Making Sense of Multi‐Actor Dialogues in Family Therapy and Network Meetings

In recent years, a number of family therapists have conceptualized psychotherapy as a dialogical activity. This view presents family therapy researchers with specific challenges, the most important of which is to find ways of dealing with the dialogical qualities of the multi‐actor dialogues that occur, for example, in family therapeutic conversations. In this article, we propose some preliminary ideas concerning qualitative investigations of multi‐actor dialogues. Our aim is to work toward an integration of Bakhtin’s theoretical concepts with good practices in qualitative research (e.g., dialogical tools and concepts of a narrative processes coding system) in order to make sense of family therapy dialogues. A specific method that we have called Dialogical Methods for Investigations of Happening of Change is described. This method allows for a general categorization of the qualities of responsive dialogues in a single session, and also for a detailed focus on particular sequences through a microanalysis of specific topical episodes. The particular focus is on the voices present in the utterances, the positioning of each speaker, and the addressees of the utterances. The method is illustrated via an analysis of a couple therapy session with a depressed woman and her husband.     

Sudanese refugee youth in foster care: the "lost boys" in America

This study examined the resettlement experiences of unaccompanied Sudanese refugee youth placed in foster care from the perspectives of the youth, foster parents, and agency caseworkers. Youth experienced considerable success. The challenges of adjusting to school and family life, however, suggest a need for funding to support more intensive educational services, more cultural training and support for foster parents and school personnel, and flexibility to provide services in more culturally appropriate modalities.     

From Resistance to Involvement: Examining Agency and Control in a Playworld Activity

In the recent sociocultural literature, it is possible to identify at least three ways of understanding the development of individual agency in social practices: (a) through transforming the object of activity and through self-change, (b) through responsible and intentional membership, and (c) through resistance and transformation of the dominant power relations. This article puts these different perspectives in a dialogical relation to each other and examines the development of individual agency in the context of schooling. The problem of promoting student agency is that, although personal sense and motivation are crucial for learning and development, the need for control and order in classrooms often makes it hard for teachers to give space to them. To develop more meaningful educational practices, there is a need for a thorough understanding of the ways through which teachers and students deal with and momentarily overcome this contradiction in their classrooms and are able to enact or promote agency. The article introduces an empirical case study of Anton, a 7-year-old boy's participation in a joint narrative classroom practice. Anton's orientation and interest toward the narrative activity alters drastically during the spring, as does the teachers' understanding and attitude toward him. Moreover, in Anton's participation, all the three different formulations of agency just presented are visible and concurrently “in action.” The article creates conceptual and analytical tools for examining the potential that narrative learning settings provide for supporting children's engagement and development in classrooms.     

The Challenges Facing Single Female Parents of African Background in Regional Australia

In this paper we investigate the problems experienced by single African women of refugee background being resettled in Wagga Wagga (Wagga), New South Wales, Australia. Wagga is one of the regional centres that the Australian government has earmarked for resettlement of people arriving under the refugee resettlement, better known as “humanitarian”, programs. In this exploratory qualitative research we have focused on the challenges women encountered in accessing services and the stigma of single parenthood within their cultures. Individual interviews were conducted with 10 women of varying ages and African nationalities. The research found that the key concerns were a lack of knowledge about available services, few specific and culturally relevant African services, feelings of isolation, and African community attitudes towards single women.     

Vstreet.com: a web-based community for at-risk teens

Most teens leaving the care of an agency are woefully unprepared and unsupported. Current approaches to aftercare are expensive and difficult to implement. This study evaluated a prototype version of Vstreet.com, an innovative website for at-risk youth designed to teach lifeskills and build community. Findings from a sample of youth in the Job Corps showed that the website was highly effective in increasing their knowledge of apartment hunting skills, feelings of peer social support, and intentions of staying in touch with their agency.     

Belonging in the land down under: Black Africans in Australia

Black African migrants have recently become a visible presence in Australia. Many arrived through the humanitarian resettlement programme, but far greater numbers come through the “skilled stream”. This paper explores recent research into these populations to tease out how material, social and existential elements of settlement intersect with belonging. As a heuristic, it uses Ager and Strang's ten markers and means of integration: material aspects (employment, housing, education and health); social connections internally and externally; facilitators (language, cultural knowledge, safety, stability); and rights and citizenship. A range of challenges to positive settlement and integration are identified, using these domains. However, Australian research has focused almost exclusively on African migrants of refugee background, with most sampling South Sudanese, making generalization impossible, even dangerous. The urgent need for research using wider samples, and more large-scale quantitative work, is called for and a range of policy recommendations suggested.     

The Subjective Experience of Youth Psychotropic Treatment

Abstract

The psychotropic treatment of youth is increasing dramatically. This article examines child and adolescent psychopharma-cological research and argues that social work practice and research must examine the complex relationships, social and psychological, in youth pharmacologic treatment. Regarding identity formation, this article explores the developmental consequences when youth adopt an illness narrative to make sense of everyday medication treatment. A conceptual framework for mapping the socio-cultural context of youth medication management is outlined. In the conclusion, youth psychotropic treatment is connected to a perplexing ‘interpretive gap,’ which highlights the subjective quality of medication treatment.     

