More Than Protest: Further Explorations of Alternative Metaphors in Narrative Therapy

In the experience of non‐narratively trained therapists, as well as some narratively trained therapists, the ‘protest metaphor’ for framing externalising conversations retains signature status. Yet this metaphor does not adequately represent the breadth of narrative work. As therapist and client reflecting on our joint work, we explore what using a range of metaphors offers to narratively informed therapeutic work. The concept of ‘resistance practices’ from Stacey (1997) is revisited, alternative metaphors employed in externalising conversations are reviewed, and power is re‐examined. We then review the effects on practice that ensue from drawing on a range of alternative metaphors, illustrating our account with extracts from letters and comments on sessions.     

Organizing Gender? Looking at Metaphors as Frames of Meaning in Gender/Organizational Texts

This article examines the ways in which the writing of gender and organizational theory has made use of metaphors to frame understanding about gender and gender relations. Key examples of different theoretical approaches to explaining gender difference within organizations are analysed as texts, to explore the ways in which rhetorical devices play a crucial role in constructing knowledges about women, men, and organizational life. In particular, three metaphors are uncovered: those of space, time and the sexual body. These have important connections with metaphors embedded in ‘mainstream’ (masculinist) organizational theory and are thus shown to construct our understanding of gender in particular, and somewhat limited, ways. However, in the second half of the article, alternative significations of these metaphors are explored. These suggest other readings which may open up the ways in which women, men and gender relations are framed within gender/organizational theoretical texts.     

Play in Mexican‐American mothers and toddlers is frequent,multimodal, and rich in symbolic content

Play offers rich opportunities for toddlers to develop motor, social, cognitive, and language skills, particularly during interactions with adult caregivers who may scaffold toddlers to higher levels of play than toddlers achieve on their own. However, research on play has narrowly focused on children from White, middle‐income backgrounds, leaving a dearth of knowledge about dyadic play in diverse cultural communities. We videorecorded 222 Mexican‐American mothers playing with their 2‐year‐old toddlers with a standard set of toys. Play behaviors were coded as nonsymbolic or symbolic (play type) and as expressed through manual, verbal, or multiple channels (play modality). Play between toddlers and mothers was frequent, high in symbolic content, and toddler play closely corresponded with mother play in type and modality: Toddlers’ nonsymbolic play related to mothers’ nonsymbolic play; toddlers’ symbolic play related to mothers’ symbolic play; toddlers’ manual play related to mothers’ manual play; and toddlers’ multimodal play related to mothers’ multimodal play. Play in Mexican‐American mothers and toddlers is frequent, multimodal, and symbolically rich, offering new directions for future research and practice.     

Performing Child(hood)

Taking an example of play as our point of departure, we consider what it means to be a child and to perform (Butler, Feminism/Postmodernism, 1990; Gender, 1990. Routledge: New York) childhood. By drawing on poststructuralist accounts of subjectivity, language and meaning (Foucault, Discipline and Punish: The Birth of the Prison, 1979. Penguin: Harmondsworth; Derrida, Dissemination, 1974. Athlone: London), we argue that despite powerful discourses that seek to contain childhood, children manage to exceed or interrupt sites of containment. We then go on to suggest that if children themselves are moving beyond some of the discourses in which they are enwrapped, how might we seek to further destabilise what ‘becoming’ (Deleuze,1990: http://www.generation-online.org/p/fpdeleuze3.htm ) child might mean and what might be the implications for our practice(s) with children.     

The territories of the practices of the trench: Origins,scope, desire

Our work with children whose rights have been violated, with their families devastated by family violence and where the majority have been left out of the sociocultural systems and experiencing serious economic and educational difficulties, has taken us to our professional limit. The solitary and individual work, in the dim light of the office, left us without tools. As therapists, we can say that it has been necessary to break with our own mental schemes and to take a leap into the territory, the terrain itself. The learned university theories were questioned, forcing us to include a more humanising and less judgmental look at the work. A psychology of the trench was born for us. This paper articulates a work process that required something more than specific training in our subject matter. It summoned us as human beings capable of hosting suffering. From this starting point, and with an open mind and heart to go through its stages, this process is presented as a journey with advances and setbacks in its intervention modalities, systematising programs in permanent construction. Systematising practices is not an easy task. Familias Cuidando (Caring Families) and Adoptar es Posible (To Adopt is Possible) are the developmental spaces of our trench practices, practices that aim to accompany children, adolescents, and their families through the system of promotion and comprehensive protection of their rights. From Vicente López, a district in the province of Buenos Aires, our psycho-socio-educational and legal approach tries to be a link within collaborative and supportive practices; establishing ties, networks, and dialogues to strengthen the new paradigm aiming to support listening to the voice of children and adolescents; rescuing their childhoods, resignifying the different family models, and accompanying the construction of a life project for each one, in which we all fit.     

