title: Watch, listen and learn: Observing children’s social conduct through their communication

authors: Bateman, Amanda

subjects: communication

abstract: This paper argues for the use of conversation analysis (CA) and membership categorisation analysis (MCA) (Sacks, 1992) to investigate children’s social conduct. A majority of prior research in this area has tended to focus on limited theoretical perspectives situated in developmental psychology, resulting in a dichotomous presentation of either prosocial or antisocial behaviour (see Bateman & Church, 2008 for an overview). Although the use of predefined categories “antisocial” and “prosocial” may be helpful for the organisation of data, there is a concern that these pre-defined classifications lead to children themselves being categorised as either consistently prosocial or antisocial (for example Nelson & Crick, 1999). This view encourages stigma and the labeling of children rather than offering further insight into children’s social worlds (Bateman & Church, 2008). This problem represents a shortfall in information regarding the complexity of peer interactions and how they are locally managed by the children themselves, disregarding the range of social competencies engaged in by the participants.
Therefore a shift in theoretical approach is argued for here as this informs of how social order is produced through verbal and non-verbal communications between the participants themselves (Butler, Fitzgerald & Gardner, 2009; Sacks, 1992a; 1992b;). Analyzing children’s social conduct through observing their communication offers an innovative, theoretical shift which is becoming more valued in many different areas of early childhood and particularly for the study of social relationships in education. This paper will outline the concept of communication as perceived from an ethnomethodological (EM) perspective, provide a background to EM and conversation analysis (CA), discuss some findings from research and then discuss the practical application of these findings for practice.

text: Watch, listen and learn: Observing children’s social conduct through their communication This paper argues for the use of conversation analysis (CA) and membership categorisation analysis (MCA) (Sacks, 1992) to investigate children’s social conduct. A majority of prior research in this area has tended to focus on limited theoretical perspectives situated in developmental psychology, resulting in a dichotomous presentation of either prosocial or antisocial behaviour (see Bateman & Church, 2008 for an overview). Although the use of predefined categories “antisocial” and “prosocial” may be helpful for the organisation of data, there is a concern that these pre-defined classifications lead to children themselves being categorised as either consistently prosocial or antisocial (for example Nelson & Crick, 1999). This view encourages stigma and the labeling of children rather than offering further insight into children’s social worlds (Bateman & Church, 2008). This problem represents a shortfall in information regarding the complexity of peer interactions and how they are locally managed by the children themselves, disregarding the range of social competencies engaged in by the participants.
Therefore a shift in theoretical approach is argued for here as this informs of how social order is produced through verbal and non-verbal communications between the participants themselves (Butler, Fitzgerald & Gardner, 2009; Sacks, 1992a; 1992b;). Analyzing children’s social conduct through observing their communication offers an innovative, theoretical shift which is becoming more valued in many different areas of early childhood and particularly for the study of social relationships in education. This paper will outline the concept of communication as perceived from an ethnomethodological (EM) perspective, provide a background to EM and conversation analysis (CA), discuss some findings from research and then discuss the practical application of these findings for practice.

year: 2011

title: Solidarity across generations in New Zealand: Factors influencing parental support for children within a three-generational context

authors: Hillcoat-Nallétamby, Sarah

subjects: mid-life

abstract: Interest in ascertaining the nature and extent of intergenerational exchanges between those in mid-life, and members of their kinship network has arisen because demographic, social and policy changes have brought into question the ability of individuals in this stage of the family and individual life course to respond to what may be the conflicting support needs of older and younger generations. Trends of delayed childbearing for example, suggest that at mid-life, individuals are increasingly likely to be involved in parenting roles. At the same time, as they contemplate their own pre-retirement needs, they may also be more involved with the caring needs of ageing parents who are living longer. It has thus been argued that the mid-life period carries the potential for complex, and perhaps competing intergenerational requirements for support and care, compromising the ability of those in this life stage to show their solidarity towards both younger and older kin. Research on intergenerational relations has focused mainly on the adult child and elderly parent dyad in the context of population ageing and much less work has been done to understand the nature of intergenerational exchanges in the context of more complex structures extending beyond dyads to include triads of three co-surviving generations. This paper addresses this lacuna by establishing whether, in the context of a kinship structure of three co-surviving generations, the likelihood of a child receiving assistance from their mid-life parent is influenced by the characteristics of an ascending generation, the mid-life respondent’s own ageing parent. Empirical investigation draws on the theoretical framework of micro-level, inter-generational solidarity developed by Bengtson and others, in which exchanges of assistance are conceptualised as bonds of functional solidarity. Underlying the analysis is therefore an investigation of the premise that mid-life individuals are at the centre of competing inter-generational requirements. Data are from the 1997 New Zealand survey ‘Transactions in the Mid-Life Family’, a sample of 750 males and females aged between 40 and 54. Analysis is based on a sub-population of 310 respondents with at least one surviving ageing parent or in-law and one child aged over 15, none of whom live together. Multivariate logistic regression techniques are used and the dependant variable of functional solidarity is represented as a three-category variable of emotional, in-kind and financial support. Findings indicate that when an ageing parent’s bond with the mid-life respondent is characterised by emotional support, this also enhances the child’s chances of benefiting from all dimensions of parental support. Likewise, children are more likely to benefit from in-kind help if their own grandparents also receive it. Results do not clearly suggest that a greater number of elderly members in a kin network necessarily represent a drain on the mid-life respondent’s resources, at least not those of an emotional nature. Life-course specific support requirements of younger and older generations may mean that mid-life individuals in fact respond to complementary rather than competing needs.