Generation,Displacement, and Deservedness among Karen Refugees in California

In this article, we draw on ethnographic interviews with sixteen Karen refugees living in San Diego, California to explore how experiences of exile, displacement, and resettlement differ along generational lines and complicate straightforward dichotomies between “involuntary refugees” and “economic migrants”. While older‐generation Karen experienced political violence and displacement first‐hand, younger‐generation Karen were born in refugee camps in Thailand and usually experienced violence and displacement through its impacts on extended families. Across both generations, Karen exerted agency in exile, displacement, and diaspora. The older generation used stays in refugee camps strategically as a means of economically supporting family members in Burma, while the younger generation view resettlement in the US as a way of achieving educational aspirations. This research points to the importance of generation as a dimension of refugee experience and to the problem of reinforcing victimhood within refugee communities rather than acknowledging refugee agency and resilience.     

Toxic stress in children and youth: Exploring the role of community-based programming to support health and well-being in the United States

Children and youth exposed to toxic stress are at a greater risk for negative outcomes on health, well-being and occupational performance. Focus groups were conducted to gain understanding of the experiences and perspectives of youth at-risk who were currently receiving services from a community-based agency in a small city in the Western United States. Participants discussed acquiring life skills through agency programming including social skills and coping/self-regulation skills. Participants also reported a positive culture of the agency, expressing feelings of safety, trust and supportive relationships. Community-based programming may be in a pivotal position to provide services and supports that act as buffering protection against the effects of toxic stress.     

The translocation of culture: ‘community cohesion’ and the force of multiculturalism in history1

In his work on a Welsh border village, Ronald Frankenberg showed how cultural performances, from football to carnival, conferred agency on local actors and framed local conflicts. The present article extends these themes. It responds to invocations of ‘community cohesion’ by politicians and policy makers, decrying the failure of communal leadership following riots by young South Asians in northern British towns. Against their critique of self‐segregating isolationism, the article traces the historical process of Pakistani migration and settlement in Britain, to argue that the dislocations and relocations of transnational migration generate two paradoxes of culture. The first is that in order to sink roots in a new country, transnational migrants in the modern world begin by setting themselves culturally and socially apart. They form encapsulated ‘communities’. Second, that within such communities culture can be conceived of as conflictual, open, hybridising and fluid, while nevertheless having a sentimental and morally compelling force. This stems from the fact, I propose, that culture is embodied in ritual, in social exchange and in performance, conferring agency and empowering different social actors: religious and secular, men, women and youth. Hence, against both defenders and critics of multiculturalism as a political and philosophical theory of social justice, the final part of the article argues for the need to theorise multiculturalism in history. In this view, rather than being fixed by liberal or socialist universal philosophical principles, multicultural citizenship must be grasped as changing and dialogical, inventive and responsive, a negotiated political order. The British Muslim diasporic struggle for recognition in the context of local racism and world international crises exemplifies this process.     

Voices of pacific youth: Video research as a tool for youth expression

Between 1994 and 1998, UNICEF administered a project to document on video tape the concerns and experience of young people living in the South Pacific Islands. Video was a valuable dual‐purpose medium for this project: it was useful both as a research tool and as a means to communicate sensitive issues across culturally defined borders between young and old. In this article I review the UNICEF produced videos as primary documents about the changing circumstances of youth who live in the Pacific societies. I also examine the challenges of trying to conduct investigations of this sort in cultural environments where young people are inhibited from expressing their views and feelings, and where adolescent perspectives are categorically devalued.     

Everyday negotiations of belonging - making Mexican masks together with unaccompanied minors in Finland

In this paper we discuss how art workshops can be used to examine dimensions of belonging. We draw on our findings of collaborative ethnographic fieldwork with unaccompanied refugee minors in Finland. The practical aim of the art project was to offer a platform for transcultural communication and interaction, and to support mutual understanding and solidarity among the refugee minors and Finnish pupils. The collaborative ethnographic approach gave us an opportunity to meet the young people through working together and be equally active members of the group sharing the same classroom. Theoretically we aim to enlarge the understanding of the sense of belonging and the role of the subjective agency of the unaccompanied minors, including everyday participation. We highlight the practices through which the minors can be supported in an embracing manner in their everyday lives in new host societies.     

Resilient and Self‐reliant Life: South Sudanese Refugees Imagining Futures in the Adjumani Refugee Setting,Uganda

Resilience and self‐reliance have become central in humanitarian responses to refugee situations. Based on a two‐year longitudinal qualitative study, this article explores how South Sudanese refugee youngsters in Uganda imagine and act towards their futures, and questions what resilience and self‐reliance can mean in the temporary space of the refugee camp. Youngsters need to become accustomed to a future without substantial progress, or be ready to play the game of chance. As such, a resilience and self‐reliance policy not only reveals the powerlessness of refugee youth, but also the limits of a humanitarian project to seek actual solutions to refugee situations.     

