Learning in Doing: Social, Cognitive, and Computational Perspectives

Dreier, Ole

doi:10.1017/cbo9780511619519.017

Cited by 5 publications

(15 citation statements)

References 51 publications

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“…To develop an understanding of how persons perceive, live with and through their injured bodies, participate in institutional rehabilitation and everyday life and at the same time try to understand themselves, these theoretical approaches have been chosen: MerleauPonty's phenomenological conception of the body (Merleau-Ponty 2002), critical psychology's conception of participation (Dreier 2008) and a conception of the self, according to the two author's epistemological views (Arntzen 2009;Dreier 2008;Merleau-Ponty 2002). In the following section, a brief account of the theoretical approaches will be given.…”

Section: The Theoretical Frameworkmentioning

confidence: 99%

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Body, participation and self transformations during and after in-patient stroke rehabilitation

Arntzen

Hamran

Borg

2014

Scandinavian Journal of Disability Research

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This study explores stroke survivors' experience of being part of an institutional rehabilitation context and what it means for the immediate experience of discharge home. The aim is to develop a deeper understanding of how the dynamic phenomenon body, participation in everyday life and sense of self interrelates and changes through stroke survivors' movement in and between the two contexts and what this phenomenon means for stroke survivors' process of change and well-being in the early rehabilitation trajectory. Repeated, retrospective, in-depth interviews were conducted with nine persons living with moderate impairment after stroke and their closest relatives. Phenomenological and critical psychological concepts are used for analysing the data. Stroke survivors' experience indicates that their time as in-patients is important for their safety in the early juncture. Being part of an institutional rehabilitation context mobilizes stroke survivors' to optimize focus, energy and hope of physical recovery. At the same time it appears to postpone feelings of uncertainty and grief as well as reflection on their situation. However, immediately after homecoming a critical passage in the stroke survivors' rehabilitation trajectory appears because the perception of body, participation in everyday life and the sense of self undergo profound changes. This study stresses the importance of broadening the scope of professional initiative and paying attention to the post-rehabilitation context of everyday life during the in-patient stay.

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Section: The Theoretical Frameworkmentioning

confidence: 99%

“…The chosen framework behind the second key concept -participation -is critical psychology (Dreier 2008). As embodied agents, persons participate with other embodied persons in specific contexts in ongoing everyday life.…”

Section: The Theoretical Frameworkmentioning

confidence: 99%

Body, participation and self transformations during and after in-patient stroke rehabilitation

Arntzen

Hamran

Borg

2014

Scandinavian Journal of Disability Research

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“…Hendes tilvaerelse i faengslet og udenfor faengslet må begribes i sammenhaeng. Dreier (2008) viser, at man generelt må forstå menneskers livsførelse i og på tvaers af sammenhaenge. I forlaengelse heraf forstår jeg også langt de fleste faengslede kvinders deltagelse som en bevaegelse på tvaers af sammenhaenge.…”

Section: Kapitel 3 Fremgangsmåde Teoretisk Placeringunclassified

“…Jeg traf det valg, fordi jeg inspireret af en almen taenkning om mennesker som en del af hinandens betingelser (fx Dreier, 2008) forstår fanger og betjente som en del af hinandens betingelser, hvorfor åbenhed overfor og viden om begge grupper nødvendig. Det var en hjaelp på ganske mange måder -også som kontaktetablering til nogle af kvinderne.…”

Section: Planlaegning Og Adgangunclassified

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Perspektiver på kvinders dagligdag i danske fængsler: ‐ Erfaringer med kvinders og mænds fælles afsoning

Mathiassen¹

2011

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ADHD medication and social self-understanding

Kristensen

Mørck

2014

Eur J Psychol Educ

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This paper addresses some of the contradictions, dilemmas and struggles in a Danish primary school practice involved in medicating children diagnosed with ADHD. It draws on a social practice research study of a 7 year-old boy diagnosed with ADHD, who was medicated against his will. It focuses on his struggles when being medicated, and particularly on meaning making processes and changes in social self-understandings in the first grade class, 1B, generated among students, teachers and parents. The paper is an analysis of moments and movements in Dennis' social self-understanding generated as part of a social practice research project combining a variety of methods, ranging from collective biography inspired group work and qualitative interviews with teachers and students, photo-based interviews, and participant observation in the school. The study has a double aim of generating theory regarding social self-understanding and ADHD medication, and analysing concrete contradictions, dilemmas and action possibilities in a primary school, enabling new 'practice recognitions' that (at least partly) move beyond practices that generate marginalized social self-understandings. Vignette: Dennis's storyFirst grade B (1B) has Danish on the schedule. The Danish teacher, Heather, is out getting something, and the researcher and 'school psychologist' Karen-Lis Kristensen (KL) 1 uses the waiting time to talk with the children. KL asks how it is to be in school in 1B. Dennis raises his hand and says: "I would like to die." KL asks him why he would like to die and he answers: "so I don't have to go to school." This remark disturbs the other children. They ask: "Does he really want to die?", "In what ways?", "Does he want to commit suicide?"Two days later, KL is interviewing Dennis about photos he has taken in class, and again Dennis repeats that he would rather die than go to school, because when he goes to school he has to take medicine. KL asks him why he doesn't like to take medicine, and Dennis tells her that when he is home with his father, he doesn't take his medicine. Then he doesn't have to behave "differently" and he can "relax."Immediately after this interview, at 10 o'clock in the morning, it is time for Dennis to take his medicine. It is the school pedagogue Katie, who is supposed to give it to Dennis. But Dennis refuses to put it in his mouth. When KL gets to the hallway outside the classroom, Dennis is lying flat on the floor, tense in his whole body, without contact with Katie who sits bent over him. Katie is upset and scared. She tells KL that Dennis is saying strange things and insists on not swallowing his pill. KL suggests to Katie, that they should not force the medication on Dennis. When Dennis hears this, he jumps up from the floor and walks into the classroom, and sits still on his chair.After this incident, KL contacts the parents and arranges a meeting with them. The meeting takes place 10 days later with only Dennis's mother participating. Her immediate explanation, when she hears that Dennis says that he w...

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Learning in Doing: Social, Cognitive, and Computational Perspectives

Cited by 5 publications

References 51 publications

Body, participation and self transformations during and after in-patient stroke rehabilitation

Body, participation and self transformations during and after in-patient stroke rehabilitation

Perspektiver på kvinders dagligdag i danske fængsler: ‐ Erfaringer med kvinders og mænds fælles afsoning

ADHD medication and social self-understanding

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