Is computer gaming a craft? Prehension,* practice,and puzzle-solving in gaming labour

ABSTRACT

This article applies sociological theories of ‘craft’ to computer gaming practices to conceptualise the relationship between play, games, and labour. Using the example of the game Dota 2, as both a competitive esport title and a complex game based around a shared practice, this article examines the conditions under which the play of a computer game can be considered a ‘craft’. In particular, through the concept of ‘prehension’, we dissect the gameplay activity of Dota 2, identifying similarities with how the hand practices craft labour. We identify these practices as ‘contact’, ‘apprehension’, ‘language acquisition’ and ‘reflection’. We argue that players develop these practices of the hand to make sense of the game’s rules and controls. From this perspective, it is the hand that initiates experiences of craft within computer gameplay, and we offer examples of player creativity and experimentation to evidence its labour. The article concludes with a discussion on the need for future research to examine the quality of gaming labour in the context of esports.     

The Child Outside the Door: Primal Scene,Caesura, and the Primary Trauma of Race

ABSTRACT

We are supposedly a “postracial” America, yet we cannot contain our own excess, cannot keep the unmetabolized beta elements of our racial history out of the bedroom or let race stay in the bedroom so the mature genital couple can do what it pleases. Not only do we surveil, police, and monitor race’s own primal scene but also we continuously break and enter into its most intimate chambers, guns drawn, tanks crashing in, in order to prevent the primal scene from ever taking place. This article explores the idea of race in America as denied its own primal scene and the ways in which, contrary to the importance to Bion (1991) of preventing “someone who KNOWS from filling the empty space” (p. 578), we cannot allow race to hold open its own empty space, find its own manifestations of O. I draw from the work of Wilfred Bion, Fred Moten, Jean Laplanche, and others to attempt to theorize the complexities of “postracial” America’s relationship with race vis-à-vis the primal scene.     

Emancipating play: dis/abled children,development and deconstruction

This paper reflects critically on the meaning of play, especially as it relates to disabled children and their experiences. We explore the close alliance of play to cognitive and social development, particularly in the case of psychologies of development, and reveal a dominant discourse of the disabled child as a non‐playing object that requires professional therapeutic intervention. We argue that this pathologisation of play on the part of disabled children is closely tied to normalisation of childhood, in which non‐normal bodies are increasingly expected to be governed and corrected not only by professionals but also by parents/carers. In order to rescue more enabling visions of the disabled child and their play we turn to three perspectives – the new sociology of childhood; social oppression theories of disability; critical developmental psychology. These resources, we suggest, allow us to reconfigure what we mean by play and disability in a contemporary climate that celebrates competition and marketisation over the intrinsic potentialities of all children. We argue that how we conceive play will per se undermine or promote forms of inclusive research, policy and practice.     

Constructing the sick child: the cultural politics of children's hospitals

Drawing on an ESRC funded study of children's experiences of hospital space this article explores the cultural politics of contemporary English childhood. Using the words and commentaries provided by both children and young people, the article argues that although, as patients, children and young people share the same hospital spaces, their experiences of them are quite different. Through mundane material and symbolic practices, a number of experiential continuities are created for the youngest children between life in hospital and life at home, continuities that work to downplay their identities as children who are sick. For young people, however, these practices are more problematic since the discourses of childhood that are recreated have little resonance with young people's own experiences and sense of self and identity. Thus this article provides evidence of the need for a more nuanced understanding of not only young people's needs in relation to hospital services, but also of the significance of understanding the ways in which particular constructions of ‘the child’ and ‘childhood’ are threaded through public discourses and come to be realized in institutional settings.     

