review 27:1, 83-112||
|Rose, N. (1999). Powers of Freedom. Reframing Political Thought. Cambridge University Press, p. 167-197||
|Valverde, M. (2002). Intoxicated autobiographies. Experience, Truth-Telling, and Ethical Subjectivity. Outlines 3:1, 3-18||
|Varenne, H & McDermott, R (1998). Successful Failure. The School America Builds. Boulder, Colorado / Oxford: Westview Press, 106-130||
|Willis, P. (2000). The Ethnographic Imagination, Cambridge:Polity, 3-44||
|Al-Issa & Oudji, S.: Culture and anxiety disorders. I S. Kazarian & D.R.Evans, (eds). Cultural Clinical Psychology: Theory, research and practice. N.Y.: Oxford University Press, 1998 s.127-151|
|Argyris, C. et al.: Action Science. Jossey-Bass Publishers 1985. S. 4-79|
|G. Bateson, G. (1972). The Cybernetics of Self: A Theory of Alcoholism. In: Steps to an Ecology of Mind, edited by G. Bateson, New York:Ballantine Books, 1972, p. 309-337.|
|Dreier, O (1992). Re-Searching Psychotherapeutic Activity. In: Understanding Practice, edited by J. Lave and S. Chaiklin, Cambridge, Mass.:Cambridge University Press, 1992, p. 104-124.|
|Foucault, M (1978). The History of Sexuality I. The Deployment of Sexuality. New York: Vintage Books, p. 75-131|
|Giddens, A.: The Constitution of Society. Polity Press 1984. S. 1-73|
|Goffman, E.: Asylums: Essays on the Social Situation of Mental Patients and Other Inmates . Penguin Books, London. 1961. S. 283-336|
|Jenkins, J.: Culture, Emotion and PTSD. I: A.J. Marsella et al. (Eds.) Ethnocultural Aspects of Posttraumatic Stress Disorder . Washnigton, DC: American Psychological Association, 1996, s. 165-182|
|Kirmayer, L.J., Young, A. & Robbins, J.M. Symptom attribution in cultural perspective. Canadian Journal of Psychiatry, 1994, 39, 584-595|
|Kitayama, S. & Markus, H.R.: Introduction to cultural psychology and emotion research. I: S. Kitayama & H.R. Markus (eds.): Emotion and Culture. Empirical studies of mutual influence. Washington, DC: American Psychological Association, 1994 s. 1-19|
|Kleinman, A.: Rethinking psychiatry. From Cultural Category to Personal Experience . The free press, 1988. Kapitel 2: "Do psychiatric disorders differ in different cultures? The methodological questions|
|Kuschel, R.: The Necessity for Code of Ethics in Research. I: Psychiatry Today: Journal of Yugoslav Psychiatric Ass. 1998, number 2-3. Belgrade. P.247-274|
|Landrine, H.: Clinical implications of cultural differences: the referential vs. the indexical self. Clinical Psychology Review 1992, 12, 401-15|
|Lewis-Fernandez, R. & Kleinman, A.: Culture, personality, and psychopathology . Journal of abnormal psychology, 1994 103,1 67-71|
|Morgan, G.: Paradigms, Metaphors and Puzzle Solving in Organisation. Administrative Quarterly 1980, 25:605-622|
|Palazolli, M. S.et al (1988). Hypothesizing-Circularity-Neutrality: Three Guidelines for the Conductor of the Sessions. In Pomerans, A.J. (ed.). The Work of Mara Selvini Palazzoli. Northvale, New Jersey/London: Jason Aronson Inc., pp. 395-411|
|Rose, N.: Inventing our selves: Psychology, power, and personhood . Cambridge University Press 1996, p. 150-168|
|Scarr, Sandra: Constructing psychology. S. 43-67. I American Psychologist 1985, vol. 40, p. 499-512|
|Tomm, K. (1984). One perspective on the Milan systemic approach: Part I.Overview of development, theory, and practice. Journal of Marital and Family Therapy, 10:2, 113-125|
|Weick, K: The Social Psychology of Organizing. Second edition. Random House, New York 1979, s 65-88.|
Althusser, L. (1994). Ideology and Ideological State Apparatuses (Notes Towards an Investigation). In S.Zizek (Ed.), Mapping Ideology (pp. 100-140). London: Verso.
