“How do I do Discourse Analysis?” Teaching Discourse Analysis to novice researchers through a study of intimate partner gender violence among migrant women

Carbó, Pilar Albertín; Ahumada, María Andrea Vázquez; Caballero, Antonia Dorado; Argüelles, Gustavo Adolfo Lezama

doi:10.1177/1473325015617233

Cited by 18 publications

(6 citation statements)

References 9 publications

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“…Studies assessing biomedical and psychosocial perspectives in various texts on ADHD have mostly applied discursive analytic techniques. They start from the crucial assumption that information provided in psychoeducational materials mirrors the discourse around ADHD, while simultaneously constructing that same discourse [22][23][24]. Previous studies have often found the biomedical perspective to be overrepresented.…”

Section: Introductionmentioning

confidence: 99%

Lost in explanation: internal conflicts in the discourse of ADHD psychoeducation

et al. 2022

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Background Psychiatric classifications are understood in many different ways. For children with ADHD and their parents, psychoeducation is an important source of information for shaping their understanding. Moreover, psychoeducation is often taken by children and parents to represent how their story is understood by the therapist. As a result, the way psychoeducation is formulated may affect the therapeutic alliance, one of the most robust mediators of treatment outcome. In addition, psychoeducation may indirectly influence the way we understand psychological differences as a society. Methods To better understand how the classification ADHD is given meaning through psychoeducation, we analyzed 41 written psychoeducational materials from four different countries; the USA, UK, Netherlands and Hungary. Results We identified five patterns of how the materials construct the discourse on ADHD. Notably, tension between biomedical and psychosocial perspectives resulted in conflict within a single thematic stance on ADHD as opposed to a conflict between parties with a different vision on ADHD. There were only few differences between countries in the way they constructed the discourse in the materials. Conclusions These conflicts cause confusion, misrepresentation and decontextualization of ADHD. Ultimately, for those diagnosed with ADHD and their parents, conflicting information in psychoeducation materials may hamper their ability to understand themselves in the context of their difficulties.

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Section: Introductionmentioning

confidence: 99%

Lost in explanation: internal conflicts in the discourse of ADHD psychoeducation

et al. 2022

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“…The analysis of the data followed a discourse analysis approach over four phases (Carbó, Andrea Vázquez Ahumada, Caballero, Lezama Argüelles, & Drisko, 2016). After reading the transcripts carefully several times, the transcripts were coded as we looked for patterns, variability, and differences in the content in each meeting which provided indications to turning points overtime.…”

Section: Discussionmentioning

confidence: 99%

Swedish elite athletics coaches’ professional development in practices of organized coaches’ meetings

2021

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In this paper, we investigate how elite coaches reflect on their practice and interact with each other, as part of their informal professional development. We use observations of 14 coach meetings, over a period of two years, where coaches came together to share their experiences of coaching elite athletics, and to discuss ways for continuous professional development. Through an action research approach, data collected included notes and audiorecorded conversations. The theory of practice architectures was employed as a theoretical tool to frame the analysis of the data in order to understand the meeting practices and how these practices were enabled and constrained. The research revealed how conversations led to awareness, which became turning points for new practices. Specifically, the coaches became aware of the importance of belonging to a community, their lack of knowledge and understanding of inequality, and the complexity of coaching. The meetings, as forums for dialogic practice, were enabled by open-minded collaboration, a willingness to share experiences, and a mutual understanding of the coaching context, but they were also constrained by the structures of coaches' athletics clubs and federations, that do not fully support coaches' meetings as an informal educational practice for professional development.

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“…Gee, 2011;Johnstone, 2017;Paltridge, 2008;Tannen et al, 2015) és rövidebb, könnyebben feldolgozható cikk, útmutató érhető el (pl. Adolphus, é. n.;Carbó et al, 2016). A diskurzuselemzés elmélete a posztmodern társadalomelmélet bonyolult kérdéseihez vezet el, a kutatásmódszertani gyakorlata pedig szintén meglehetősen változatos.…”

Section: Jogi Diskurzusok Kritikai Elemzéseunclassified

Kutatásmódszertani megjegyzések az alávetett csoportok joghoz való viszonyának megismeréséhez

Kiss,

Tóth

2024

A Nagykorúak Cselekvőképességének Korlátozása Magyarországon

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“How do I do Discourse Analysis?” Teaching Discourse Analysis to novice researchers through a study of intimate partner gender violence among migrant women

Cited by 18 publications

References 9 publications

Lost in explanation: internal conflicts in the discourse of ADHD psychoeducation

Lost in explanation: internal conflicts in the discourse of ADHD psychoeducation

Swedish elite athletics coaches’ professional development in practices of organized coaches’ meetings

Kutatásmódszertani megjegyzések az alávetett csoportok joghoz való viszonyának megismeréséhez

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