The Social Worker as Transdisciplinary Professional: A Reflective Account

The transdisciplinary key worker model requires early childhood intervention professionals to make radical adjustment in their respective scopes of knowledge and practice. Focused on the author’s brief experience in a key worker role, the article highlights challenges and contradictions that arise when health and welfare professionals are expected not only to exchange knowledge, skills, and expertise, but also to perform each other’s work. Two contextual, reflective accounts of the reasons why social workers should be cautious in task transfers in transdisciplinary teams are given. The article renews support for social workers playing professionally appropriate roles in early childhood intervention teams in ways that can protect best service delivery to children with disability and their families.     

Consent requires a relationship: rethinking group consent and its timing in ethnographic research

ABSTRACT

Activist groups in ethnographic research re-negotiated our Ethics Committee’s expected order of securing consent before data collection, demonstrating the importance of researchers taking time to build relationships first. Although the Ethics Committee expected us to obtain group consent, the literature provides little guidance on how to do this. We developed a Memorandum of Understanding to summarize what forms of participant observation each group agreed to and how we would reciprocate. In this article, we (re)conceptualize consent, using analogies to consent in social contract theory and sexual relations to offer a critical perspective on what constitutes consent. We argue that taking time to build relationships before expecting research participants to consent and replacing informed consent with a negotiated agreement is a more ethical approach. We advocate for Ethics Committees to expand the meaning of ‘informed consent’ and review its timing, especially for ethnographic research with groups.     

Humor Your Way to Good Health

ABSTRACT

Although humor has been used in many ways, humor practices have not been fully conceptualized or utilized as a means to impact major concerns on a societal level. In this intergenerational model demonstration, humor practices were re-conceptualized and used as an effective vehicle for communicating messages to impact a societal issue, overweight and obesity among children. This objective was operationalized through an intergenerational project of the Legacy Leadership Institute on Humor Communication and Health (LLIHCH). Legacy Leaders were trained to use humor practices to convey messages about healthy eating and physical activity to children. They participated in interactive instruction on key topics (nutrition, humor practices, intergenerational relationships, children and schools, leadership, and instructional methods. Legacy Leaders used this training to conduct the Humor Your Way to Good Health program in two public elementary schools. Assessments indicate the children benefit significantly from the Humor Your Way to Good Health intergenerational program in terms of the knowledge acquired and its application to making choices that support healthy behaviors. The unique humor approach captures the attention and imagination of children. The intergenerational approach unites children and adults in a joint quest for healthier lifestyles. Together, they are addressing the epidemic of overweight and obesity among children.     

What might have been-what could be: Working with the grief of children in long-term care

Abstract

“What might have been. what could be'. The stuff dreams are made of. However, the longing, searching, and yearning implied are, each in their own way, activities of anguish which shift the golden romantic dream to torment. Being near a child who is pining in this way is uncomfortable and causes us distress - and all the individual ways of dealing with that distress. We've all been children. We all know what it is to loose something, or to be separated from someone important to us. We know how it can consume us and feel as if it's the end of the world. “A child does not know death - only absence; and in absence, the parent may as well be dead, so overwhelming is the child's sense.of loss (Robertson, 1952);'     

An Ontological Turn for Childhood Studies?

The so‐called ‘ontological turn’ in the social sciences has brought with it yet another layer of theoretical concerns, except that this time the interest is in ontology rather than epistemology. New materialist thinking which has emerged in recent years promises to rethink the task of social theory in ways that circumvent modernist dualisms. In this paper, I explore what this might entail for childhood studies. What might such an ontological shift which emphasises among others relationality, connectedness and materiality mean for the further development of childhood studies? How would a decentring of children and the field's overpowering concerns for studying children's perspectives/voices/standpoints help rethink childhood studies and its remit? How, in short, would a shift from the child as an independent unit of analysis and of childhood as a categorical identity to a new ontology of emerging phenomena which implicate children, adults and non‐human forces affect the field's direction in the future?     

