Difference between revisions of "RendleShort2015"
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{{BibEntry | {{BibEntry | ||
| − | |BibType= | + | |BibType=INCOLLECTION |
| − | |Author(s)=Johanna Rendle-Short; Ray Wilkinson; Susan Danby; | + | |Author(s)=Johanna Rendle-Short; Ray Wilkinson; Susan Danby; |
|Title=Name-calling by a Child Diagnosed with Asperger’s Syndrome | |Title=Name-calling by a Child Diagnosed with Asperger’s Syndrome | ||
| − | |Editor(s)=Michelle O'Reilly; Jessica Nina Lester; | + | |Editor(s)=Michelle O'Reilly; Jessica Nina Lester; |
| − | |Tag(s)=Autism; Child mental health; Children; Medical EMCA; Address Terms; | + | |Tag(s)=Autism; Child mental health; Children; Medical EMCA; Address Terms; |
|Key=RendleShort2015 | |Key=RendleShort2015 | ||
|Year=2015 | |Year=2015 | ||
|Booktitle=dbook of Child Mental Health: Discourse and Conversation Studies | |Booktitle=dbook of Child Mental Health: Discourse and Conversation Studies | ||
|Abstract=Rendle-Short, Wilkinson, and Danby show how social interaction is directly relevant to maintaining friendships, mental health and well-being, and supportive peer relations. Using conversation analysis, the chapter focuses on conversational participants’ pursuit of affiliation and intimacy from a language as action perspective. It focuses on the use of derogatory naming practices by a 10-year-old girl diagnosed with Asperger’s Syndrome. The analysis shows how derogatory address terms, part of a wider pattern of behaviour evident in this child’s interaction, result in behaviour that might be thought of as impolite or lacking in restraint. It also illustrates how a single case study can draw attention to the context-specific nature of interaction when working with children with Asperger’s Syndrome. The chapter contributes to our understanding of the difficulty in pinpointing, with precision and with clear evidence, what counts as a ‘social interaction difficulty’ due to the context specific nature of interaction. | |Abstract=Rendle-Short, Wilkinson, and Danby show how social interaction is directly relevant to maintaining friendships, mental health and well-being, and supportive peer relations. Using conversation analysis, the chapter focuses on conversational participants’ pursuit of affiliation and intimacy from a language as action perspective. It focuses on the use of derogatory naming practices by a 10-year-old girl diagnosed with Asperger’s Syndrome. The analysis shows how derogatory address terms, part of a wider pattern of behaviour evident in this child’s interaction, result in behaviour that might be thought of as impolite or lacking in restraint. It also illustrates how a single case study can draw attention to the context-specific nature of interaction when working with children with Asperger’s Syndrome. The chapter contributes to our understanding of the difficulty in pinpointing, with precision and with clear evidence, what counts as a ‘social interaction difficulty’ due to the context specific nature of interaction. | ||
| − | |||
}} | }} | ||
Revision as of 02:02, 22 April 2015
| RendleShort2015 | |
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| BibType | INCOLLECTION |
| Key | RendleShort2015 |
| Author(s) | Johanna Rendle-Short, Ray Wilkinson, Susan Danby |
| Title | Name-calling by a Child Diagnosed with Asperger’s Syndrome |
| Editor(s) | Michelle O'Reilly, Jessica Nina Lester |
| Tag(s) | Autism, Child mental health, Children, Medical EMCA, Address Terms |
| Publisher | |
| Year | 2015 |
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| Howpublished | |
| Book title | dbook of Child Mental Health: Discourse and Conversation Studies |
| Chapter | |
Abstract
Rendle-Short, Wilkinson, and Danby show how social interaction is directly relevant to maintaining friendships, mental health and well-being, and supportive peer relations. Using conversation analysis, the chapter focuses on conversational participants’ pursuit of affiliation and intimacy from a language as action perspective. It focuses on the use of derogatory naming practices by a 10-year-old girl diagnosed with Asperger’s Syndrome. The analysis shows how derogatory address terms, part of a wider pattern of behaviour evident in this child’s interaction, result in behaviour that might be thought of as impolite or lacking in restraint. It also illustrates how a single case study can draw attention to the context-specific nature of interaction when working with children with Asperger’s Syndrome. The chapter contributes to our understanding of the difficulty in pinpointing, with precision and with clear evidence, what counts as a ‘social interaction difficulty’ due to the context specific nature of interaction.
Notes