The politics of fear and empathy: emotional ambivalence in ‘host’ children and youth discourses about migrants in Cyprus

This article looks at the emotion discourses among 30 Greek-Cypriot children and youth interviewees when they describe their feelings about migrants in Cyprus. It looks at how migrant representations and narratives are highly emotional constructions that children and youth utilize to make sense of their views about how migrants are different or similar to themselves. In particular, the article focuses on the simultaneous contradictory positions and feelings of fear and empathy. Two important implications for intercultural education are discussed. First, it is suggested that it is valuable to acknowledge that the emotion work required from ‘host’ children and youth in their interactions with migrants should not be taken for granted. Second, rather than painting a ‘negative’ or ‘positive’ image of children and youth’s responses to migrants – which categorizes children and youth in simplistic ways – it might be more productive to examine how their emotions are linked to ambivalent discourses and inform actions in negotiating the presence of the other and one’s sense of belonging.     

Opting out while fitting in: How residents make sense of assisted living and cope with community life

This paper explores how assisted living residents construct personal understandings of congregate settings through the stories they tell. Using the narratives of Dorothy and Estelle, two 91-year-old participants, we examine how linkages between past experiences and present conditions enable residents to make sense of assisted living and cope with membership in a community comprised of diverse interests, backgrounds, and impairments. Our narrative analysis focuses on how individuals strive for continuity or new meaning in the face of chaos or disruption. Both participants characterize life in the facility in terms of prior personal and professional experiences that then inform their current behavior and feelings toward fellow residents. Although they profess to have little in common with these residents, both constitute assisted living in ways that enable them to enjoy their lives within the facility. Implications for studies using narrative analysis to examine transition into and satisfaction with congregate living are examined.     

There's no place like home: achieving safety,permanency, and well-being for lesbian and gay adolescents in out-of-home care settings

A study was conducted with 45 self-identified gay, lesbian, bisexual, transgendered, and questioning (GLBTQ) youth and agency staff at the two known gay-affirming child welfare agencies in the United States: Green Chimneys GLBTQ Programs in New York City and Gay and Lesbian Social Services in Los Angeles, California. The study examined the question, "What are the challenges presented in ensuring permanency, safety, and well-being for gay and lesbian youth in a gay-affirming child welfare environment?" Guided by the framework outlined in the Child and Family Services Reviews National Standards, which support better outcomes for children and youth, the investigators sought to explore the challenges of ensuring permanency, safety, and well-being for this population, as these challenges were identified by the agency staff and youth who live and work in either of these two gay-affirming programs.     

Strategic self-management: the new youth challenge

Individualization has been a much debated topic in youth research for decades now. Getting a good education and choosing the right one is one of the manifold ways young people deal with late-modern individualization challenges. Based on in-depth interviews with 12 young students aged 17–20 years in the Danish Gymnasium we investigate how young people make sense of, and deal with, these challenges by focusing on how they handle and reflect on their educational biographies. We employ The General Activity Theory to sensitize our contextual understanding of individualization in relation to the youth perspective. Based on our data analysis, this study contributes theoretically by further-developing the concept of ‘strategic self-management’ in an educational context. We conclude that this concept is suitable for encapsulating how young people make sense of, and deal with, their educational biographies facing the new youth challenges. The study thus contributes with an enhanced sensitivity in relation to understanding some of the contemporary challenges of young people whose choice about education echo into their future work life.     

Employers’ and employment counselors’ perceptions of desirable skills for entry-level positions for adolescents: how does it differ for youth with disabilities?

Today’s youth face high unemployment and other labor-market challenges; these challenges are often worse for youth with disabilities. This paper explores what employers and employment counselors look for when hiring youth into entry-level jobs and whether they believe youth with disabilities have fewer skills than those without. This study used a qualitative design with a purposive sample of 19 youth employers and employment counselors. Our findings show that youth employers and employment counselors identify the following traits as enhancing young workers’ employability: a well-prepared job applicant; job fit and a good attitude; and soft skills. We find youth with disabilities are perceived to be at a disadvantage. Consistent with a rising body of research, the emphasis on soft skills, and pliability, opens the door for employment discrimination.     

Visual methodologies for research with refugee youth

Abstract

In the current moment of social, political, economic and environmental disquiet, unprecedented numbers of children have been forced to leave their homes and settle in new communities. As schools worldwide receive increasing numbers of refugee youth, there is a pressing need for thoughtful educational research that inquires into the unique individual needs and experiences of displaced learners. Given that students’ journeys are shaped by movements across physical, cultural and linguistic spaces, we suggest that related scholarship might benefit from Third Space theory. Within this theoretical framework, neither language nor culture is static. Rather, both are continuously shaped through interactions – including those that are non-verbal. For students who may be learning in an unfamiliar language, visual methodologies offer a means and venue for communication. To explore how refugee youth might benefit from Third Space theory and visual methodologies, we first review scholarship that examines how children and schools negotiate educational space. We then describe a series of methodologies that scholars might consider when conducting research with refugee youth, including photovoice, fotonovela, digital storytelling and quilting. Significantly, pairing a Third Space theoretical framework with visual and participatory methodologies may address issues of language, power, vulnerability and ethics.