Growing-up in the countryside: children and the rural idyll

The recent surge of interest in the study of children and childhood has brought with it a keener recognition of the diversity of growing-up. In this emerging geography, most attention has been given to the experiences and behaviours of urban children. Few studies have explicitly focused on what it is like to grow-up in the countryside, particularly within the United Kingdom today. In this paper we begin to address this hidden geography by reporting on a study undertaken within rural Northamptonshire. We explore some of the ways in which children encounter the countryside through their own experiences, and (re)examine the `rural’ from their own viewpoint. We uncover an alternative geography of exclusion and disenfranchisement. Rather than being part of an ideal community many children, especially the least affluent and teenagers, felt dislocated and detached from village life. Yet socio-spatial exclusion of this kind is also typical of many childhoods away from the rural and can relate to children almost anywhere. What particularly distinguishes a rural upbringing, however, is the sharp disjunction between the symbolism and expectation of the Good Life (the emblematic) and the realities and experiences of growing-up in small, remote, poorly serviced and fractured communities (the corporeal).     

Drawing Family Boundaries: Children's Perspectives on Family Relationships in Rural and Urban Ethiopia

This article explores how children conceptualise and practice family relationships in two social settings in Ethiopia. Based on ethnographic data, it discusses (i) how urban and rural children construct family; (ii) what family activities children do and which social positions they assume; and (iii) the convergence and divergence of meanings and practices of family relationships between urban and rural Ethiopia. The analysis demonstrates how ‘normative family’ and actual ‘family practices’ are shaped by socio‐cultural, material and spatial contexts. Insights drawn also reveal the complex ways in which access to material resources, geographical distance, rural‐urban locations and cultural traits such as patterns of marriage and child relocation practices shape family relationships.     

Affordances for Participation: Children's Appropriation of Rules in a Reggio Emilia School

This study explores how young children appropriate school rules and what opportunities for active participation are afforded in a Reggio Emilia elementary classroom with particular interest in the interactional and communicative competences children display in situated practice. An ethnographic and microanalytic approach is used to study how the material environment and multimodal resources are mobilized in the activity. The analysis is based on video-recorded sequences in which 6- to 7-year-old children participate in a school project about rules for the schoolyard. The detailed analysis demonstrates how the children plan, reflect, enact, and discuss how to apply their own co-constructed rules in locally relevant ways in the playground. Overall, the findings shed light on how opportunities for children's active participation are situated within and also afforded by the particular Reggio Emilia educational practice that is also shaped by the learning process itself.     

Developing family-based care: complexities in implementing the UN Guidelines for the Alternative Care of Children

In response to immense challenges facing children in out-of-home care in all parts of the world, there is a growing international trend towards the development of family-based placements for children in out-of-home care, away from large-scale institutions. This development of family-based care within a range of care options is recommended within the international Guidelines for the Alternative Care of Children (the Guidelines), which were welcomed unanimously by the United Nations General Assembly in 2009. This paper offers an overview of these guidelines’ key principles, and considers the complexities that arise in efforts towards their implementation. Drawing on the literature, supported by research that informed Moving forward (the implementation handbook on the Guidelines) and illustrated by practice examples from across global regions, the authors examine three fundamental challenges in States’ efforts to implement the Guidelines’ ‘suitability’ principle, namely: de-institutionalising the care system; financing suitable family-based care and supporting the suitability of kinship care. The paper critically reflects on de-institutionalised systems and practices, and the cross-cultural assumptions about suitable foster and kinship care that emerge in efforts towards de-institutionalisation; it aims to spark new thinking on strategic ways in which alternative care is planned and delivered, to impact on future practice.     

Love is Not All You Need: A Revolutionary Approach to Parental Abuse

This case story is a composite of similar family situations where the parents were at risk of harm from their teenage children and commonly the father/step‐father has moved out of home leaving the mother to parent the children on her own. Several of these cases involved physical threats to the lives of the parents. These referrals occurred in a Child, Adolescent and Family Mental Health Service and a Family Therapy NGO between 1985 and 2005. This approach is offered as a complement to the widely published ‘non‐violent resistance’ approach of Haim Omer and his colleagues. We hope it goes some way to address what Lavi‐Lavavi et al ( 2013 , Journal of Systemic Therapies, 32(4), 79–93). describe as ‘the mother's plight’:

The plight of the mother continues to present a major challenge… We are also seeking ways to allow the mother more breathing space, help her to disengage from abrasive conflicts, acknowledge her contribution and sacrifice, and provide her with vantage points that may help her recognize and enhance small improvements. Hopefully, these measures will enable women to evolve from unacknowledged victims to pillars of the family’ (p. 92).