text: Solidarity across generations in New Zealand: Factors influencing parental support for children within a three-generational context Interest in ascertaining the nature and extent of intergenerational exchanges between those in mid-life, and members of their kinship network has arisen because demographic, social and policy changes have brought into question the ability of individuals in this stage of the family and individual life course to respond to what may be the conflicting support needs of older and younger generations. Trends of delayed childbearing for example, suggest that at mid-life, individuals are increasingly likely to be involved in parenting roles. At the same time, as they contemplate their own pre-retirement needs, they may also be more involved with the caring needs of ageing parents who are living longer. It has thus been argued that the mid-life period carries the potential for complex, and perhaps competing intergenerational requirements for support and care, compromising the ability of those in this life stage to show their solidarity towards both younger and older kin. Research on intergenerational relations has focused mainly on the adult child and elderly parent dyad in the context of population ageing and much less work has been done to understand the nature of intergenerational exchanges in the context of more complex structures extending beyond dyads to include triads of three co-surviving generations. This paper addresses this lacuna by establishing whether, in the context of a kinship structure of three co-surviving generations, the likelihood of a child receiving assistance from their mid-life parent is influenced by the characteristics of an ascending generation, the mid-life respondent’s own ageing parent. Empirical investigation draws on the theoretical framework of micro-level, inter-generational solidarity developed by Bengtson and others, in which exchanges of assistance are conceptualised as bonds of functional solidarity. Underlying the analysis is therefore an investigation of the premise that mid-life individuals are at the centre of competing inter-generational requirements. Data are from the 1997 New Zealand survey ‘Transactions in the Mid-Life Family’, a sample of 750 males and females aged between 40 and 54. Analysis is based on a sub-population of 310 respondents with at least one surviving ageing parent or in-law and one child aged over 15, none of whom live together. Multivariate logistic regression techniques are used and the dependant variable of functional solidarity is represented as a three-category variable of emotional, in-kind and financial support. Findings indicate that when an ageing parent’s bond with the mid-life respondent is characterised by emotional support, this also enhances the child’s chances of benefiting from all dimensions of parental support. Likewise, children are more likely to benefit from in-kind help if their own grandparents also receive it. Results do not clearly suggest that a greater number of elderly members in a kin network necessarily represent a drain on the mid-life respondent’s resources, at least not those of an emotional nature. Life-course specific support requirements of younger and older generations may mean that mid-life individuals in fact respond to complementary rather than competing needs.

year: 2004-10

title: A proposed hauora Māori clinical guide for psychologists: Using the hui process and meihana model in clinical assessment and formulation

authors: Pitama, Suzanne G.

subjects: Māori

abstract: This paper documents a joint initiative of clinical practice educators from four tertiary institutions and their engagement in the design and development of a proposed Hauora Māori Clinical Guide for Psychologists, which outlines how to apply the Hui Process and Meihana Model to applied psychology. It describes the ability for this proposed Hauora Maori Clinical Guide for Psychologists to assist clinicians, professional psychology training programmes and institutions in meeting the expectations of the Health Practitioners Act and The New Zealand Psychologists Board’s (NZPB) Standards and Procedures document. It presents how this proposed guide can support the implementation of clinical and cultural competence and the Code of Ethics for Psychologists Working in New Zealand. It also provides an opportunity for the psychology profession to demonstrate responsivity to Te Tiriti o Waitangi obligations.

text: A proposed hauora Māori clinical guide for psychologists: Using the hui process and meihana model in clinical assessment and formulation This paper documents a joint initiative of clinical practice educators from four tertiary institutions and their engagement in the design and development of a proposed Hauora Māori Clinical Guide for Psychologists, which outlines how to apply the Hui Process and Meihana Model to applied psychology. It describes the ability for this proposed Hauora Maori Clinical Guide for Psychologists to assist clinicians, professional psychology training programmes and institutions in meeting the expectations of the Health Practitioners Act and The New Zealand Psychologists Board’s (NZPB) Standards and Procedures document. It presents how this proposed guide can support the implementation of clinical and cultural competence and the Code of Ethics for Psychologists Working in New Zealand. It also provides an opportunity for the psychology profession to demonstrate responsivity to Te Tiriti o Waitangi obligations.

year: 2017