Difference between revisions of "Finlay2008b"
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|BibType=ARTICLE | |BibType=ARTICLE | ||
|Author(s)=W. M. L. Finlay; Charles Antaki; Chris Walton; Penny Stribling | |Author(s)=W. M. L. Finlay; Charles Antaki; Chris Walton; Penny Stribling | ||
| − | |Title=The dilemma for staff in | + | |Title=The dilemma for staff in 'playing a game' with people with a profound intellectual disability |
| − | |Tag(s)=EMCA; Intellectual disabilities; Conversation Analysis; Games; | + | |Tag(s)=EMCA; Intellectual disabilities; Conversation Analysis; Games; |
|Key=Finlay2008b | |Key=Finlay2008b | ||
|Year=2008 | |Year=2008 | ||
|Journal=Sociology of Health & Illness | |Journal=Sociology of Health & Illness | ||
|Volume=30 | |Volume=30 | ||
| − | |Pages= | + | |Number=4 |
| − | |URL= | + | |Pages=531–549 |
| − | |Abstract=Games between staff and people with intellectual disabilities serve to promote | + | |URL=https://onlinelibrary.wiley.com/doi/full/10.1111/j.1467-9566.2007.01080.x |
| − | social engagement and inclusion. However, when the person has limited and | + | |DOI=10.1111/j.1467-9566.2007.01080.x |
| − | idiosyncratic communicative abilities, it may be hard to gauge what his/her own | + | |Abstract=Games between staff and people with intellectual disabilities serve to promote social engagement and inclusion. However, when the person has limited and idiosyncratic communicative abilities, it may be hard to gauge what his/her own view of the matter is. We examine video‐taped records of two episodes in which a staff member of a group home prompted a resident with profound intellectual disabilities to play a verbal and a non‐verbal ‘game’. We examine how the staff member in these two cases designs her actions to solve the dilemma she faces between, on the one hand, abandoning an activity when the resident does not provide clear indications that she/he wants to continue or, on the other hand, persisting with it until the resident begins to enjoy it or, at least, participate more fully. The solution lies in a pervasive institutional practice: treat resistance or ambiguity as temporary reluctance. We discuss these interactions as examples of how principles of empowerment, inclusion and independence play out in the details of everyday interaction. |
| − | view of the matter is. We examine | ||
| − | a staff member of a group home prompted a resident with profound intellectual | ||
| − | disabilities to play a verbal and a | ||
| − | member in these two cases designs her actions to solve the dilemma she faces | ||
| − | between, on the one hand, abandoning an activity when the resident does not | ||
| − | provide clear indications that she/he wants to continue or, on the other hand, | ||
| − | persisting with it until the resident begins to enjoy it or, at least, participate more | ||
| − | fully. The solution lies in a pervasive institutional practice: treat resistance or | ||
| − | ambiguity as temporary reluctance. We discuss these interactions as examples of | ||
| − | how principles of empowerment, inclusion and independence play out in the | ||
| − | details of everyday interaction. | ||
}} | }} | ||
Latest revision as of 23:57, 20 November 2019
| Finlay2008b | |
|---|---|
| BibType | ARTICLE |
| Key | Finlay2008b |
| Author(s) | W. M. L. Finlay, Charles Antaki, Chris Walton, Penny Stribling |
| Title | The dilemma for staff in 'playing a game' with people with a profound intellectual disability |
| Editor(s) | |
| Tag(s) | EMCA, Intellectual disabilities, Conversation Analysis, Games |
| Publisher | |
| Year | 2008 |
| Language | |
| City | |
| Month | |
| Journal | Sociology of Health & Illness |
| Volume | 30 |
| Number | 4 |
| Pages | 531–549 |
| URL | Link |
| DOI | 10.1111/j.1467-9566.2007.01080.x |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
Games between staff and people with intellectual disabilities serve to promote social engagement and inclusion. However, when the person has limited and idiosyncratic communicative abilities, it may be hard to gauge what his/her own view of the matter is. We examine video‐taped records of two episodes in which a staff member of a group home prompted a resident with profound intellectual disabilities to play a verbal and a non‐verbal ‘game’. We examine how the staff member in these two cases designs her actions to solve the dilemma she faces between, on the one hand, abandoning an activity when the resident does not provide clear indications that she/he wants to continue or, on the other hand, persisting with it until the resident begins to enjoy it or, at least, participate more fully. The solution lies in a pervasive institutional practice: treat resistance or ambiguity as temporary reluctance. We discuss these interactions as examples of how principles of empowerment, inclusion and independence play out in the details of everyday interaction.
Notes