Becker, H 1963. Outsiders. Studies in the Sociology of Deviance. Glencoe: Free Press
Barham, P. & Hayward, R. 1991. From the Mental Patient to the Person. London: Routledge
Bauman, Z. (2001). Community. Seeking security in an insecure world. Cambrigde: Polity. 1-38
Becker, H. (1963). Outsiders. Studies in the Sociology of Deviance. Glencoe: Free Press
Bergmark, A. & Oscarsson, L. 1988. Drug abuse and treatment. A study of social conditions and contextual strategies. Stockholm: Almqvist & Wiksell
Berg, M. & Bowker,
G. (1996). The multiple bodies of the medical record: Towards a Sociology of an
Bowker, G. & Star, S.L (1996). How things (actor-net)work: Classification, magic and the ubiquity of standards
Chaiklin, S. & Lave, J. (eds.). 1993. Understanding Practice. Cambridge: University Press
Callon, M. 1986. Some Elements of a Sociology of Translation. In Callon, Law & Rip (eds.), Mapping the Dynamics of Science and Technology. Macmillan. s. 196-233
Castel, F., Castel, R. & Lovell, A. (1982). The Psychiatric Society. New York: Columbia University Press,
Cooperider, D. & Whitney, D. (1999). When Stories have Wings. How responsibility Opens New Options for Action. I: McNamee og Gergen (1999) Relational Responsibility
Cruikshank, B. (1999). The Will to Empower. Democratic Citizens and Other Subjects. Ithaca & London
Dean, M. 1995. Governing the Unemployed Self in an Active Society. Economy & Society 24:4, 559-583
Dehue, T. (2002). A Dutch treat: randomized controlled experimentation and the case of heroin-maintainance in the Netherlands. History of the Human Sciences 15 (2):75-98,.
Dennis, D.L. & Monahan, J. (eds.) 1996. Coercion and Aggressive Community Treatment. A new Frontier in Mental Health Law. New York/London: Plenum Press
Derrida, J (1978): »Cogito and the History of Madness« i Writing and Difference, 37-76. London: Routledge
Donzelot, J. (1979). The Policing of Families. Baltimore/London: John Hopkins University Press
Estroff, S.E. 1981. Making it Crazy. An Ethnography of Psychiatric Clients in an American Community. Berkeley: University of California Press
Foucault, M. (1986). Of Other Spaces. Diacritics, 16, 22-27.
Georgaca, E. (2000). Participation, Knowledge and Power in ‘New’ Forms of Action Research: Reflections on an Offenders’ Social Reintegration Project. Outlines 2, 43-59
Gomart, E. & Hennion, A. (1999). A sociology of attachment: music amateurs, drug users. In: Law & Hassard: Actor Network Theory and After. Oxford: Blackwell, 220-247Hall, S. & Jefferson, T. (eds.) 1977. Resistance through Rituals. Youth Subcultures in Post-War Britain. London/Birmingham: Hutchinson
Hetherington, K. (1997). The Badlands of Modernity. Heterotopia and Social Ordering. London: Routledge
Hirst, P. 1993. Associative Democracy. New Forms of Economic and Social Governance. London: Polity Press, Blackwell Publishers
Heller, A. (1985). The Power of Shame. A Rational Perspective. London: Routledge.
Hollway, W. 1991. Work Psychology and Organizational Behavior. Managing the Individual at work. London Sage Publications
Holzman, L & Polk, H (eds.): History is the cure. A social therapy reader. Practice Press, New York 1988
Howe, D. (1996). Surface and Depth in Social-Work Practice. In: Parton, N. (ed.) Social Theory, Social Change and Social Work. London & New York: Routledge
Jensen, T.E. (2001). Performing Social Work. Cometence, Orderings, Spaces, and Objects. Dept. of Psy., University of Copenhagen: PhD Dissertation
Jones, K.: Experience in Mental Health. Community Care and Social Policy. Sage, London 1988
Kleinmann, A. 1988. The Illness Narratives. Suffering, Healing and the Human Condition. New York: Basic Books
Lave, J. & Wenger, E. (1991). Situated Learning: Legitimate Periferal Participation. New York: Cambridge University Press
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MacKian, S. 1998. The Citizen’s New Clothes. Care in a Welsh Community. Critical Social Policy 18:1, 27-50
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Denne her fik 'kun' 11, men den er faktisk næsten ligeså god: Synopsis2. Den er godt nok også ret utraditionel.Denne Synopsis3 er igen noget helt tredje (sjovt nok). To personer, som skrev sammen og også gik til eksamen sammen (det var muligt dengang). Her er gengivet både det skriftlige og manus til de to mundtlige oplæg. De fik begge et 9-tal. Vurderingen var at de trak karakteren opad i kraft af gode mundtlige oplæg og en god diskussion.
Denne Synopsis4 har også det mundtlige med. Man kan også her se nogle noter anvendt til eksamen. Den blev også bedømt til en karakter i den bedste tredjedel.
Synopsis5 her har ikke været til eksamen endnu...
Synopsis 6 er skrevet af 2 personer og blev også bedømt som en af de rigtig gode
Synopsis 7 var også fin - og tæt på et af vores undervisningstemaer